Setting the Stage for Tactile Understanding - American Printing ...

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$Math - American Printing House for the Blind$

• Have the child practice fine motor skills by opening and unlocking doors,suitcases, etc., using a variety of keys. Emphasize how keys need to be insertedand turned in a specific direction to work properly.• Read Something Special from APH’s On the Way to Literacy tactilestorybook series.• Read Nate the Great: The Missing Key by Marjorie Weinman Sharmat and MarcSimont (Illustrator), published by Yearling Books, 1982.• Have the child count the number of keys on his mom’s or dad’s key ring andidentify the purpose of each (e.g., to start car, to open house door, to enter theirwork office).• Encourage the child to use adjectives to describe various keys or parts of keys —flat, jagged, metal, long, sharp, notched, etc., as they actually handle them.• Provide an assortment of keys that the child can sort or group according tocertain features or functions (size, types of things they open, etc.).• Have the child identify things of his own that he feels are important to protect(favorite toys, coin collection, jewelry box, diary, etc.).22 Showtime
• Explore other security devices — garage door openers, hotel card key,combination lock, etc.• Discuss other ways doors can be locked (turning a knob on a bedroom door).• Review other meanings in which the word “key” is used for locations (FloridaKeys), instruments (piano keys), nicknames (Pennsylvania is the “KeystoneState”), and proper names (Francis Scott Key) in our everyday language.23 Showtime
Page 3 and 4: PROJECT STAFFProduct Developer/Auth
Page 5 and 6: ACKNOWLEDGEMENTSSpecial thanks to t
Page 7: TABLE OF CONTENTSACKNOWLEDGEMENTS .
Page 11 and 12: only a few examples. Setting the St
Page 13: CENTER STAGE: Transitions the child
Page 16 and 17: the following items can be consider
Page 18 and 19: 8 Showtime
Page 20 and 21: • Visit a toy store and explore t
Page 22 and 23: • Compare the cube or block to ot
Page 24 and 25: • Visit a hair salon and talk to
Page 26 and 27: • Label crayons with braille stic
Page 28 and 29: • Ask the child to conduct a simp
Page 30 and 31: • Allow the child to assist in me
Page 36 and 37: • Use some of the take-apart puzz
Page 38 and 39: • Discuss, make, and/or solve oth
Page 40 and 41: • Have the child practice scissor
Page 44 and 45: • Have spoon relay races: Using a
Page 46 and 47: — paper chain loops— decorative
Page 50 and 51: • Have the child practice squeezi
Page 54 and 55: • Review other types of clothing
Page 56: 46 Showtime
Page 59 and 60: hands-on experience with the real o
Page 61 and 62: Increase the complexity of these ma
Page 63 and 64: ACTIVITY 3: Nest TogetherHave the c
Page 65: 54 Center Stage
Page 68 and 69: • Raised-line illustrations requi
Page 70 and 71: Increase the complexity of these ma
Page 72 and 73: As a final assessment, ask the chil
Page 74 and 75: ACTIVITY 3: Nest TogetherHave the c
Page 76: 64 Finale
Page 79 and 80: Find the circle.Place the cup betwe
Page 81 and 82: Which shape has only straight sides
Page 83:
70 Intermission
Page 86 and 87:
encountered that show objects from
Page 88 and 89:
My HouseEncore ActivitiesBefore usi
Page 90 and 91:
Miniature HouseTactually explore th
Page 92 and 93:
Let the child’s imagination be th
Page 94 and 95:
Cross-sectional View:• Compare a
Page 96 and 97:
Incorrect House ViewsAfter the chil
Page 98 and 99:
HOUSE VIEW 2: Correct view of back
Page 100 and 101:
HOUSE VIEW 4: Correct view of chimn
Page 102 and 103:
HOUSE VIEW 6: Incorrect view of chi
Page 104 and 105:
HOUSE VIEW 8: Incorrect view of sid
Page 106 and 107:
HOUSE VIEW 10: Incorrect view of ba
Page 108 and 109:
Page 110 and 111:
Page 112 and 113:
HOUSE VIEW 16: Incorrect view of th
Page 114 and 115:
Page 116 and 117:
HOUSE VIEW 20: Incorrect view of fr
Page 118:
104 Encore
Page 121 and 122:
• On the Way to Literacy storyboo
Page 123 and 124:
Beyond PlayEarly Intervention Produ
Page 125 and 126:
MindWare121 5th Avenue NWBrighton,
Page 127 and 128:
BibliographyGriffin, H., & Gerber,
Page 129:
114 Curtain Call
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