Dibujos a colorear para niños. Dibujos para pintar. Dibujos para imprimir y colorear

Hi friends, A few weeks ago I decided to organize all my ECC assessments because I am always referencing them when writing lesson plans and activities. For every single thing I do with my students, I always reference my ECC assessments, EVALS and ILSA. I have previously scanned all my ECC tools into Google Drive and made them editable pdf files so I can use them easily. But accessing the digital files was tough when I am laying out all my resources. The answer came when I decided to compile all my ECC tools--skills, screening tools, assessments, examples of each area, etc. into an easy to use binder. I've LOVED it! I use it all the time and all my tools are at my finger tips. I whipped up a fun cover for my binder with an at-a-glance list of everything in my binder and hole punched all my copies. It took me about 20 minutes to make it all happen. Here's what I have in my ECC Resource binder: First is my areas and skills of the ECC handout that we made for our teachers. This is an at-a-glance of each of the 9 areas of the Expanded Core. This way I can always look for how each of the ECC areas can come up in school routines or activities. Picture of the areas & skills of the ECC handout. I also keep several sections of EVALS in my binder. EVALS is a comprehensive assessment for students with vision impairments developed by TSBVI. I love EVALS because it is specifically written for students with vision impairments. Too often I meet teachers that borrow from other disability groups and use their assessments. The problem with borrowing those assessments is that it doesn't cover the unique needs of students with vision impairments. Our students require a special sequence of skills. I use the Exit Assessment (both for students that need on-going support and will not need the support). EVALS comes as a kit with other tools in it: Two books of evaluations for the ECC areas One book of evaluations for academic subject areas for Practical Academics and Basic Skills students Independent Living Skills Assessment and On-going Evaluation TAPS Comprehensive Assessment and On-going Evaluation Every TVI must have access to EVALS! I can't say it enough--I use it for all my planning! If you are unfamiliar with EVALS, you can read up on it (and purchase it) here: http://www.tsbvi.edu/curriculum-a-publications/3/1030-evals-evaluating-visually-impaired-students I also keep a copy of the entire Independent Living Skills Assessment (ILSA) because I also consider it a helpful tool. I use ILSA a lot to see the sequence of skills in each section. I also like it because it has the age group target so I can look forward and backward for each group of skills. The ILSA is a little out of date with skills (like they reference using a phone book) but it still has a lot of valuable use to it. I like to share the ILSA with parents because it shows them what skills by what age are ideal for students. I often copy a few pages and send it home and ask parents to fill it out to see what kind of skills students can do at home. I also keep a copy of my ECC worksheet that I use with my teachers. I use this worksheet when reviewing ECC skills instruction during everyday school routines. I use this worksheet when I am planning lessons and activities. I always outline how the activity meets the areas of the Expanded Core in my lesson plans. Other items that I have that are not pictured are an ECC screening tool developed by Karen Blankenship. You can get the screening tool from the website EA Rubrics. Here is the link for it: http://earubric-001-site1.mysitepanel.net/ecc-needs-assessment/. EA Rubrics has a lot of valuable information for teaching the essential assessments for students with vision impairments. The essential assessments are a functional vision assessment (FVA), learning media assessment (LMA) and the ECC screening tool. I totally recommend that all vision professionals create an Expanded Core assessment/skills binder. It makes referencing skills and evaluating skills easy. Plus it helps me really know the areas and the skills. I have memorized several areas because I reference them often.

This Braille Learning Pack will help your children learn more about this six raised dot system that was invented by a French schoolboy Louis Braille.

I januar gik vi i 1. kl. i gang med ugeskema Revolutionen og vi arbejder stadig med det. Jeg har læst bogen -Ugeskema Revoluti...

Here is one of my favorite resources for teachers and paraprofessionals for learning how to implement the Expanded Core. This is a simple template to help zero in on ECC areas. Here's how it works: teachers write about everyday routines, activities or a specific lesson. Next, label all areas that are being addressed within the activity. Teachers can use this template for everyday routines such as handing in homework or the arrival/departure routine. They can use it for activities such as centers or a specific lesson. It's quick and easy for teachers to do and it focuses them on how they are embedding ECC areas throughout their day. I also give this template to our support staff. This can also include related services. I think it is important for everyone on the team to embed ECC areas. I really like this for paraprofessionals because they often are the closest with ECC instruction with their direct time with students. This works for paraprofessionals who work in the elementary classroom but also with paras who work with middle and high school students. Paras of students in high school have the unique opportunity to be the biggest facilitators of ECC instruction because they have a lot of access to students. Many high school teachers (general ed) don't know how to implement ECC and TVIs may not have the service hours to provide several ECC lessons a day. But paras do! They are there from start to the end of the day. They can be the ones who can identify opportunities to embed ECC instruction throughout the day. I created this as a word document but also as a fillable pdf file so that teachers can quickly do this on the iPad. I specifically created this as a one page document so that it can be a 'snapshot' of how to embed ECC in a lesson/activity/routine. It also helps teachers and support staff to see how quickly they can infuse areas. I get a feeling that when teachers see big text areas they have to write a lot of information. This is sometimes true but most times you can make a quick bullet list of ECC skills. Teachers need to see that we need to teach the ECC all day, every day! You can email me and I will send it to you to use.

My first graders are studying Claude Monet right now! First we watched a cute video (below) to learn about the artist Then we drew the garden and the Japanese bridge with oil pastels on watercolor paper. Students had to use three different shades of green, have lily pads that begin large at the bottom of the page and get smaller as they go up the page. The lilies can be any color, detailed or blobs. We used cool colors for the water, plants, and tree reflections. I use liquid watercolors because they are the BEST!! Before each student takes their paper to the table I swipe the whole paper with a very very wet towel. Then they begin with some splotches of turquoise Then they use blue Then bits of purple, making sure to leave the top and bottom for the green Then finally add the green at the top for the trees reflecting on the water and on the bottom for the grass You can add salt for texture OPTIONAL Then finally we use a dark green watercolor marker to add some Here is the version with salt after it dried. I love how it created a green vignette around the top!

Tips from a teaching and stay-at-home mom on mistakes to avoid when teaching the alphabet to your preschooler at home.

How to fold a note...the middle school way Back before Facebook, Cell Phones, Text Messaging and Email.. We wrote notes! Buuwahahahahhaa! ...

This digital in-class and distance learning interactive activity is specifically designed for students with CVI, low vision, early intervention, multiple disabled including AAC/switch users. It has high contrast and uncluttered background perfect for CVI students. The student will identify 20 different shapes with instant feedback from a choice board of 3 shapes *A Video file which can easily be used across platforms including phones and Ipads *A PDF file which can easily be printed and laminated *A PowerPoint file with student interaction & instant feedback ✔︎ Distance Learning Tips: You can open PowerPoint to play the files over Zoom with your student. Note that files uploaded to Google Slides looses its audio effect. Visit my store for other packages like this in different themes and for other learning resources at TpT Store or Boom Store and don't forget to follow me to be the first to know about my new products and upcoming sales. To get TPT credit to use on future purchases, go to your My Purchases page and beside each purchase, you will see a Provide Feedback button. Simply click it and you will be taken to a page where you can give a quick rating and leave a short comment for the product. Each time you give feedback, you get a feedback credit for future purchases. I greatly value your feedback as it will help determine how I create other products.

När en grupp ska arbeta och lära tillsammans behöver eleverna få lära känna varandra och bli rtygga med varandra. Vi behöver lägga lite tid och energi på detta. Trots att det kan kännas som att det tar tid från viktig kunskapsinlärning, får du och klassen igen det senare genom att gruppen kan arbeta mer effektivt tillsammans. Många gruppstärkande aktiviteter kan

This four page printable is designed to encourage children to do some really good research about a country of their choice, and put together a book that they will be proud of! We've asked them to compile all sorts of interesting facts but left room for creativity too.

Vi har arbejdet med Fyrtøjet. Børnene udfyldte selv deres egen handlingsbro, efter fælles gennemgang. Herefter skrev de små post-it, med tillægsord der beskrev hovedpersonerne fra eventyret. Otto er et næsehorn: Vi har været i biffen og se "Otto er et næsehorn". Børnene har igen udfyldt handlingsbroen. Vi talte om hvordan de kunne beskrive Topper, som jeg havde lagt som opgave på vores skoleblogs. Børnene fik lov, at beskrive mig først, som en genopfriskning på, hvad personbeskrivelser er. Desværre fik jeg ikke taget et billede, men jeg var fyldt med post-it sedler, fra top til tå. Her kan I læse 1. kl. personbeskrivelse af mig:)

#lmpkracher2020In diesem Material findest du meine Lerntheke zu dem Themenbereich "Längen und Messen". Damit du die Arbeitsblätter flexibel einsetzen kannst, ha

We are studying Moses and today we will discuss God continuing to take care of the Israelites after they leave Egypt. I set up an area with felt for the ground and tossed oyster crackers on it for the kids to pick up. The printable project for today is a discussion starter and can be used for just about any lesson. Review: Last week we learned about Moses and how God sent the 10 plagues to show His power and to force Pharaoh to let the people leave Egypt. There were 600,000 men + women + children + animals! Do you remember how the Israelites knew where to go? God led them! During the day, He went in front of them in a pillar of cloud, and to lead the way at night, He went in a pillar of fire to give them light. Pharaoh gathered up 600 of his best chariots and the chariots with captains and he chased after the Israelites. The Israelites were really scared when they saw Pharaoh’s army coming after them, but Moses said that God would fight for them. Moses stretched out his hand over the Red Sea and God sent a very strong wind from the east. The water rose up and divided! The Israelites walked across the Red Sea on dry land. There was a wall of water on each side of them as they crossed! All the Egyptians followed them, but God wanted to slow them down and all their chariot wheels were caught (bound or fell off [translation?]) and they had trouble driving them! Moses stretched his hand back over the water and the water went back down. The Red Sea covered all the Egyptian men and chariots! Every single one of them! Today's lesson is found in Exodus 15-17. Three days after the people had crossed the Red Sea, they couldn't find water in the wilderness. They came to a place called Marah, which means bitter, and they couldn't drink the water that was there. The people are complaining because they were thirsty and really wanted something to drink. The Lord showed Moses a tree, and Moses threw it into the water. It made the water sweet! As the people traveled, they complained about food. They complained that they could have had food in Egypt, and why did Moses bring them from Egypt, just to die of hunger in the wilderness? God said He was going to "rain bread from heaven for them." God would feed them, but He was going to test them also! I took in these Coriander Seeds to show them what we THINK the manna was like. In the morning, there would be dew all around the camp. When the dew lifted, it was small, round like a coriander seed the people called manna. The people ground it up to make small cakes then baked them. (Wikipedia) The manna was white and tasted like a wafer made with honey. For five days, the people were only allowed to pick up 1 Omer per person in their tent. On the sixth day, they were to pick up enough for two days. God would provide it every day, except for the seventh day, which was the Sabbath Day, a day of rest. (I had the kids 'pick up manna' now) If they saved any extra manna, it stank and had worms coming from it! The people gathered their portion, and when the sun became hot, what was left on the ground, melted away. God sent quail every evening for them to eat and they covered the ground! This is what the people ate for 40 years while they were wandering in the wilderness. In the next lesson, we will continue with Moses and the people as they travel. God will keep providing for them and He will protect them. This is today's take home project that I used for a discussion starter. Fill in the blanks on different ways that God takes care of us. You can cut off the last panel to use for any lesson. This is on 2 sheets. After printing, cut them out leaving the panels together. On the second sheet, you will see on the far left a tab that you do not cut off so you can glue the 2 panels together and fold like an accordion. You can print it in color or black & white. Click here to print in color. Click here to print in color in Spanish. Click here to print in B/W. Click here to print in B/W in Spanish. (I handed out these containers with Gummi Worms and manna, as seen a lot on Pinterest, manna recipe below.) This manna recipe is from my niece Christina Barkley. Thanks for sharing! Manna Cookies 1/2 cup butter 1/2 tsp. vanilla 1 cup sugar 2 eggs 2 cups flour 2 tsp. honey Cream butter and sugar; add eggs and mix well. Add honey and vanilla. Add flour slowly. Drop by half spoonsful onto cookie sheet and bake @ 400 degrees for 8 min. Watch, these will burn quickly. Click here to print it. (Original recipe owner unknown) You can print the above signs here. Click here to print the worksheet. Click here to download the updated visuals. Visuals are for Exodus 17. Not all are shown. Click here to download the pictures to color. (These are the same as the visuals but are black & white.) This is today's cut & glue picture to color. I print the backgrounds on different color cardstock, and the pictures for the students to cut are on regular paper. You can print it here. You can see all the Moses cut & glue pictures to color here. We marked our Moses map for his travels. You can find more information here. Scripture taken from the New King James Version®. Copyright © 1982 by Thomas Nelson. Used by permission.