Remote Learning Non-Digital Cluster Packet Dear Parent/Guardians, Families, and Students,

We hope that you continue to remain safe and healthy during this time. This packet is intended for students that participate in a significantly modified curriculum in a CPS cluster classroom. Inside this packet you will find resources and tools to help set up your child for learning in the home.

1. Setting Up a Learning Environment:

It is important to set up a clear space within your home for your child to engage in learning activities.Here are some tips to support setting up a learning environment:

A. Find a consistent space within your home for your child tocomplete school work throughout the day. It could be a room,table spot, desk, tv tray, or something different.

B. Find a seating option in your home that is most comfortablefor your child. It could be a dining chair, living room chair, ona carpet square, exercise ball or something different.

C. Determine if the learning space is free of distractions orinterruptions via the television, family pet, or day-to-dayfamily conversations/interactions.

D. Consider labeling the learning space using the attachedvisuals. Labels in the learning space or home environmentcould help the child understand the expectations throughout the day.

E. Consider using a timer to set up a work/break schedule. If the student is able to complete a taskor work for a certain number of minutes, consider allowing them a 5 or 10 minute break inbetween activities to move around, get a drink, or talk with a family member. By using a timer orstructured system, this will help create a predictable rhythm of learning within your home.

F. Chicago Public Schools has recommended different accommodations that families can utilize athome. Please see below:

Accommodations for Non-Digital Learning at Home

Classroom Environment Remote Learning Environment

Break tasks into manageable chunks. ● Chunk tasks in the family schedule, in studentassignments, and in lessons as necessary.

● If the student utilized this support in school,consider a checklist or task list.

● Use the attached visuals to create a schedulethat works for your child at home.

Provide 2-3 step directions. ● Minimize oral directions or instructions thatyou give your child.

● Provide clear, concise directions while engaging your child in activities.

● Maintain simplified, routine directions if accessing technology for remote learning.

Check for understanding before proceeding with multi-step directions.

● Model to students what you are expecting them to do prior to asking them to do it.

● Provide a moment of wait time when asking a child to complete a task. We recommend a parent or caregiver count to 10 inside their head before giving another prompt or direction.

● Consider reviewing or repeating activities within this packet to increase overall understanding.

Provide visual supports when introducing new concepts or skills.

● Utilize the visual supports and Communication Core Board to support student understanding and comprehension.

Allow Breaks ● Schedule breaks within the family schedule and/or student learning routine. Breaks could be 2 minutes to 30 minutes long depending on your child’s needs.

● Activities to do during a break include but are not limited to:

○ Going for a walk, getting a drink, watching a short preferred video (2-3 minutes), listening to a song, dance, play with a fidget, play a quick game, or talk with a family member

Provide frequent reinforcement. ● Give your child choices of what they can work on, “Would you like to start with math or reading?”

● Ask your child what type of break they would like to take prior to starting an assignment or activity. This will allow you an opportunity to remind them of the fun activity they can participate in once they complete the assignment.

● Praise your child for a job well done and do so frequently! Some children benefit from positive praise every minute and others benefit from it less frequently. Be specific with your praise, “You did a great job reading that word!” or “I like when you communicate your wants and needs!”.

Use individual student schedules. ● Use the visuals attached to this packet to create your own visual schedule. Consider cutting them out and organizing them based on your child’s learning schedule.

2. Schedules & Routines for Remote Learning:

It is important to create a consistent and routine schedule to support your child during remote learning. In this packet, we have attached a daily and weekly sample family learning schedule to use as a reference. Every child’s learning style and needs are unique, therefore we encourage you to modify this schedule as for what works best for your child and family. We recommend using the attached visuals and template to support your child’s instruction and understanding at home. Recommendations for Visuals at Home:

1. Cut visual pictures out and use them to label different areas and/or items in your home.

2. Utilize these icons to help build a schedule for your child each day. 3. Utilize these visuals to support your child’s understanding during

instruction utilizing Unique Learning Materials. 4. Use the Remote Learning Choice Board that is attached to allow your

student to point or verbalize what they would like to do first or next. Consider using this Choice Board as a Bingo Board for an additional supplemental activity!

3. Prompting:

PROMPTING TYPES- Visual Prompt: To provide a visual reminder or indicator as a prompt for an answer. Verbal Prompt: To prompt a child’s response through a verbalstatement or question. Gestural Prompt: To use body language to gesture or prompt a child’s response. Model Prompt: To show a child how to complete a problem, activity, or task. Partial Physical Prompt: To gently touch a child’s hand or arm using a finger or open palm to begin work or initiating a problem. Full Physical Prompt: To put your hands over a child’s hands (hand-over-hand) to initiate and/or complete a task. PROMPTING AMOUNT-

Independent: 0 prompts Minimal: 1-2 prompts Moderate: 3-5 prompts Maximum: 6 or more prompts PROMPTING HIERARCHY- The Prompting Hierarchy is a strategy to increase and decrease the type and amount of prompts yougive a student. If teaching a new skill, start at the bottom with more prompts and move up to less prompts. If maintaining or practicing a skill that has been taught, start from the top and move your way down as you increase the type and amount of prompts you give your child to help them find success. The less intensive prompts you give, the more independent the student will be. The more intensive prompts you give, the less independent the student will be. If able, talk with your child’s teacher to see what type and level of prompts they receive for different activities and subjects.

4. Communication: In this packet, you will find a Communication Core Board. This tool has 36 “core” words that can be used for you and your child to communicate. Please see below for different ways to utilize it.

1. Point to one, two, or three symbols while communicating a message to your child: “I” + “like” + “you” “You” + “do” + “good” “More”? “Help”?

2. Ask your child to point to words to help clarify their wants and needs or to initiate their wants or needs.

3. Use this to support prompting during activities or provide further clarification.

5. Home Activities to Support Remote Learning: These are activities that can engage your children using common household items and do not require digital or printing access. The list contains a variety of activities/suggestions across all levels to support remote learning.

a. Create a routine/schedule for the chosen activities and integrate them throughout your daily activities.

b. Address activities in smaller increments of time over several sessions at different times of day. Build on the amount of time for each activity or step.

6. Unique Learning System Academic Content:

Materials are from a specialized learning curriculum called Unique and are based on Common Core State Standards. Here are some strategies and tips for supporting your child in learning with these materials. Thank you for your time, energy, and support in leading these activities at home!

Stories:

a. If able, have your child highlight or support your child in highlighting key vocabulary. b. If able, have your child touch or support your child in touching key vocabulary words. c. Consider asking your child questions about the story and have them respond in their preferred

style of communication.

Core Vocabulary Board: What is it? Communication boards can be used to introduce the power of language and of Core Vocabulary. They can be used to model language and increase participation. Combined with activity specific words, they can be used to make activities, such as reading books, accessible and engaging.

d. Use this with your child to talk about a story. You can use this board by modeling different words and pointing to the matching picture. Point to the vocabulary word and picture as you model connections you are making to the text.

e. If able, have your child point to the vocabulary word or use this board to foster communication. f. Consider referencing this board while asking questions or having your child provide answers.

Comprehension Questions/Tasks: g. If able, have your child select the correct answer by circling, pointing, or verbalizing the answer. h. If your child requires fewer options, consider cutting out the choices to present them to your

child one or two options at a time. i. Use visual pictures to cut and glue the answers on the document. j. Encourage your child to participate verbally, through the Core Vocabulary Board, their

communication system, eye gaze, etc.

Math Activities: k. Engage your child with the different math activities. Consider using everyday items from home

as counters and visual examples (pencils, pens, spoons, pieces of paper, etc.) to further support learning.

l. Feel free to cut and manipulate the worksheets/documents to best support your child visually.

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ent R

eadi

ngH

igh

Inte

rest

mat

eria

l i,e

, fav

orite

boo

k, c

omic

boo

ks, m

agaz

ines

,.. S

tart

with

a s

mal

l am

ount

of t

ime

and

build

on

that

tim

e. If

stu

dent

is n

ot y

et in

depe

nden

t sit

with

them

and

hel

p th

em tu

rn th

e bo

ok th

e rig

ht w

ay a

nd tu

rn p

ages

.y

yy

y

Rea

ding

Com

preh

ensi

onA

fter r

eadi

ng o

r lis

teni

ng to

a s

tory

or p

assa

ge, u

se th

e SW

BS

syst

em. F

or e

xam

ple,

Litt

le R

ed R

idin

g H

ood-

(S)

Som

ebod

y-B

ig B

ad W

olf;

(W) W

ante

d-pi

gs fo

r din

ner;

(B) B

ut-th

ey h

id in

the

bric

k ho

use;

(S) S

o-he

wen

t hun

gry.

y

Rea

ding

Com

preh

ensi

onA

sk c

ompr

ehen

sion

que

stio

ns a

fter e

ach

sent

ence

or t

wo

grad

ually

bui

ldin

g to

par

agra

ph (w

ho, w

hat,

whe

n, w

here

, w

hy, h

ow).

Incl

ude

infe

renc

e qu

estio

ns, s

uch

as "w

hat w

ould

you

do?

" in

rela

tion

to th

e ch

arac

ters

in th

e st

ory.

YM

ath

Pre

KK

-23-

56-

89-

12A

LLC

onst

ruct

ing

sets

Cou

nt o

ut a

nd c

onst

ruct

set

s of

obj

ects

up

to th

e nu

mbe

r 5.

"Cou

nt fi

ve c

rayo

ns."

Y

Com

pare

qua

ntiti

esS

epar

ate

a pi

le o

f obj

ects

(i.e

. for

ks a

nd s

poon

s).

Com

pare

the

pile

s. A

sk, "

Are

they

equ

al?"

"W

hich

one

has

m

ore?

" Y

Com

bine

set

sC

ount

out

and

con

stru

ct tw

o se

ts o

f obj

ects

up

to 1

0 (to

y ca

rs, l

egos

, blo

cks,

fork

s an

d sp

oons

, cup

s) o

bjec

ts e

ach

and

then

com

bine

them

and

cou

nt to

mak

e on

e se

t.y

yy

Clo

ck F

ace

On

a sh

eet o

f pap

er d

raw

a c

ircle

, lab

el a

nd c

ut o

ut n

umbe

rs 1

-12.

Pla

ce th

e nu

mbe

rs o

n th

e fa

ce o

f the

clo

ck in

or

der.

yy

Col

or M

atch

Cop

y pa

ttern

s of

col

ored

obj

ects

(bea

ds, c

olor

ed g

oldf

ish,

lego

's,e

tc.)

and

then

cre

ate

thei

r ow

n pa

ttern

s.y

yM

atch

ing

Num

bers

Pla

ce n

umbe

rs in

a fi

eld

of 3

on

a ta

ble.

Giv

e st

uden

t a n

umbe

r and

tell

them

to m

atch

.y

yC

olor

Hun

tG

ive

clue

s an

d ch

alle

nge

your

chi

ld to

find

thin

gs o

f a c

erta

in c

olor

y

Sor

ting

play

ing

card

sS

ort t

he c

ards

into

four

pile

s: h

earts

, dia

mon

ds, s

pade

s, a

nd c

lubs

. Sor

t car

ds in

to p

iles

red

and

blac

k. S

ort c

ards

ac

cord

ing

in n

umer

ic v

alue

. y

yy

Coi

n S

ort

Rec

ycle

an

old

fruit

sala

d tra

y co

ntai

ner a

s a

sorti

ng tr

ay. L

eave

coi

ns in

the

cent

er s

ectio

n, th

en la

bel e

ach

sect

ion

for q

uarte

rs, d

imes

, nic

kels

and

pen

nies

.y

yy

Coi

n co

untin

g U

se p

last

ic c

ups,

labe

l the

m n

umbe

rs 1

-10

for p

enni

es, 5

-50

for n

icke

ls, 1

0-50

for d

imes

. Hav

e th

e st

uden

t fill

up

the

cup

in a

ccor

ding

to th

e nu

mbe

r of p

enni

es, n

icke

ls, d

imes

that

sho

uld

be p

lace

in th

e va

lued

cup

. y

yy

y

Sor

ting

Obj

ects

Find

com

mon

hou

seho

ld it

ems

and

have

the

child

sor

t by

diffe

rent

attr

ibut

es (s

ocks

, cup

s, c

olor

s, to

ys)

YId

entif

ying

sha

pes

Sor

t/Mat

ch d

iffer

ent s

hape

s.

Puz

zles

Use

sin

gle

inse

rt pi

eces

up

to 5

00 p

iece

s jig

saw

puz

zles

Y

Sto

ry P

robl

ems

Use

com

mon

item

s to

cre

ate

addi

tion

and

subt

ract

ion

sent

ence

s (e

xam

ple:

Sta

rt w

ith fi

ve p

otat

o ch

ips,

add

one

mor

e th

en a

sk "h

ow m

any"

and

sta

te th

e se

nten

ce 5

+1=

6, t

hen

eat 2

, th

en s

tate

6-2

=4).

yIn

depe

nden

t Fun

ctio

ning

Pre

KK

-23-

56-

89-

12A

LL

Was

h ha

nds

Teac

h st

eps

in th

e pr

oces

s, P

ract

ice

coun

ting

to tw

enty

, sin

g "H

appy

Birt

hday

" Son

g...

whi

le p

ract

icin

g se

vera

l tim

es

a da

y.y

Mak

ing

the

bed

Bre

ak e

ach

step

into

sm

all m

anag

eabl

e st

eps.

Beg

in w

ith th

e st

ep th

at th

e ch

ild is

abl

e to

do/

assi

st a

nd b

uild

in m

ore

step

s as

the

child

mas

ters

the

first

ste

p.y

Bru

sh T

eeth

Bre

ak e

ach

step

into

sm

all m

anag

eabl

e st

eps.

Beg

in w

ith th

e st

ep th

at th

e ch

ild is

abl

e to

do/

assi

st a

nd b

uild

in m

ore

step

s as

the

child

mas

ters

the

first

ste

p.y

Wip

ing

a ta

ble

Afte

r eat

ing

brea

kfas

t, lu

nch

and/

or d

inne

r, pr

actic

e w

ipin

g do

wn

the

tabl

e. T

each

the

proc

ess

in s

mal

l ste

ps.

yy

Was

hing

Dis

hes

Afte

r eat

ing

brea

kfas

t, lu

nch

and/

or d

inne

r, pr

actic

e w

ashi

ng d

ishe

s. T

each

the

proc

ess

in s

mal

l man

agea

ble

step

s.

yy

yS

ortin

g U

tens

ilsA

fter t

he d

ishe

s ar

e w

ashe

d an

d dr

yed,

hav

e th

e st

uden

t sor

t pla

ce th

e ut

ensi

ls b

ack

in th

ere

spot

. y

Mea

ltim

e Jo

bsS

ettin

g th

e ta

ble

(sta

rt w

ith ju

st th

e na

pkin

add

ing

piec

es a

s th

e ch

ild m

aste

rs e

ach

item

) and

cle

arin

g th

e ta

ble

yE

mpt

y Tr

ash

Em

pty

smal

l tra

sh b

ins

into

larg

er b

ins

with

in th

e ho

use

yy

yy

Food

Pre

pS

ugge

sted

act

iviti

es in

clud

e st

irrin

g an

d m

easu

ring

with

gui

danc

ey

Pac

kagi

ng a

ctiv

ity

Take

one

item

from

eac

h bo

wl,

wor

k fro

m le

ft to

righ

t. P

lace

one

item

into

a z

ippe

r bag

. Sea

l the

bag

and

pla

ce it

in

the

larg

e bo

wl a

t the

end

. (Zi

pper

bag

s,co

ntai

ner f

or b

agge

d ite

ms,

3-5

bow

ls fi

lled

with

item

s of

you

r cho

ice.

y

Fold

ing

pape

r Fo

ldin

g pa

per i

n 1/

3.

yS

tuffi

ng e

nvel

opes

Pla

ce in

dex

card

s in

to e

nvel

opes

yC

ross

sta

ckin

g co

nstru

ctio

n pa

per

Sor

t con

stru

ctio

n pa

per i

nto

colo

r pile

s, ta

ke a

pie

ce o

f pap

er fr

om e

ach

pile

from

left

to ri

ght a

nd p

ut a

t the

end

of t

he

line.

y

Soc

ial S

tudi

esP

reK

K-2

3-5

6-8

9-12

ALL

Sor

ting

food

gro

ups

Sor

t foo

d in

to b

ins

acco

rdin

g to

whi

ch fo

od g

roup

they

bel

ong.

y

yy

Sor

ting

clot

hing

item

sW

hat d

o yo

u w

ear o

n yo

ur h

ead?

Wha

t do

you

wea

r on

your

legs

? W

hat d

o yo

u w

ear o

n yo

ur fe

et?

Wha

t do

you

wea

r on

the

uppe

r bod

y?

yy

yS

ortin

g fo

od/n

onfo

od

item

s S

ort f

ood

and

clot

hing

item

s by

gro

upy

Pla

cing

wor

d ca

rds

with

ob

ject

sP

lace

wor

d ca

rds

with

its

corr

espo

ndin

g ob

ject

foun

d at

hom

e.

yS

ortin

g pl

ayin

g ca

rds

Sor

t the

car

ds in

to fo

ur p

iles:

hea

rts, d

iam

onds

, spa

des,

and

clu

bs. S

ort c

ards

into

pile

s of

red

and

blac

k.

My

Impo

rtant

Peo

ple

Tree

Cre

ate

a fa

mily

and

frie

nd tr

ee to

hel

p yo

ur c

hild

reco

gniz

e th

e m

ost i

mpo

rtant

peo

ple

in h

er li

fe.

yS

cien

ceW

eath

erLo

ok a

t new

spap

er, p

hone

, wea

ther

fore

cast

.....a

nd ta

lk a

bout

the

wea

ther

con

nect

ing

it to

wha

t is

happ

enin

g ou

tsid

ey

Labe

l par

ts o

f the

bod

yM

atch

the

wor

ds fo

r the

par

ts o

f the

bod

y w

ith th

e co

rres

pond

ing

par

t of t

he b

ody.

y

Bat

htub

Wat

er S

cien

ceE

xplo

re w

ater

at b

ath

time

with

pla

stic

con

tain

ers

of d

iffer

ent s

hape

s an

d si

zes

y

Rec

yclin

g A

ctiv

ity

Sor

t thr

ough

the

new

spap

er, s

epar

ate

the

sale

s pa

pers

from

the

prin

ted

new

spap

er a

nd p

lace

them

into

the

appr

opria

te p

ile.

yy

yy

Sin

k or

Flo

atC

hild

ren

test

obj

ects

in w

ater

to

see

if th

ey w

ill fl

oat o

r sin

k.y

yy