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

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$Math - American Printing House for the Blind$

73Goal: Identification (continued)as each new card is turned over, have the child name thecard. If he can, he may keep the card; if not, you or the nextchild has a chance to name and keep the card. The winner isthe child with the most cards.A simplified version of “Go Fish” would also be an interestinggame for several children to play. As each turn comesaround, the child asks the player to his left for the particularcard he needs to complete a set of four cards. If the playeron his left has the card (e.g., a “red triangle”), he mustsurrender it. If he does not, the child who asked must drawfrom the pile. The child who is first to group all of his cardsinto sets of four is the winner.(You may want to devise screens for card games in whichseveral players take part. A screen can be cut from a shoebox. Provide room for the child to place his cards on theLight Box yet still have the deck easily visible.)Activity 10: Familiar object picturesTell a story using the familiar object pictures. “There oncewas a boy who was very, very hungry. He couldn’t wait toeat! When he got home after school, this is what he saw.”(Point to the familiar object pictures; use several at first, laterexpand and include more pictures.) “Help the boy findsomething good to eat. Show me what you would give himto eat.” The child should point to an edible object and nameit, if possible. Make up other stories to motivate the child todiscriminate and identify the object pictures and thefunctions of each.
Goal: Identification (continued)Activity 11: Familiar object picturesSpread several pictures on the Light Box and create a storyaround the objects they display. As you tell the story, havethe child point to the appropriate picture. If the story follows aparticular sequence, have the child arrange the Pictures inleft to right sequence.74
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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
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4. If a child is sensitive or avers
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14. If the child engages in a disru
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The Child with Cortical Visual Impa
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• Taking care to introduce novel
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ReferencesGroenveld, M., Jan, J.E.,
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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 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 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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