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Class Schedule |
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Time/Day |
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
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8:15 – 8:30 |
Hearing Aids Today I Will Learn |
Hearing Aids Today I Will Learn |
Hearing Aids Today I Will Learn |
Hearing Aids Today I Will Learn |
NO CLASS |
|
8:30 – 8:45 |
Fine Motor Activity |
Fine Motor Activity |
Fine Motor Activity |
Fine Motor Activity |
NO CLASS |
|
8:45 – 9:00 |
Circle Time Vocabulary Drills |
Circle Time Vocabulary Drills |
Circle Time Vocabulary Drills |
Circle Time Vocabulary Drills |
NO CLASS |
|
9:00 – 9:25 |
Auditory Training Gross Motor Activity |
Auditory Training Gross Motor Activity |
Auditory Training Gross Motor Activity |
Auditory Training Gross Motor Activity |
NO CLASS |
|
9:25 – 9:30 |
Bathroom |
Bathroom |
Bathroom |
Bathroom |
NO CLASS |
|
9:30 – 9:45 |
Snack |
Snack |
Snack |
Snack |
NO CLASS |
|
9:45 – 10:15 |
Language Experience |
Language Experience |
Language Experience |
Language Experience |
NO CLASS |
|
10:15 – 10:45 |
Recess |
Recess |
Recess |
Recess |
NO CLASS |
|
11:00 – 11:15 |
Music/Movement |
Music/Movement |
Music/Movement |
Music/Movement |
NO CLASS |
|
11:15 – 11:30 |
Drop Everything and Read |
Drop Everything and Read |
Drop Everything and Read |
Drop Everything and Read |
NO CLASS |
|
11:30 – 12:00 |
Lunch |
Lunch |
Lunch |
Lunch |
NO CLASS |
|
12:00 – 12:15 |
Living Skills |
Living Skills |
Living Skills |
Living Skills |
NO CLASS |
|
12:15 – 2:30 |
Nap |
Nap |
Nap |
Nap |
NO CLASS |
|
2:30 – 2:50 |
Wake Up Snack |
Wake Up Snack |
Wake Up Snack |
Wake Up Snack |
NO CLASS |
|
2:50 |
Go Home |
Go Home |
Go Home |
Go Home |
NO CLASS |
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* Hearing aid check and sound test. The children will repeat or raise his/her hand when the sound is heard (/m/, /ah/, /ee/, /oo/, /or/, /sh/, and /s/).
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| ** While
Robyn, is working on gross motor, I have a student in the classroom with me
working on auditory training. We follow the SPICE (Speech Perception
Instructional Curriculum and Evaluation) program. This is an individualized
program, where each student moves at his/her own pace. It begins with
detecting any sound and moves into finally answering and repeating questions
with the teacher. Each day the activity is done in a quiet setting. The
student sits directly in front of me and I cover my mouth with a hoop. Some
activities we currently work on in our classroom, are detection of sound,
discrimination between short discrete(BOO!) and long continuous sounds (SHHHH),
discrimination between words with similar vowels and differing consonants
(map, lamp, pants, hand), and asking and answering questions about a
picture.
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*** All activities in all areas are geared toward the individual child. The children who are higher functioning have higher expectations and goals to meet. For instance, in tracing, 1 student may trace simple lines where another child may trace shapes. In gross motor, 1 student may throw a ball in an underhand toss and another may throw it with overhead motion. In language, some students produce 1 and 2 word combinations, where others are producing 3 or more word combinations.
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|
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