ACTIVITIES FOR 1:1 AND 3:1
PREKINDERGATEN PROGRAM FOR ASD
CHILDREN
MIAMI-DADE COUNTY PUBLIC
SCHOOLS
Miami-Dade County Public Schools
Prekindergarten Program for Children with Disabilities
Work Time
1:1 time
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Activities appropriate for Individual Instruction:
Attending behaviors
Imitation skills
Following simple verbal commands
Following functional classroom directions
Cognitive skills
Receptive language skills
Expressive language skills
Fine motor skills
Independent Work System
Miami-Dade County Public Schools
Prekindergarten Program for Children with Disabilities
Activities appropriate for Individual Instruction:
Attending Behaviors:
1.
Imitation of actionsclapping hands, stomping feet, tapping table, putting arms above head, putting arms out
to side, rubbing hands together, touching fingers together, arms above head with fingers
touching, patting hands on head, patting hands on shoulders, patting hands on knees,
patting hands on stomach, patting hands on toes, standing, sitting, turning around,
knocking on table, jumping, waving bye-bye, clapping hands above head.
2.
Imitation of actions with objectstapping drum with stick, stacking a block, putting pencil in a cup, combing hair with
comb, stirring with spoon, putting on hat, talking on telephone, eating pizza, shaking
maraca, brushing hair, drawing with crayon on paper, opening a book, rolling play-doh on
table, putting on sunglasses, putting object in container.
3.
Following one-step commands“clap hands,” “stomp feet,” “tap table,” “put arms up,” “touch head,” “touch shoulders”,
“touch knees,” “touch stomach,” “touch toes,” “stand up,” “sit down,” “turn around,”
“knock,” “jump,” “wave bye-bye,” “put in.”
4.
Following functional classroom directions“Go to the door,” “Check schedule,” “Go to the bathroom,” “Come here,” “Wash your
hands,” “Get your backpack,” “Throw it away,” “Wipe your mouth/nose,” “Hold hands.”
Miami-Dade County Public Schools
Prekindergarten Program for Children with Disabilities
Activities appropriate for Individual Instruction:
Cognitive/Matching Skills:
Matching objects, pictures, photographs, pictures of common people, drawings
(Boardmaker), names in print (self, peers).
Use language to identify what is being matched. (Example) “Match ball.” “Match horse.”
“Match A.” “Match mommy.” “Match Jose.” “Match apple.” “Match small group.”
IDEA:
While teaching new matching skills: object to object, picture to picture, object to picture,
drawing to drawing, or print to print, vary the items so that one in the array is an easy
task the child has already mastered. (Example) If the child is learning to match two
objects, place one object (car) on the table and a peg board. Give the child the peg to
place in the peg board, then the other object to Match giving the instruction, “Match car.”
Suggestions for matching tasks:
*putting group of farm animals in a toy barn
*putting together easy inset puzzle
*putting group of cars on a race track, garage, or road mat.
*putting little people in a doll house.
Miami-Dade County Public Schools
Prekindergarten Program for Children with Disabilities
Activities appropriate for Individual Instruction:
Receptive Language Skills:
Identifying objects, pictures, photographs, pictures of common people,
drawings (Boardmaker), names in print (self, peers)
Using a variety of instructions:
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Touch the _____.
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Point to the _____.
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Get the _____.
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Give me the _____.
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Show me the _____.
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Pick up the _____.
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Where is the _____.
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Do you see a _____.
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Find the _____.
Miami-Dade County Public Schools
Prekindergarten Program for Children with Disabilities
Activities appropriate for Individual Instruction:
Expressive Language:
Labeling developmentally appropriate and functional
items:
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Objects
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Pictures
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Photographs of common people
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Drawings (Boardmaker)
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Names in print (self, peers)
Use the Sd: “It’s a __________.” The teacher should hesitate,
waitingfor a response from the child, and then the correct response
should be modeled by the teacher.
Miami-Dade County Public Schools
Prekindergarten Program for Children with Disabilities
Activities appropriate for Individual Instruction:
Fine-Motor Skills:
Holding and releasing objectsActivity: hold and release different objects varying in size, shape and firmness
into a box with no lid.
Putting objects into a hole in a box or containerActivity: put a variety of objects into a hole cut in the top of a shoe box or
container. e.g., clothespins, large buttons, small blocks, empty thread spools,
beads, marbles, small balls, small animals, vehicles, play food items.
Taking off/apartActivity: take off rings from a ring stack, take off beads from a string or shoelace
already strung, take apart a series of pop beads, take apart a set of legos stacked
together, take off blocks fastened with velcro to a box lid, take apart linking cubes
already linked together, take apart star builders already fastened together, taking
apart tinker toys already linked together.
PuzzlesActivity: Put in pieces of puzzle. Start with putting one piece in. (Leave all the
other pieces in.) Take the piece out, but next to the correct space. Next, take the
piece all the way out and hand him the piece. Point to the correct space and say,
“Put in _car .” Then take one more piece out at a time until all pieces are out and
he can put them all back in the correct space.
Miami-Dade County Public Schools
Prekindergarten Program for Children with Disabilities
Activities appropriate for Individual Instruction:
Fine-Motor Skills:
Putting together- stacking blocks, stacking legos, putting together tinker toys,
Activity: putting together star builders, putting together pop beads, stringing beads, putting
together linking cubes, putting pegs in peg board.
Using writing materialsActivity: holding crayon, scribbling on paper, tracing using stencils, imitating strokes.
Use magna doodle toy to reinforce using models and social interaction. The teacher models a
stroke/shape, then the child has a turn to imitate the stroke or shape.
Different types of writing/drawing materials:
*crayons
*markers
*pens
*pencils
*chalk
*colored pencils
Using scissorsActivity: holding scissors, snipping paper, cutting on a line, cutting out shapes.
Tearing paperActivity: Tear strips of paper into small pieces, tear different sized paper into smaller pieces.
Miami-Dade County Public Schools
Prekindergarten Program for Children with Disabilities
1:1 ACTIVITY
Miami-Dade County Public Schools
Prekindergarten Program for Children with Disabilities
1:1 ACTIVITY
Miami-Dade County Public Schools
Prekindergarten Program for Children with Disabilities
1:1 AREA
Miami-Dade County Public Schools
Prekindergarten Program for Children with Disabilities
1:1 AREA
Miami-Dade County Public Schools
Prekindergarten Program for Children with Disabilities
3:1 Time
Activity during work time with 3 children and 1
adult.
Usually at the blue rectangle table in the art area,
or can be at another table designated for 3:1 time.
3:1 activities are cognitive, language, fine-motor,
social activities that extend from
goals/benchmarks being taught in 1:1 time.
Miami-Dade County Public Schools
Prekindergarten Program for Children with Disabilities
3:1 Time
3:1 time activities:
• Sorting– By shape
– By color (color bear family, wooden blocks, crayons,
etc…)
– By category: animals, food, transportation vehicles,
clothes, furniture.
– By objects: all trees, all apples, all cars.
Miami-Dade County Public Schools
Prekindergarten Program for Children with Disabilities
3:1 time activities:
• Fine-motor– Building with Legos: stacking, building from a
model (jig)
– Building with small wooden blocks: stacking,
building from a model (jig)
– Linking cubes
– Tinker toys
– Gears
– Peg boards
– Stringing beads/Lacing cards
Miami-Dade Public Schools
Pre-K Program for ASD Children
3:1 Time
3:1 time activities:
• Fine-motor- (Pre-writing)
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Scribbling
Imitating strokes: using models (Magna Doodle)
Tracing: using stencils
Writing: using models
Types of writing materials:
crayons
pens
chalk
markers
pencils
colored pencils
Miami-Dade Public Schools
Pre-K Program for ASD Children
3:1 Time
3:1 time activities:
• Fine-motor- (cutting)
– Tearing paper
– Snipping paper
– Cutting on a line
– Cutting out shapes
Miami-Dade Public Schools
Pre-K Program for ASD Children
3:1 Time
3:1 time activities:
• Functional Play Skills:
– Baby Doll Play: feeding baby, dressing baby, washing baby,
diapering baby, combing/brushing hair. Imitation.
– Animals: receptive/expressive identification, making houses
for the animals, making animal sounds, moving animals in
appropriate ways (walking, flying, swimming, jumping)
Imitation.
– Transportation Vehicles: receptive/expresssive
identification of vehicles, moving vehicles (driving,flying),
matching to appropriate structures (tractor- farm, airplaneairport, car- garage) Imitation.
Miami-Dade County Public Schools
Prekindergarten Program for Children with Disabilities
3:1 Time
3:1 time activities:
• Functional Play Skills-
– Doll House: receptive/expressive identification of
people, furniture, rooms of house, appropriate use of
furniture (bed- sleep, table- eat, chair- sit), placing
furniture in house (bed in bedroom, stove in kitchen,
toilet in bathroom), role play with people. Imitation.
– Cooking: receptive/expressive identification of names
of dishes/silverware, setting table, passing out dishes,
drinking/eating, stirring, pouring, spreading.
Imitation.
Miami-Dade County Public Schools
Prekindergarten Program for Children with Disabilities
3:1 Time
3:1 time activities:
• Cognitive Skills– Shape sorters (Geoshapes toy)
– Puzzles
– Counting skills: 1-1 correspondence, recognizing
numbers, quantity of objects (“Give me 2 apples.”
– Shoe Box Tasks
*Number peg boards, Counting birthday cakes
Miami-Dade County Public Schools
Prekindergarten Program for Children with Disabilities
3:1 Time
3:1 time activities:
• Simple Put-in Tasks:
• In coffee cans, containers, boxes
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Marbles
Beads
Poker chips
Blocks
Pom poms
Clothes pins
Balls
Miami-Dade County Public Schools
Prekindergarten Program for Children with Disabilities
3:1 Time
3:1 time activities:
• Social Skills– Getting another child’s attention- (Tap on shoulder, Look at
them, Say their name.)
– Sharing an object- (“Here.”)
– Giving object to another person. “Give the block to Andy.” “Roll
the ball to Susan.” “Drive the car to Emily.”
– Share puzzle board and puzzle pieces. “Put the cow in Joey’s
puzzle.” (Pass out pieces of puzzle and have children share
board to put pieces in.)
– Give: High Five/Ten, Hug, Hand shake, Pinky Shake, to another
child.
– Touch _______’s head, hand, arm, ears, nose, etc…
Miami-Dade County Public Schools
Prekindergarten Program for Children with Disabilities
3:1 ACTIVITY
Miami-Dade County Public Schools
Prekindergarten Program for Children with Disabilities
3:1 ACTIVITY
Miami-Dade County Public Schools
Prekindergarten Program for Children with Disabilities
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ACTIVITIES FOR 1:1 AND 3:1 - Miami