MiamiDade County Public Schools

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ACTIVITIES FOR 11 AND 31

• PREKINDERGATEN PROGRAM FOR ASD CHILDREN
• MIAMI-DADE COUNTY PUBLIC SCHOOLS

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Work Time

• 11 time
• 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

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Activities appropriate for Individual
InstructionAttending Behaviors

• Imitation of actions-
• clapping 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.
• Imitation of actions with objects-
• tapping 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.
• 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.
• 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.

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Activities appropriate for Individual
InstructionCognitive/Matching Skills
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Activities appropriate for Individual
InstructionReceptive Language Skills

• Identifying objects, pictures, photographs,
  pictures of common people,
• drawings (Boardmaker), names in print (self,
  peers)
• Using a variety of instructions
• Touch the _____.
• Point to the _____.
• Get the _____.
• Give me the _____.
• Show me the _____.
• Pick up the _____.
• Where is the _____.
• Do you see a _____.
• Find the _____.

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Activities appropriate for Individual
InstructionExpressive Language

• Labeling developmentally appropriate and
  functional
• items
• Objects
• Pictures
• Photographs of common people
• Drawings (Boardmaker)
• Names in print (self, peers)
• Use the Sd Its a __________. The teacher
  should hesitate,
• waitingfor a response from the child, and then
  the correct response
• should be modeled by the teacher.

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Activities appropriate for Individual
InstructionFine-Motor Skills

• Holding and releasing objects-
• Activity 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
  container-
• Activity 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/apart-
• Activity 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.
• Puzzles-
• Activity 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.

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Activities appropriate for Individual
InstructionFine-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 materials-
• Activity 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 scissors-
• Activity holding scissors, snipping paper,
  cutting on a line, cutting out shapes.
• Tearing paper-
• Activity Tear strips of paper into small
  pieces, tear different sized paper into smaller
  pieces.

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11 ACTIVITY
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11 ACTIVITY
11
11 AREA
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11 AREA
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• 31 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 31
  time.
• 31 activities are cognitive, language,
  fine-motor,
• social activities that extend from
• goals/benchmarks being taught in 11 time.

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• 31 Time
• 31 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.

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• 31 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

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• 31 Time
• 31 time activities
• Fine-motor- (Pre-writing)
• Scribbling
• Imitating strokes using models (Magna Doodle)
• Tracing using stencils
• Writing using models
• Types of writing materials
• crayons markers
• pens pencils
• chalk colored pencils

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• 31 Time
• 31 time activities
• Fine-motor- (cutting)
• Tearing paper
• Snipping paper
• Cutting on a line
• Cutting out shapes

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• 31 Time
• 31 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, airplane- airport,
  car- garage) Imitation.

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• 31 Time
• 31 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.

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• 31 Time
• 31 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

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• 31 Time
• 31 time activities
• Simple Put-in Tasks
• In coffee cans, containers, boxes
• Marbles
• Beads
• Poker chips
• Blocks
• Pom poms
• Clothes pins
• Balls

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• 31 Time
• 31 time activities
• Social Skills-
• Getting another childs 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 Joeys 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

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31 ACTIVITY
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31 ACTIVITY