Light Box Activity Guide Level Two, Large Print (7-08680-00)

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$Math - American Printing House for the Blind$

Goal: Eye-hand coordination and prewriting ( continued)Activity 20: Activity Sheets #29-46Have the child complete the Activity Sheets which requirehim to trace over straight and curved dotted lines andshapes #29-46.Activity 21: Activity Sheets #29-46Create your own dot-to-dot activities involving simple dottedlines, curves, and shapes or adapt activities in coloringbooks and children’s activity books found in the supermarketand discount stores. Use some of the motivating strategiessuggested under Activity #8 to vary the exercises.Activity 22: Activity Sheets #29-46Continue to provide the child with practice in copying linesand simple shapes you draw. Draw a straight horizontal lineon a piece of blank acetate and have the child copy your linein the space below it. Show her that you would like the twolines to look alike–to be the same length and orientation.Have the child copy long, short, vertical, and diagonal lines.Also practice copying curved lines of different types andorientations. At first, have her copy single lines. Thenintroduce figures consisting of two or more straight orcurved lines, like those shown on Activity Sheets #16-28,or simple shapes.47
Activity 23: Activity Sheets #29-46Give the child a variety of opportunities to trace, copy, draw,and color. Look for childrens’ coloring books with simplepictures and exercises. The Dubnoff School Program 1,Frostig Developmental Program in Visual Perception,Fairbanks Robinson Perceptual Motor materials, and itemsproduced by DLM (Developmental Learning Materials) canbe valuable resources. Transferring these materials toacetate or tracing paper for use on the Light Box will providea number of useful worksheets. Simple pictures frommagazines and other sources may be traced onto acetateas well.48
Page 3 and 4:
©1985, 2004 American Printing Hous
Page 8 and 9: Through increased contrast, elimina
Page 12 and 13: Kit Itemspegboard - 1pegs - 64Red -
Page 14 and 15: Colored shape cards - 303
Page 16 and 17: Geometric shape stencils and Blanks
Page 18 and 19: Blackout Background - 1Acetate Shee
Page 20 and 21: 9. Do not allow the child to play w
Page 22 and 23: 4. If a child is sensitive or avers
Page 24 and 25: 14. If the child engages in a disru
Page 26 and 27: The Child with Cortical Visual Impa
Page 28 and 29: • Taking care to introduce novel
Page 30 and 31: ReferencesGroenveld, M., Jan, J.E.,
Page 32 and 33: The pins will make a snapping sound
Page 34 and 35: Additional MaterialsA number of rea
Page 36 and 37: Colored Plastic ButtonsPlexiglas ®
Page 38 and 39: Costume Jewelry Beads (available fr
Page 40 and 41: AddressesAmerican Printing House fo
Page 42 and 43: Barraga, N.C. (1964). Teaching chil
Page 44 and 45: Jan, J.E., & Groenveld, M. (1992).
Page 46 and 47: Activity SectionNotes to the teache
Page 48 and 49: Listed across the top of the charts
Page 50: Identification ....................
Page 53 and 54: Goal: Eye-hand coordination and pre
Page 55 and 56: Goal: Eye-hand coordination and pre
Page 57: Goal: Eye-hand coordination and pre
Page 61 and 62: Goal: Matching and Sorting ( contin
Page 73 and 74: Activity 37: Colored shape cardsHav
Page 76 and 77: Goal: Spatial RelationshipsActivity
Page 78 and 79: Goal: Spatial Relationships ( conti
Page 80 and 81: Activity 11: Familiar object cutout
Page 82 and 83: Goal: IdentificationActivity 1: Par
Page 84 and 85: 73Goal: Identification (continued)a
Page 86 and 87: Goal: Visual MemoryActivity 1:Place
Page 88 and 89: Goal: Sequencing and PatternmakingA
Page 90 and 91: Goal: Sequencing and Patternmaking
Page 92 and 93: Goal: Part/Whole RelationshipsActiv
Page 94 and 95: Activity 4: Sticks and parquetry pi
Page 96: Activity 9: Activity Sheets #51a-72
Page 99 and 100: Goal: Part/Whole Relationships (con
Page 106: Appendix:Vision Development Materia
Page 112 and 113:
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Page 114 and 115:
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Page 116 and 117:
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Light Box Activity Guide Level Two, Large Print (7-08680-00)

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