During stations we work one-on-one with each student. In the mornings, I usually work on ELA with my older student, and with my kindergarteners, I would work on word segmentation, sight words, sequencing, literacy folder games, etc. as well as HANDWRITING. Handwriting is what frustrates most of my students more than anything. In one fifteen minute session, I might work with a student on sight words, switch to self help skills (tie shoes, button buttons, etc.), then read a small book that has "Wh" questions velcroed inside with pictures from the Board Maker CD. Each paraprofessional will work on a different subject at their stations. My students have to follow their grade level curriculum, so we work on the academic objectives that their peers are working on, as well as their IEP objectives. Only one of my students works for verbal praise, so we use a token system that has made my life so much easier! I was fortunate enough to get a grant for 4 iPad2s last year, and there are so many wonderful apps for students with ASD. We use them during stations, class time, as reinforcers, etc. When I first started teaching the ASD class, stations was the time for working on IEP objectives. Now, after writing new IEPs, many of the ELA and Math objectives go hand in hand with the grade level expectations so it's easy mix them all together during stations (we do two sets of stations per day). Hope this makes sense...Was typing while carrying on a conversation with my preschooler.
07-13-2011, 05:17 AM
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