Community Based Instruction (CBI)

Hello Everyone,

Just a note that our first CBI will have us visiting our local Publix.  We will be splitting the class into two sections – one section making the trip on Thursday, October 20th, and the second group on Thursday, October 27th.  Both trips will be from 9:45 to 12:00.  I’ll send home a note today to let everyone know who is going on what day.

Some of the things we’ll be practicing are:

  • locating desired items
  • maneuvering through aisles
  • putting objects in carts/baskets
  • waiting in lines/taking turns
  • staying focused on a goal

All the best,

Dr. Mike

 

Science Update 10/13/16

Hi All,

We are finishing up our unit on Science in Society this week.  We’ve been learning a lot about different careers in science (biologists, astronomers, geologists, etc), and about how science is used in society (engineering buildings and roads, food science, travel and transportation, etc).  On Monday, we’ll begin a unit on the Sun, Moon, Earth and Stars.  To begin, we’ll be learning to use the attached picture vocabulary on a daily basis.  At home, you might print a copy of the vocabulary, cut out each picture-word and play a matching game (matching the animated picture to the real picture).  You might also practice the words by going outside on a clear night and making connections between the cards and the real objects.  You might even explore Youtube with your young person by having him/her select a vocabulary card randomly, then searching for and watching a  youtube for a video about that thing.

Keep looking up!

Dr. Mike

CLICK HERE FOR VOCABULARY:  sun-moon-star-earth

Hi All,

We’re well on our way to learning Access Points Participatory Math skills.  One of the things we’re learning about is basic algebraic thinking involving X + a number = something for example, X + 1 = 2.  You may be  saying something like, “Okay, Dr. Mike, but how are you making it meaningful and useful?”  Well, the answer is that we’re working on adding and subtracting items from counting baskets to get a specified quantity.  For example, we’ll have a counting basket with 1 block in it.  Then we’ll have a set of more blocks outside the basket.   Then we’ll say, “There’s one item in the basket.  How many more items do we need to put in the basket so there are 2 items in the basket?”  With lots of modeling, and oral/visual/physical prompting, we work through the problem.  For some of our students, this helps them learn 1) basic counting skills, 2)  basic addition skills, 3) developing and understanding of quantity in sets, and 4) works on developing fine and gross motor skills in grasping and manipulating objects.

At home, when doing things with familiar objects that have more than one item in a set (for example, sets of spoons, sets of game pieces, sets of pencils, etc., where each item is the same or similar), say, “we have one ____; give me another so we’ll have two ____’s.”

All the best,

Dr. Mike

Language Arts Update 10/12/16

Hi All,

We’re still working on identifying elements in sequence – first, next last – in stories and in daily living and academic activities.  Today we read Chapter 4 of “Mrs. Meyer is on Fire” by Dan Gutman in which Mrs. Meyer and her students were practicing the “Stop, Drop and Roll” method when one’s clothing catches fire.  We used our “First”, “Next”, and “Last” vocabulary cards to match the sequence of events in Stopping, Dropping, and Rolling.  After practicing with picture-vocabulary, we took out our floor mats and really practiced the procedure (always reinforcing each step with our vocabulary cards, of course).

If you find at home or in the community that you are doing things in short (2 or three step) procedures in a sequence (first-then or first-next-then), try reinforcing those steps with the picture vocabulary we sent home in everyone’s folders last week.

Best regards,

Dr. Mike

Language Arts Update 10/3/16

Hello All,

Yesterday we began a unit on “Reading Informational Texts”.  We’ll be working for the next several days on learning and using the attached vocabulary list.  To help your JLMS student develop understanding of these words, practice using them at home.  For example, you might cut out the vocabulary into individual squares and, each time you find yourself using one of these words at home, say the word and show the vocabulary card to your son or daughter at the same time to help make a connection between the image and the spoken word.  You might also play a game by lining up a set of items your son/daughter likes to engage with, then use the vocabulary cards to demonstrate which item is first, which is next or second, which is last, and so forth.

Click this link for the VOCABULARY list:  unit-3-vocab-1