Level 2 Sample Activitie

7/28/2019 Level 2 Sample Activitie

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Sampl e Activities

Developmental

Level Two:

Early Primary School

100 WorkbooksPlacement and

Progress

Sample Activities


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Devel opmental Level Two:Ear l y Pr imary SchoolFor students of all ages who are currently working towards

outcomes associated with the developmental level of Early Primary

School. (Mainstream Equivalent of 6 to 8 years old)

Christian Studies Concepts and Patterns

Workbook 1 2 Workbook A B C

Date

Completed

Date

Completed

Creative Minds Fine Motor Skills

Workbook 1 2 Workbook 4A 5B 6C

Date

Completed

Date

Completed

Listening Skills Personal Development

and Instruction Following and Protective Behaviours

Workbook A B C Workbook A B C

Date

Completed

Date

Completed

Processing Speed and Accuracy Thinking Skills and Problem Solving


Date

Completed

Date

Completed

Receptive and Expressive Communication

WorkbookColours,

Shapes,

Sizes

Questions

1Questions

2Position

1Position

2Spiral4A

Spiral5B

Spiral

6C

Date

Completed

Word Sounds and Spelling Working Memory(Phonemic Awareness)


Date

Completed

Date

Completed


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English (Functional Literacy)

Spiral A Spiral B Spiral C

Workbook 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8

Date

Completed

Mathematics (Functional Numeracy)

Spiral A Spiral B Spiral C

Workbook 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8

Date

Completed

Curriculum StudiesIn addition, the following Curriculum Studies Workbooks are available, each dealing

with an individual topic. Write the completion date beside each Workbook, as applicable.

Mathematics Date: Date:

Geometry 1 Numbers and Operations 1

Graphing and Classification 1 Numbers and Operations 2

Measurement and Money 1 Numbers and Operations 3

Measurement and Money 2 Time 1

Extension Work for children from 6 to 8 years oldGifted and Talented students, from 6 to 8 years old, can comfortably use many of the

resources from most program levels of Precision Academics.

In particular, encourage them to browse through Developmental Level Three: Middle

Primary to select workbooks of interest to them.

Creative Minds workbooks 1, 2, 3,4, and 5 are often special favourites. The following WINGS and Challenge Me workbooks are especially suitable:

WINGSDate

CompletedWINGS

Date

Completed

A Worm in my Apple A Walk on the Wild Side

Fantasy and Me What will They Think of Next?

Undersea Adventures A Day at the Swamp

Challenge Me 1 Challenge Me 2



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Conceptsand Patterns

3 Workbooks1. Level A2. Level B3. Level C

These Workbooks are suitable for students at the following developmental level:

The ability to form abstract concepts, recognise patterns and predict future events based onpatterns and sequences is another vital pre-requisite learning skill.

A students strength or weakness in Concepts and Patterns can be seen when we ask the studentto study visual material carefully, to form verbal and non-verbal concepts, to recognize and apply

patterns and sequences, and to make generalizations and apply them to future situations

Some students do not attend to key visual cues. They struggle with fundamental skills such asvisual discrimination, tracking across the page, crossing the visual midline and moving their eyes

from the board to the page. They glance quickly at stimulus material, but do not take the time to

register important information and exact details. Their answers are often inaccurate or

incomplete.

Many students have difficulty linking information and cues together in order to complete a task.They cannot go consolidate the information into easier to handle patterns, so every answer takes

far more effort.

Other students struggle with abstract concepts. They need extra training to help them to movebeyond the concrete world and recognise key concepts which underpin our language and give usvaluable shortcuts.

Concepts and Patterns are essential for school success, but are also extremely important in allfacets of daily life.

How will these Workbooks assist the student?

The Concepts and Patterns Workbooks are designed for students who have been identified ashaving difficulty processing visual material, forming verbal and non-verbal concepts, recognising

and applying patterns and sequences, and to making generalizations and applying them to future

situations The exercises are intended to help students to study all visual material with great care, to track

across the page including crossing the visual midline, to move their eyes between visual fields, to

recognise and form key concepts which unite our world, to find and apply patterns and sequences


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Sample Activities fromConcepts and Patter ns

Level A

Join the matching pictures.

Circle the larger picture for each pair.


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Creative Minds

2 Workbooks1. Creative Minds 12. Creative Minds 2


Creative Minds 1 and 2 are two of the many programs in the GTAL/Extension series,

offered through Precision Academics. This program offers extension activities suitablefor students who are highly motivatedandhighly achieving in the Focus Area of this

program which include:

Receptive and Expressive Language Multiple Intelligences Lateral Thinking and Creativity Problem Solving Note: Targeted students are NOT required to have well-developed literacy skills

(reading and/or writing) for this particular program


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Sample Activities fromCr eative Minds

Workbook 1

Add the missing details for this picture.

Rupert loves to row his boat, but he doesnt always plan where he is going.

Today he headed out for a calm and peaceful trip down the river. There

were lots of pink and yellow flowers along the banks of the river. The sun

was shining and two birds flew by. But, OH DEAR, imagine Ruperts

surprise when he realised there was a giant waterfall at the end of the river.


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Fine Motor Skills:Pre-Writing

3 Workbooks1. Level 4 A2. Level 5 B3. Level 6 C


Eye-hand co-ordination, pincer grip, left-right visual crossover, and tracking lines are vitalpre-requisite learning skills.

A students strength or weakness in Fine Motor Skills can be seen when we ask the student totrace along pathways, place small objects in target locations, colour objects within the lines, hold

a pencil and other small objects using a pincer grip, cut, paste, tear paper, place stickers etc.

Some students do not seem to recognise line boundaries. Other students know the lines arethere, but lack the fine motor control to stay within the boundaries.

Some students hold pencils and other small objects with a fist grip, which gives them little or nocontrol over the movement of these objects.

Some students lack the control or strength necessary for cutting and pasting accurately. Fine Motor Skills are essential for academic success, but these skills are also extremely important

in all facets of daily life.


Fine Motor Skills: Pre-Writing Workbooks are designed for students who have been identifiedas having difficulty with pincer grip, tracing within pathways, cutting, folding, crushing paper,

placing stickers, colouring within lines, drawing very simple shapes, eye-hand co-ordination and

placement of small objects.

The exercises are intended to provide students with many opportunities to develop these skillsthrough practise with short, colourful, stimulating and highly reinforcing activities.

Encourage your student to listen as carefully as possible to ALL instructions, maintainconcentration throughout the task, and check work for accuracy.


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Sample Activities fromFine Motor Skil l s: Pr e-Wr iting

Level 4 A

Trace around all 5 hoops using 5 different colours.

Place a small sticker inside each hoop.


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Listening Skills andInstruction Following



The ability to listen carefully and follow instructions is another vital pre-requisite learning skill.

A students strength or weakness in Listening Skills and Instruction Following can be seen whenwe ask the student to pay attention to instructions and take care to follow them carefully.

Many students simply do not listen. They may chatter or fool around rather than takingresponsibility for listening to what they are supposed to do.

Some students wait to be told individually, or rely on others to show them what to do. Often,these students will not begin a task unless they are told many times. These students have to be

continually reminded of what to do next. They may complete part of the task, then leave the rest

unfinished.

Other students appear to be of task, daydreaming, wandering about, fiddling with objects aroundthem, staring off into space. They are not concentrating on what the teacher or parent is telling

them.

Listening Skills and Instruction Following are essential for school success, but are also extremelyimportant in all facets of daily life.


The Listening Skills and Instruction Following Workbooks are designed for students who havebeen identified as having difficulty concentrating, taking responsibility for listening to

instructions, staying on task and completing their work.

The exercises are intended to help students to listen carefully to ALL instructions, to hold thisinformation in their short term memory, to complete ALL elements of each task and to take

responsibility for checking their work is complete and correct. Encourage your student to listen as carefully as possible to ALL instructions, maintain

concentration throughout the task, and check work for accuracy.


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Sample Activities fromListening Skil l s and Instr uction Fol l owing

Level A

Listen carefully while your helper reads these sentences.

Tick or Highlight the sentences that are correct and put a cross

by the sentences that are not correct.

This animal is an elephant.

The elephant is looking at me.

The elephant is running away from me.

The elephant has two big ears.

The elephant is sitting on a chair.

The elephant is standing by a tree.


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Personal Development andProtective Behaviours



Knowledge of personal details (such as name, address, phone number) and familiarity withimportant guidelines for self-protection are vital adaptive living skills.

Some students require frequent, explicit repetition over many years to develop these importantskills.


The Personal Development and Protective Behaviours Workbooks are designed for students whohave been identified as requiring significant development in their knowledge and understanding

of personal information and protective behaviours.

The exercises are intended to provide students with many opportunities to develop these skillsthrough constant repetition and practise using highly varied stimulus materials.



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Sample Activities fromPer sonal Devel opment and Protective Behaviour s

Level C

Always hold a trusted grown-ups hand

when you cross the road.

Explain to your helper why this rule we must

always follow this important rule.

Colour the mother pink and the child orange.

My first name is ____________________My last name is ____________________

I ama _________________grl or boy


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Processing Speedand Accuracy



The ability to process information quickly and accurately is another vital pre-requisitelearning skill.

A students strength or weakness in Processing Speed and Accuracy can be seen when we askthe student to work quickly but pay careful attention to details.

Many students have difficulty keeping a sharp focus on the work they are doing. Some tend to go too quickly and carelessly, making errors along the way. These children often have poorly developed checking habits they are quick, but their work

is riddled with mistakes.

Others tend to work too slowly, either because they lose focus and let their minds wander,or because they are too afraid of making mistakes.

The ability to process information and complete tasks quickly and accurately is necessary acrossall key learning areas, not just at school but in many aspects of life.How will these Workbooks assist the student?

The Processing Speed and Accuracy Workbooks are designed for students who have beenidentified as having difficulty with speed and/or accuracy when processing information and

completing tasks.

The exercises are intended to help students to develop their speed as well as their accuracy, tomaintain a sharp focus on a task from start to finish and to be able to evaluate their own

performance through the feedback measures of speed and accuracy provided at the end of eachtask.

All tasks in these Workbooks are timed by stopwatch, with accuracy checked for every activity.


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Sample Activities fromPr ocessing Speed and Accur acy

Level B

Circle 4 pictures that look like this Cross out 4 pictures that look like this

Draw a small triant above 4 pictures that look like this

Speed: __________seconds Accuracy: _____/12


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Receptive andExpressive Communication

8 Workbooks1. Level 4 A2. Level 5 B3. Level 6 B4. Asking and Answering Questions 15. Asking and Answering Questions 26. Colours, Sizes and Shapes7. Positional Language 18. Positional Language 2


The ability to communicate ones ideas clearly and to understand the communication of othersare vital pre-requisite learning skills.

A students strength or weakness in Receptive and Expressive Communication can be identifiedwhen we ask the student to ask and answer questions, describe images, articulate thoughts and

ideas and respond appropriately to the communication of other people.

Some students offer only very brief answers and must be encouraged to offer greater depth intheir responses. They find it very difficult to describe images in detail or to ask or answer

questions.

Some students do not appear to understand verbal cues given in a normal classroom setting.Their responses and answers appear to be unrelated to the questions asked, or the students are

non-responsive, giving only minimal answers.

Receptive and Expressive Communicate skills are essential for school success, but they are alsoextremely important in all facets of daily life.


The Receptive and Expressive Communication Workbooks are designed for students who havebeen identified as having difficulty with a range of aspects of inter-personal communication.

The exercises are intended to provide students with many opportunities to develop these skillsthrough practise. Helpers encourage their students to give clear and detailed descriptions,

answers and explanations; to pose questions to others; to relay simple stories; to response to

increasingly complex instructions from others.

Helpers are asked to model appropriate sentence structure, offer additional vocabulary, modeldifferent styles of speaking (such as asking questions, making statements, sounding confident)


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Sample Activities fromReceptive and Expr essive Communication

Asking and Answer ing Questions 1

When has this picture been taken?

Circle One: In Summer. In Winter.

How do you think they are feeling right now?

Speak your answer, using full sentences. Ask your helper to write your

answer here.

__________________________________________________________________________________________________________________

Now it is your turn to copy your answer, then read it back together.

_________________________________________________________

_________________________________________________________


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Sample Activities fromThinking Skil l s and Pr obl em Sol ving

Level C

Here are three very different moon faces.

Draw three more completely different moon faces


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Word Sounds andSpelling (Phonemic Awareness)



The ability to hear and manipulate sounds in words, known as Phonemic Awareness, is anothervital pre-requisite learning skill.

Phonemic Awareness focuses on auditory language (listening to sounds within words) rather thanreading written texts. Awareness of the sounds in spoken language develops through a series ofstages during which young people become aware that language is made up of words, that words

are made up of syllables and that syllables are made up of individual sounds called phonemes.

A students strength or weakness in Phonemic Awareness can be seen when we ask the student toisolate the component sounds within words, manipulate these sounds, and apply common rules

of pronunciation and spelling.

Many students have not yet developed mastery with common guidelines that can assist them toidentify new words, and cannot transfer verbal cues to written text.

Research indicates that phonemic awareness is essential for beginning and developing readersand lays the foundation for successful spelling.


The Phonemic Awareness: Word Sounds and Spelling Workbooks are designed for students whohave been identified as having difficulty isolating the component sounds within words,

manipulating these sounds, and apply common rules of pronunciation and spelling.

The exercises are intended to provide highly motivating exercises including rhymes, alliteration,isolated sound recognition, sound segmentation, letter (and letter grouping) sound association,

sound deletion and many more.


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Sample Activities fromWord Sounds and Spel l ing

(Phonemic Awar eness)

Level A

Learning Partner:

In this lesson we are looking at a family of words that all sound the same at the end.The at family.

Student:

Read the words in the next column three times

cat bat rat hat

Sound out these words three times

rat

cat

matsat

fat

pat

Point to the picture of the one I say:

cat bat rat hat

What is silly about this sentence?

Repeat the sentence using the correct word from the list above.

Put your cat on your head.


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Working Memory



The ability to listen carefully to information and them remember this information while workingon a task is another vital pre-requisite learning skill.

A students strength or weakness in Working Memory can be seen when we ask the student tohold information in short term memory, filter out what is and is not important, and perform somekind of mental "work" using this information to solve problems.

Many students have difficulty remembering key information long enough to complete tasksproperly.

Some students tend to rush straight in, get the first part right and them forget what else they wereasked to do.

Others remember only the last part of the instruction. Some children simply cannot remember more than one instruction even if the appear to be

listening quite well.

These students have to be continually reminded of what to do next. Working Memory is closely linked to school success, but is also extremely important in all facetsof daily life.


The Working Memory Workbooks are designed for students who have been identified as havingdifficulty remembering and then acting upon key information presented orally and visually.

The exercises are intended to help students to to hold information in short term memory, filterout what is and is not important, and perform some kind of mental "work" using this information

to solve problems.



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Sample Activities fromWor king Memor y

Level C

Listen carefully as your helper reads this story.

You will be asked some questions at the end.

It was Murfels birthday yesterday.

Her younger brother Zorg gave her a

lovely toy spaceship as a present.

Murfel wants to be an astronaut when

she grows up. She hopes to have a real

spaceship of her very own so that shefly all around the galaxy.

Turn the page now

Answer these questions. Your helper will help you to write your answers if necessary.

1. When was Murfels birthday? _________________________

2. What is her brothers name?__________________________

3. What did he give Murfel as a present?

__________________________________________________

4. Why do you think he choose this present?

__________________________________________________


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English - Spiral SeriesFunctional Literacy

24 Workbooks1. Level A

WorkbooksoA1, A2, A3, A4, A5, A6, A7, A82. Level B

WorkbooksoB1, B2, B3, B4, B5, B6, B7, B8

3. Level C Workbooks

oC1,C2, C3, C4, C5, C6, C7, C8


The English Spiral Series Workbooks target the development of Functional Literacy. Activities in the Workbook develop all aspects of the English Curriculum

o Talking, Reading, Writing, Listening and Instruction Followingo Including spelling, sentence structure, grammar, graphic and text features, and oral

language.

These Workbooks are suitable foro normal ability pre-school and primary studentso students of any age with a developmental disability or learning difficultieso young, gifted students.


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Sample Activities fromEngl ish Spir al Ser ies

Functional Liter acy

The word ant begns with the letter aTrace the letter a a a aJoin up the ant pictures that belong together


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Draw a line from each word to its matching paint pot.

Red Green Blue Yelow Orange Purpe

Trace this sentence

I liketo paint.Listen very carefully to this story as your helper reads it out. Each time you

hear the guh sound, wave your hand. Then you or your helper will draw a line

under each of the guh words as you hear them

A grl was paying with a baby goatThe goat was eating green grass.The grl was not eating grass,she was chewing gum


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Join each sentence to its matching picture.

Ths motorcycle is green.Ths motorcycle is brown and back.Ths motorcycle is al the coours of the ranbow.


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Mathematics - Spiral SeriesFunctional Numeracy

24 Workbooks1.

Level A

WorkbooksoA1, A2, A3, A4, A5, A6, A7, A8

2. Level B Workbooks

oB1, B2, B3, B4, B5, B6, B7, B83. Level C

WorkbooksoC1, C2, C3, C4, C5, C6, C7, C8


The Mathematics Spiral Series Workbooks target the development of Functional Numeracy. Activities in the Workbook develop all aspects of the Mathematics Curriculum

o Numbers and Operationso 2D and 3D Geometryo Measurement, Time, Money, and Applied Problem Solving.

These Workbooks are suitable foro normal ability pre-school and primary studentso students of any age with a developmental disability or learning difficultieso young, gifted students.


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Sample Activities fromMathematics Spir al Ser ies

Functional Numer acy

Draw a hat on the biggest cat: biggest

Circle the animal that is in the water: in


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Circle the correct number How many?

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

Trace this number: Trace


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Help the fish get through the maze


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How many starfish can you see? 1 2 3 4 5

Trace these number sentences and read them aloud.


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Curriculum Studies

8 Workbooks

Geometry 1 Graphing and Classification 1 Measurement and Money 1 and 2 Number and Operations 1, 2 and 3 Time 1


The 5th Edition includes dozens of Workbooks, each featuring an individualcurriculum based topic. Each Workbook has a focus on one specific topic..

Across all levels of Precision Academics, there are a wide range of Key LearningAreas included in the Curriculum Studies Workbooks. Including:

Science and Geography, English, Mathematics, History, Religion and World Studies.

However, in the Early Primary Stage of development, all Curriculum StudiesWorkbooks focus on specific topics in Mathematics.


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Sample Activities fromCur r icul um Studies

What time is this? ___________________________________

Circle the first chicken. Cross out the last chicken.

first last


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Daniel the Dog has been given the job of sweeping up all the leaves from the

trees. It takes him 2 minute to sweep up the leaves from each tree. Count

the trees. How long did this job take him altogether?

The job took him _____ minutes altogether.

Each square equals one unit.

About how long is this model of a ship?

1 2 3 4 5 6 7 8 9 10

This model of a ship is about______ units long.

.


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WINGS andChallenge Me

8 Workbooks

A Worm in my Apple A Walk on the Wild Side

Fantasy and Me What will They Think of Next?

Undersea Adventures A Day at the Swamp




Gifted and Talented students, from 6 to 8 years old, can comfortably use many of

the resources from most program levels of Precision Academics.

In particular, encourage them to browse through

Developmental Level Three: Middle Primary to select workbooks of interest to them.

Creative Minds workbooks 1, 2, 3,4, and 5 are often special favourites.

The WINGS and Challenge Me workbooks are especially suitable:


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Sample Activities fromWINGS Ser ies

Feathers, Fur or Fins?Imagine that you are holding an animal Olympic Games at

the Brighton Swamp. You need to select representativesfrom each of the following three categories to compete in

a series of events. List the animals you would choose to

represent their category in each event.

For example, for the event The Long Jump*The athlete representing Team Feathers will be

- The emu because this bird can take very long strides

*The athlete representing Team Fur will be

- The kangaroo because it is a fabulous jumper*The athlete representing Team Fins will be

- The marlin because this fish can jump high out of the

water

Who will you pick for The 100 metre sprint and why?

*The athlete representing Team Feathers will be

- the __________________

because ________________________________________________

*The athlete representing Team Fur will be

- the __________________

because ________________________________________________

*The athlete representing Team Fins will be

- the __________________

because ________________________________________________


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Crisis in the ant colony

Life has been wonderful in the ant colony.

Thousands of tiny ants work and play together happily.

Every morning, the worker ants scurry out of their holes and

search for food. Every day is a new and exciting adventure.

But one morning, disaster strikes. A huge truck comes

along, pouring concrete to make a driveway. All the ant

holes have been covered up.

In desperation, the ants come together to plan what action to

take. There isnt a lot of time to spare because they cant

survive for long without food.

Pretend that you are four ants at this meeting and each onehas a different opinion about what should be done. What strategy does each ant suggest?

Alice Ant suggests, We should ________________________________________

________________________________________________________________________

Adam Ant suggests, We should ________________________________________

________________________________________________________________________

Ashley Ant suggests, We should ________________________________________

________________________________________________________________________

Abigail Ant suggests, We should ________________________________________

________________________________________________________________________

If you were one of the ants in the colony, which of these four strategies would you

choose? Why?

I would choose _____________s idea, because ________________________________

________________________________________________________________________

Ill t t f th t t i th b k f thi i thi h di

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Level 2 Sample Activitie