paper-based lessons

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Paper-based Lessons

Images: Vecteezy.com School Counseling Services

A Kids Guide to Understanding

the Coronavirus

Most children have heard about the coronavirus either in school or at home. They may have

seen people wearing face masks or heard statistics on the news. Talking to your child about

facts in a developmentally appropriate way can help to alleviate worry and fear. Ask your

child what they already know, may have heard, or how they feel. This will allow you to judge

how best to answer their questions honestly and clearly without offering too much

information that may overwhelm them. This guide can be used to help you speak with your

child about the Coronavirus in a developmentally friendly way.

What is the Coronavirus?

The Coronavirus is a virus that causes illnesses like the common cold or COVID-19.

COVID-19 is a virus that can cause fever, a cough, and difficulty breathing. It is

passed from person to person through droplets when people sneeze or cough. If

someone sneezes without using a tissue or covering with the inside of their elbow,

droplets can land on a desk, or other surface. If another person touches that same

desk or surface and then touches their face, they could get sick. This is why handwashing and

covering when coughing and sneezing is so important. A healthy body can usually fight off

this virus, known as COVID-19, and many kids only have mild symptoms if they do catch it.

Why is school closed?

Doctors and health officials have asked us to avoid large crowds to reduce the amount of

germs we spread. Some of these large crowds include school. Everyone at school cares about

you and they want to make sure you and your family stay healthy and safe.

What can I do to keep myself healthy?

The Coronavirus is spread mostly by people coughing and touching

surfaces with germs. If you have to sneeze or cough, use a tissue or the

inside of your elbow.

Use soap and water to keep your hands clean. Wash the front and

back of your hands for at least 20 seconds (trying singing the Happy

Birthday song) before eating, when you come in from outside, and

after coughing, sneezing or using the bathroom.

Try not to touch your face (eyes, mouth, nose) with your hands.

Keep your body strong by getting lots of sleep, eating healthy foods,

and drinking plenty of water!

Talk about your feelings. Having a trusted adult to talk with can help you feel calm and

safe.

Images: Vecteezy.com School Counseling Services

How to calm my worries and fears.

When we are worried, our thoughts can have an effect on the way our body feels.

Some common symptoms are headache, stomach ache, heavy breathing and a fast

heartbeat. This is a normal response caused by our bodies to protect us from

danger. Sometimes our brain can’t tell the different between real danger and our

thoughts, or worries. Try these activities below to help your brain re-gain

control and feel better!

Slow, Deep Breathing When we control our breathing, it helps to calm our bodies down and let us think clearly.

Pretend you are holding a cop of hot cocoa.

Take a slow deep breath in – imagine you are trying to

smell the chocolate.

Exhale slowly – as you use your breath to cool the hot drink.

Repeat 5 times or until your breathing has slowed.

Keep a Routine When you are at school, your day is structured. Knowing what is going to

happen gives us a feeling of comfort and control. Try setting a schedule

at home with your family or creating daily goals that you can keep track

of. For example you could try Math Monday’s, Time to Read Tuesday’s,

and set a goal for how many random acts of kindness you can do.

Get Active Finding an activity you love to do can take your mind off any worries. Exercise and physical

activity also help improve your mood by releasing important chemicals in your brain that make

you feel happy and less stressed.

Color, paint, draw, or write in a journal

Play a board game with your family

Do jumping jacks, or run laps in your yard

Dance, sing, play an instrument

Talk it Up Remember, it is ok to have worries. It is also important to remember to talk about those

worries with someone you trust.

Talk about how you are feeling with the trusted adults around you and

ask questions if you have any. They are paying attention to what is going

on and are here to help.

Talk with family or loved ones that live far away by phone or video chat.

Talk to your friends! Even if you can’t see them every day, a phone call

or message can keep everyone feeling connected.

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117From Skillstreaming the Elementary School Child: Teaching Prosocial Skills (3rd ed.), © 2012 by E. McGinnis, Champaign, IL: Research Press (www.researchpress.com, 800-519-2707).

Skill 1: Listening pre-K and (elem.)

SKILL STEPS

1. Look (Look at the person who is talking.)Discuss the importance of looking at the person who is talking. Point out to students thatsometimes others may think someone isn’t listening, even though he/she has heard what wassaid. These steps are to show someone that you are really listening. (second paragraph is thesame for both pre-k and elementary.

2. Stay still (Sit quietly.)Remind the students that staying still means keeping hands and feet still and not talking withfriends. (These steps are to show someone that you really are listening.)

3. Think (Think about what is being said.)Encourage students think about what the person is saying and be sure they understand if theperson is asking them to do something. (Tell students to sit (or stand) facing the person andremember not to laugh, fidget, play with something, and so on.)

4. (Say yes or nod your head.)(Discuss with students that both verbal and nonverbal messages are important to show that aperson is listening.)

5. (Ask a question about the topic to find out more.)(Discuss relevant questions (i.e., ones that do not change the topic).)

SUGGESTED MODELING SITUATIONS

▶ School: Your teacher tells you that you are to go to the art center or gives you instructions onhow to do an activity. (Your teacher explains an assignment.)

▶ Home: A parent is telling you the plans for the weekend. (Your parents are talking with youabout how to do a chore.)

▶ Peer group: A friend is telling you a story. (Another student tells about a story he/she read orwhat he/she did over the week-end.)

▶ (Community: A store manager is telling you the rules about kids being in the store.)

COMMENTS

This is a good skill with which to begin your Skillstreaming group. Adults often tell young children to listen without explaining the specific behaviors or steps necessary to do so. Once the skill of listening is learned, it can be incorporated into classroom rules. Giving the children a special cue to listen (e.g., "Do you have your listening ears on?") may help them apply the skills when needed. (This is an excellent skill with which to begin your Skillstreaming group. Once students learn the skill of Listening, it can be incorporated into group or classroom rules. You can emphasize the behaviors that show someone is listening by modeling listening behaviors yourself.)RELANTED ACTIVITESPlay listening games such as Simon Says.

118 From Skillstreaming the Elementary School Child: Teaching Prosocial Skills (3rd ed.), © 2012 by E. McGinnis, Champaign, IL: Research Press (www.researchpress.com, 800-519-2707).

FILL IN NOW

With whom will I try this? ______________________________________________________________________________

When?__________________________________________________________________________________________________

FILL IN AFTER YOU PRACTICE THE SKILL

What happened?________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

How did I do? s n fWhy did I circle this?____________________________________________________________________________________

____________________________________________________________________________________________________________

Homework Report 1

Skill 1: Listening

Name _________________________________________________________________ Date ____________________________

SKILL STEPS

1. Look (Look at the person who is talking.)

2. Stay Still (Sit quietly.)

3. Think (Think about what is being said.)

4. (Say yes or nod your head.)

5. (Ask a question about the topic to find out more.)

laura.holland

Underline

119From Skillstreaming the Elementary School Child: Teaching Prosocial Skills (3rd ed.), © 2012 by E. McGinnis, Champaign, IL: Research Press (www.researchpress.com, 800-519-2707).

Homework Report 2

When did I practice? How did I do?

s n fs n fs n fs n f

Skill 1: Listening

Name _________________________________________________________________ Date ____________________________

SKILL STEPS

1. Look (Look at the person who is talking.)

2. Stay Still (Sit quietly.)

3. Think (Think about what is being said.)

4. (Say yes or nod your head.)

5. (Ask a question about the topic to find outmore.)

3/12/2020

1

Get Ready!

Who is ready to eat?

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Who is ready for school?

What home is ready for Christmas?

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Who is ready to go to the beach?

Who is ready for a school activity?

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Who is ready to help the teacher?

Who is ready to play basketball?

3/12/2020

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Who is ready to watch a movie?

Who is ready to draw a picture?

3/12/2020

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Who is ready to play a game?

You did it!•

3/12/2020

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Are the characters good or bad?

Megatron

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Optimus Prime

Yoda

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Darth Vader

Belle

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Gaston

Sleeping Beauty

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Maleficent

Batman

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Joker

Thanos

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Iron Man

Scar

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Simba

Goldar

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Power Rangers

Jasmine

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Jafar

Green Goblin

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Spider Man

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AssistiveWare Core Word ClassroomAAC AssistiveWare Core Word Classroom

AAC

1

CORE WORD OF THE WEEK

GOOD & BAD

WHYS & WAYS FOR ‘GOOD’ & ‘BAD’

WHYS (REASONS TO COMMUNICATE)

WAYS (TO USE THE TARGET WORDS)

EXPRESSING NEEDS AND WANTS

Gaining attention bad! look, it is bad! oh no bad! wow so good!Requesting want good, I want the good one

want bad, I want the bad onecan I have the good one? can I have the bad one?

Refusing, rejecting, protesting that not good, not a good onestop that good one, stop that bad one

GETTING AND GIVING INFORMATION

Simple commenting good one! not bad!Express feelings I feel good, I feel bad, feeling [feeling word] is good / bad

that feels good, this feels badI feel better, I feel worse, I hope you feel better soon

Asking for information what good? what is good? what bad? what is bad?who good? who is good? who bad? who is bad?where is the good one? where is the bad one?how good is it? how bad is that? how many are good / bad?when good? when is good? when is good for you?why good / bad? why that good / bad? why is it good / bad?Is it good / bad? are they good / bad? Is that a good / bad thing?which good / bad? which one is good / bad? which one is best / worst? could it be better / worse?anything good / bad? something good / bad? everything good / bad?anybody good / bad? somebody good / bad? everybody good / bad?anywhere good / bad? somewhere good / bad? everywhere good / bad?

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2AssistiveWare Core Word ClassroomAAC AssistiveWare Core Word Classroom

AAC

Discuss (comments/directions) go good, go bad, it is going good, it is going badit is going better, it is going worseget good, get bad, get a good one, got a bad oneget better one, get the best one, get the worst onelook at good, look at bad, look at that good/bad onesay something good, say something baddo good, did good, you did goodmake good, you make it good, I was good at making thateat good food, eat bad food, tastes good / badeverything is bad! everything is good!everybody feels bad! everybody feels good!that was a good call, that was a good playshould get better soon

Give opinions ___ is good, ___ is badI think ___ is good, I think ___ is badI think it looks good/badI think it was good/badI am good at that, I am not good at thatI am bad at that, I am not bad at thatI think it’s the best/worst, could be better, could be worse,

Give descriptions good, bad, better, worse, best, worstthat is good, this is good, it is good, he is good, you are goodthat is bad, this is bad, it is bad, he is bad, they are badreally good, very good, a little good, all good, some good some bad, not all good, not all badreally bad, very bad, a little bad, all badgood choices, bad choices, make a good/bad choicethat is the best! this is the worst!

Talk about past events It was good, It was badit was going better before __, it went better after ___, it went better when ___it got worse when ___, then the worst happenedthat was the best! that was the worst!that was the best of all! that was the worst of all!it started out good then it got bad, it got worse and worse

Talk about future events It will be good, It will be badIt might be good, It might be badsomething good / bad will happenI think it will be better when ___, I think it would be worse if ___

Tell a story that really happened It was good, it was badguess who came in - somebody bad!

Tell an imaginary story Once there was a good prince…. then a bad dragon came….

Plan maybe it would be better if _, it would be good if we ___would ___ be better or ___? would ___ be good with ___?what is the best thing to do now / next?

Explain It is good because ___, it would be better if ___It is bad because ___, it would be worse if ___

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SOCIAL INTERACTION

Greeting / saying goodbye good morning, good night, good day!Simple politeness Have a good day! I am good, thanks!Conversational skills What is a good thing to do on the weekends? What is bad

about ___? What is good about___? What are you good at?anything good on TV? do something good this weekend?did you go anywhere good? did you watch anything good?

Tease / Flirt / Giving compliments

good on ya! good one! not bad!you are the best, you are the best of all

Tell jokes / sarcasm it could be worse, could have been worse, good to knowNegotiate if you are good then ___, if I am good then ___

if you make a bad choice then ___

SPECIFIC GRAMMAR

1. Use grammar supports to model comparatives/superlatives of good & bad, eg. good,better, best, bad, worse, worst

2. Use grammar supports to model adverbial forms of good & bad, eg. good > well, bad >badly, etc

3. Use different quantity words to show the range of emotion with good & bad, eg. reallygood, very good, a little bad, etc.

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IDEAS FOR USING ‘GOOD’ & ‘BAD’

1. Model good and bad throughout the day as incidental learning opportunities occur, eg.spill the water - BAD, funny joke - GOOD, broke a toy - BAD, achieved a goal - GOOD,ripped your paper -BAD, did great work - GOOD, drop a cup - BAD, help a friend - GOOD,etc.

2. Listen to music (of all different types) and discuss your opinions of whether you thoughtit was GOOD or BAD.

3. Look at artwork, craft projects, paintings, sculptures, etc. (at an art gallery, or on theinternet) and discuss your opinions of whether you think it looks GOOD or BAD.

4. Design outfits for people (craft activity, drawing activity, or even using an app like TocaTailor), and discuss your opinions of whether you think the outfits look GOOD or BAD.

5. Be movie/TV show/ book reviewers. Discuss your opinion of whether you thought it wasGOOD or BAD. Extend language by saying WHY.. eg. “It was good because the bear wasfunny”

6. Take photos of GOOD things happening, and BAD things happening. Model GOOD andBAD as you look the photos.

7. Discuss GOOD and BAD characters and superheroes in stories, cartoons and fairy tales.Describe WHY they were GOOD or BAD. Save photos of GOOD and BAD characters tocreate a GOOD VS BAD book.

LITERACY SUGGESTIONS

1. The following books have repeated lines with the word “good” and/or “bad”:• Good news, Bad news, by Jeff Mack• Good days, Bad days, by Catherine Anholt• Alexander and the Terrible, Horrible, No-good, Very Bad Day, by Judith Viorst• What Good Luck! What Bad Luck! by Remy Charlip• That’s Good, That’s Bad, by Margery Cuyler

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2. Try sharing these Tar Heel Readers:• tarheelreader.org/2016/03/08/bad-vs-good-luck/• tarheelreader.org/2015/04/01/big-hero-6/• tarheelreader.org/2015/11/09/where-is-spiderman/• tarheelreader.org/2013/12/12/friends-46/• tarheelreader.org/2010/05/21/dogs-with-many-personalities/3. Write lists of the PROS & CONS of an activity - ie, what are the GOOD things about it,

what are the BAD things about it?4. Predictable chart writing, such as: “The ___ is good”, “The ___ is bad”5. Work on writing synonym lists, i.e. words that mean the same thing: eg. GOOD: great,

nice, wonderful, fantastic, etc. and BAD: horrible, terrible. The ‘Word Hippo’ website canbe great for this.

6. Brainstorm words that rhyme with BAD: mad, had, glad, fad and GOOD:should, could,wood, would, hood. Identify different word patterns.

7. Use your GOOD and BAD photos to write a class book in Pictello, or another eBookcreation app.

8. Write a list of things you are GOOD at. Also write a list of things you need help with.

3/12/2020

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LET’S FIND WHO IS HAPPY!

THIS DOG IS HAPPY!

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FIND THE HAPPY DOG.

THIS GIRL IS HAPPY!

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FIND THE HAPPY GIRL.

THIS CAT IS HAPPY!

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FIND THE HAPPY CAT.

THIS BOY IS HAPPY!

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FIND THE HAPPY BOY.

THIS PIG IS HAPPY!

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FIND THE HAPPY PIG.

THIS BIRD IS HAPPY!

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FIND THE HAPPY BIRD.

THIS GIRAFFE IS HAPPY!

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FIND THE HAPPY GIRAFFE.

THIS ELEPHANT IS HAPPY!

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FIND THE HAPPY ELEPHANT.

THIS LADY IS HAPPY!

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FIND THE HAPPY LADY.

THIS MAN IS HAPPY!

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FIND THE HAPPY MAN.

THIS TEACHER IS HAPPY!

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FIND THE HAPPY TEACHER.

THIS BUS DRIVER IS HAPPY!

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FIND THE HAPPY BUS DRIVER.

THESE KIDS ARE HAPPY!

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FIND THE HAPPY KIDS.

YOU DID IT!

3/12/2020

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Are they playing or working?

Playing!

3/12/2020

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Is he playing or working?

Working!

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Working!

3/12/2020

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Is she playing or working?

Playing!

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Playing!

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Is she playing or working?

Working!

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Playing!

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Playing!

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Working!

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Playing!

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The end!

You did it!

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AssistiveWare Core Word ClassroomAAC AssistiveWare Core Word Classroom

AAC 1

CORE WORD OF THE WEEK

UP & DOWN

WHYS & WAYS FOR ‘UP’ & ‘DOWN’

WHYS (REASONS TO COMMUNICATE)

WAYS (TO USE THE TARGET WORDS)

EXPRESSING NEEDS AND WANTS

Gaining attention up there! up here! down there! down here!Requesting want up, want go up, I want to go up, I want to go up

therewant down, want go down, I want to go down, I want to go down therewhat the one up there, want that one down there

Refusing, rejecting, protesting not up, not down, don’t want up, don’t want downstop up, stop going up, stop down, stop going downno more up, no more down, all done/finished up / down

GETTING AND GIVING INFORMATION

Simple commenting up there! up here! down there! down here!Express feelings I feel down, I am fed upAsking for information what up? what’s up? what is up there?

what down? what is down there?what is up with that?who up? who is up there? who put it up there?who down? who is down there? who moved it down here?who turned it up / down?is it up there? Is it down there?can I go up? Can I go down? can you turn that up / down?how do I get down? how do I get that down from there?how do I put it up there?why is it up / down there / here? why are you down?when is my time up?

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Give opinions I like it up there, I like it down thereI don’t like it up there, I don’t like it down thereI think it’s up there, I think it’s down there

Give descriptions it is up, it is down, it is all used up, it is dried upDiscuss (comments/directions) up there, down there, up here, down here

up on, up on there, down on, down on there, down in herego up, go down, go up/down there, go up/down here, go up/down now, go up/down again, go up and downget up, get down, get up/down now, get up/down again, get up/down first, get up/down laterlook up, look down, look up/down there, look up/down hereput up, put it up, put it up here, put it up there, put it up nowput down, put it down, put it down here, put it down there, put it down now, don’t put him downput up with it, don’t put up with thatpick that up, keep up, keep up with us, don’t bring it upcome up, come down, come up/down herehe/she up, he/she down, he is up, she is down, he was up there, turn it up, turn it down, use it up, call me up, think something uptime is up!

Talk about past events I went up there, I went down there, she was down thereTalk about future events I will go up there, I will go down thereTell a story that really happened I am not making this up!Tell an imaginary story He was up in the tree… She was down in the garden..

etc.Plan First put it up, then it goes down, when time is up then

we will __Explain I know what is up with that, let me tell you what is up

SOCIAL INTERACTION

Greeting / saying goodbye look who turned up! come on down!Simple politeness can you put it up there please? please turn that down,

could you turn that down please?Conversational skills What’s up? I am down with that!Tease / Flirt / Giving compliments S’up! I give up! change it up! on the down low! I’m

down with that, on the up and up.Tell jokes can’t make this up!Negotiate If it goes up, then we can …

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AAC

SPECIFIC GRAMMAR

1. Prepositions are often used with various verbs to convey concepts that don’t haveanything to do with the concrete concepts of up and down. These are called phrasalverbs, and examples include: hang up, check up, keep up, look up, pass up, put up, turnup, come up, bring up, get up, give up, think up, call up, use up, show up. These formscan be difficult to learn as they are not concrete, so it’s important to model these whenthey “come up” in conversation - be sure to “bring them up”!

IDEAS FOR USING ‘UP’ & ‘DOWN’

1. Watch the Angelman Syndrome Foundation Communication Training Series video thatcovers teaching “up”/“down”: youtu.be/_aQh7XhxYZ4 andwww.angelman.org/wp-content/uploads/2015/12/4th-set-four-core.pdf

2. While playing with balls and balloons, model UP & DOWN as you throw them up anddown.

3. Make ramps and tunnels and model UP & DOWN as you drive cars and transport up anddown.

4. Take photos of a favourite toy going up and down things around the school/home.Model UP & DOWN as you talk about the photos.

5. Nursery Rhymes with UP & DOWN: Incey Wincey, Hickory Dickory Dock, Jack and Jill6. Listening to music or TV shows? Model UP & DOWN as you turn the volume up and

down.7. Out & about: model UP & DOWN as you go up & down stairs, hills, elevators,

escalators, etc.

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AAC

LITERACY SUGGESTIONS

1. The following books have repeated lines with the word “up” and “down”:• Hop on Pop, by Dr. Seuss• Look Up, Look Down, by Tana Hoban2. Try sharing these Tar Heel Readers:• tarheelreader.org/2015/05/28/pp2-go-up-and-down/• tarheelreader.org/2015/11/09/where-is-spiderman/• tarheelreader.org/2014/10/30/opposites-13/• tarheelreader.org/2015/02/20/my-trip-to-the-mall/3. Write list of things that go UP and things that go DOWN.4. Predictable chart writing, e.g. “The __ went up”, “The __ went down”5. Use your UP & DOWN photos to create a Pictello story, or ebook creator.

3/12/2020

1

How do we get to where we need to go?

You are on Green Road and want to go to Spring Street.

3/12/2020

2

You are at the school and want to go to the movie theater.

You are at the post office and want to go to the library.

3/12/2020

3

You are at the library and want to go home.

You are at the bus station and want to go to the beach.

3/12/2020

4

You are on Harker Avenue and want to get to the Community Center.

You are on the corner of Brooks Avenue and Pacific Avenue and you want to get to the dog park.

3/12/2020

5

You are on the corner of Leaf Street and Winter Street and you want to get to the corner of Main Street and Gold Street.

You are at Catherine’s house and you want to get to the supermarket.

3/12/2020

6

You are at the zoo and you want to get to the gas station.

YOU FINISHED! GOOD JOB!

paper-based lessons

Documents