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

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$Math - American Printing House for the Blind$

Activity 34: Familiar object stencils and picturesCreate your own object pictures for the child to match. Traceover drawings in children’s coloring books, story books, or inmagazines. Tracing paper colored with felt tip pens showsup well on the Light Box; laminate it for extra durability, ortrace onto clear acetate or Mylar ® .Activity 35: PegsHave the child sort the pegs using shape and color ascriteria. For example, blue square pegs should be groupedseparately from green square pegs; blue round pegs shouldbe grouped separately from blue square pegs, and so on.The child may group pegs using the pegboard, placing eachdifferent type of peg in its own row, or he may prefer to sortpegs into piles or containers on the Light Box surface.Activity 36: Parquetry piecesGoal: Matching and Sorting ( continued)Have the child sort parquetry pieces according to shape andcolor, as described in activity #1. The parquetry pieces mayalso be sorted by shape and size, grouping separately large,medium, and small triangles and large, medium, and smallsquares. The child may also sort the parquetry pieces bycolor and size.61
Activity 37: Colored shape cardsHave the child sort the Colored shape cards by shape andcolor, shape and size, and color and size. (Make a fewadditional cards to provide a wider variety of colors and sizesfor sorting.)Activity 38: Colored shape cardsPlay a card game using acetate cards you have made whichdisplay shapes colored with a marker or cut from adhesiveart film (See Other Suggested Materials). Make 7 to 13different shapes in four colors.62
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©1985, 2004 American Printing Hous
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Through increased contrast, elimina
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Kit Itemspegboard - 1pegs - 64Red -
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Colored shape cards - 303
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Geometric shape stencils and Blanks
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Blackout Background - 1Acetate Shee
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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 59 and 60: Activity 23: Activity Sheets #29-46
Page 61 and 62: Goal: Matching and Sorting ( contin
Page 71: Goal: Matching and Sorting ( contin
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
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Light Box Activity Guide Level Two, Large Print (7-08680-00)

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