Republic of the Philippines

Bureau of Elementary Education

SPECIAL EDUCATION DIVISION
DepEd Complex, Meralco Avenue ,
Pasig City

INSTRUCTIONAL MATERIALS
FOR SPED KINDERGARTEN TEACHERS
AUTISM

Report on the
Validation of Instructional Materials
for SPED Kindergarten Teachers
AUTISM
Validated & Prepared by:
JACINTO C.CABERO, JR.
CHINETTE C. PEAFLOR
JANE MAY C VALBUENA
JUDITH D. BACLIG
HAZEL MAY M. SALVADOR
CECILLE G. CARANDANG

Div. of Pangasinan II
Div. of Quezon City
Div. of Muntinlupa City
Div. of Cagayan Valley
Div. of Manila
Div. of Tanauan City

Report on the
Validation of Instructional Materials for SPED Kindergarten Teachers

The availability of varied and relevant instructional materials inside the classroom is
important in the attainment of an effective teaching-learning process. Cognizant to it,
selected curriculum writers from the different Regions had crafted the drafts of the
instructional materials for SPED Kindergarten teachers handling Children with Special
Needs (CSN). There were thirty (30) teacher-respondents selected at random in the six
divisions.
The said instructional materials were floated in the field for actual validation which
aimed to find out the usefulness of the materials. Likewise, the validation activity was done
to solicit some comments/suggestions/ recommendations from the teachers contributory to
the refinement of the materials.
The instructional materials for teachers handling Children with Autism were validated in
a random basis in the divisions of Pangasinan II, Manila, Quezon City, Muntinlupa City,
Tanauan City, and Cagayan.
The table below presents the results of the validation conducted.

Table 1
Consolidated Report on the
VALIDATION OF INSTRUCTIONAL MATERIALS FOR
SPED KINDERGARTEN TEACHERS HANDLING
CHILDREN WITH SPECIAL NEEDS
N=30
DOMAINS/SKILLS
INDICATORS Number
Skills

Psychomoto
r

Communication

Instructional
materials:

YES

NO

YES

NO

YES

NO

1. are
anchored to
the
competencies
in the SPED
Kinder
Curriculum

30
100
%

0
0%

30
0
100% 0%

30
100%

0
0%

2. designed
with reference
24
6
24
to the needs of 80% 20% 80%
special
children
3. have
30
30
steps that are
0
100

100

6
20
%

28
93%

2
7%

28

Interpersonal

YES

NO

Behavioral
Management

YES

NO

Adaptive Daily
Living (ADL)

YES

NO

YES

NO

0
0%

30
100%

0
0%

30
100%

0
0%

30
100%

0
0%

24
80%

6
20%

24
80%

6
20%

28
93%

2
7%

25
84%

5
16%

30

29.7

.3

30

30

30
100%

TOTAL AVE.

The table shows that 30 or 100% of the teacher-respondents perceives that the
instructional materials are:
anchored to the competencies in the SPED Kindergarten curriculum (indicator #1)
materials are easy to find (indicator #4)
innovative (indicator #8)
show creativity (indicator #9)
demonstrate critical thinking (indicator #10)
make learners engaged in learning (indicator #11)
allow pupil-pupil, teacher-pupil, pupil-instructional material interaction (indicator
#12)
allow room for modification in: (indicator #13)
- structure
- materials
- uses
ensure safety of use for both teachers and pupils (indicator #14)
On the other hand, 25 or 84% of them observes that the instructional materials were
designed with reference to the needs of special children (indicator #2). Likewise, 29.7 or
99% believes that said IM have steps that are easy to follow (indicator #3).

Adjacently, 29 or 97% of the respondents confirms that the IMs consider the use of
indigenous materials (indicator #5) and use available and low cost materials (indicator
#6). Said IMS also make use of technology (indicator #7).

Table 2
Graphical Presentation of the Results of the
Validation of Instructional Materials for
SPED Kindergarten Teachers Handling
Children with Special Needs
N=30
97%

3%

Yes

No

To sum it up, 29 or 97% of the respondents, agree that the IMs are valid, with Yes
response, considering all the learning domains/skills, such as: number skills, psychomotor,
communication, interpersonal behavioral management and adaptive daily living.
Moreover, the respondents gave their general comments and suggestions on the IMs,
consolidated as follows:
Comments:
1. The IMs are useful and helpful.
2. Suggested materials are easy to find and manipulative.
3. The preparation of material is easy the fact that the procedures are clearly
stated.
4. It is child-friendly.
5. It fit to the learning needs of CWD, not only autism.
6. Some of the materials are expensive, but effective.

Suggestions:
1. Always consider the safety of the pupils in the utilization of the materials.
2. Cite alternative materials to be used in the absence of the suggested
materials.
The results of the validation indicate that the IMs are valid and serve its purpose. It is a
clear signal for the writers to proceed with the refinement and finalization of the IMs.

REVISED AND FINALIZED INSTRUCTIONAL MATERIALS

FOR SPED KINDERGARTEN TEACHERS

AUTISM
Revised and Finalized by:
JACINTO C.CABERO, JR.

Pangasinan II

CHINETTE C. PEAFLOR

- Quezon City

JANE MAY C VALBUENA

- Muntinlupa City

JUDITH D. BACLIG

- Cagayan Valley

HAZEL MAY M. SALVADOR

- Manila

CECILLE G. CARANDANG

- Tanauan City

CHEEKY CHICKEN

Domain:

Cognition and Communication, Psychomotor, Interpersonal Skills

Area of Development: Cognitive and Communication, Numeracy, Motor Skills

Objectives:

Sings the alphabet song

Names more than 5 letters

Description: Cheeky Chicken can be made out of recyclable materials. A drawing or enlarged picture of mother hen sitting on
its nest, paste on a cardboard with cut-outs/plastic chicken eggs.

Materials:
Option 1Option 2-

Cardboards, used folders, candy wrappers, permanent markers, crayons,

plastic cover
Stuffed toy, enlarged colored picture of a hen on a nest, cardboard,
plastic eggs, white cartolina for chicken eggs.

Procedure:
A. How to make:
1. Draw a big mother hen on a cardboard. Cut it and trace with a permanent markers.
2. Make a nest out of candy wrappers. Cut it into small pieces, arrange to form a nest. .
3. Place the cut-outs/ plastic eggs on the nest where mother hen is seated.
4. Put the letters of the alphabet inside on each of the eggs or paste it on the eggs.
B. How to use:
1. Motivate pupils by singing the alphabet song.
2. Introduce the activity as a game- GATHERING EGGS.
3. Play the alphabet song on cd while each pupil will pick an egg and identify the letter on the egg (depending on the skill to be
developed).
4. Let the children arrange the letters following their correct order.
5. Record the level of accomplishment/ mastery of each learner.
Variations:
1. This could be used for developing skills in counting numbers.
2. This could also be used for developing motor skills in forming syllables and words
(e.g. CVC Pattern)

COOL CONES
Domain: Cognition and Communication Development
Area of Development: Cognitive and Numeracy Skills
Objective:

Sorts objects by color

Identifies red, blue and yellow ( primary colors)

Description: The cool cones can be a stuffed toy with detachable parts for variations.
It can also be an enlarged picture or drawing.

Materials: Scrap cloth of different colors

Pair of scissors
Candy wrappers for filling
Velcro
Procedure:
How to make:
1. Make pattern of an ice cream cone and scoops. Trace it on the scrap cloth of different colors.
2. Cut each part separately, fill the cloth candy wrappers and sew.
3. Use Velcro for each part of the ice cream for the pupils to detach / attach during the activity.
How to use:
1.
2.
3.
4.
5.

Show the pupils the ice cream stuffed toy.

Detach each part of the ice cream.
Show them that the ice cream scoops have different sizes and colors.
Instruct them to place the ice cream scoops starting from the biggest to smallest.
Let the pupils put the parts together to form the ice cream using the primary colors.

Variation: This can also be used in teaching self- help skills.

THE PIANOPETS

Domain: Cognition and Communication Development and Psychomotor Skills

Area of Development: Cognition and Communication, Psychomotor, Socio-Emotional
Objectives:

Listens attentively to stories

Answers Wh- questions based on the story.

Description: This is made up of old piano toy with detachable cut-outs of characters on
each of the keys ( 7 dwarfs, snow white, witch)

Materials:

Old piano toy

Pictures or cut-outs of the story characters
Velcro

Storybook: Snow White and the Seven Dwarf

Procedure:
How to make:
Get the piano and place the characters on each of the piano keys with a Velcro.Change characters according to
stories to be presented.
How to use:
1. Tell pupils that its story time. Ask them if they would like to listen to a story about Snow white and the 7 dwarfs.
2. Unlock words (dwarfs, witch by showing pictures).
3. Introduce the characters one by one that is placed on the different keys. Tick the keys where the character is. At
the same time they would hear the sound of music.
4. Tell the story by ticking the key where the character is, as they are mentioned in the story.
5. Expression and variation of voices for characters should be observed during the story telling.
6. Ask questions after the story using the Wh- questions.
Variation:
This can also be used in introducing

members of the family

community helpers
school personnel
Days of the week/ months
Sequence of numbers
Notes/ songs
Other fairytale stories

CHANDELLETTERS

Domain: Cognition and Communication, Psychomotor

Area of Development: Cognitive and Communication, Motor Skills
Objectives: Produces sounds
Identifies the letters of the alphabet
Description: Chandelletters is made out of rubberized letters or made from scrap cloth or
Cut-out papers hanged on an old electric fan cover or improvised chandelier made out of plastic cups that will look
like a Chandelier

Materials:
Rubberized pad or scrap cloth (assorted colors)
Letters of the alphabet
Pictures of objects (following the letters of the alphabets)
Yarn, glue and drinking straw
Old electric fan cover/ improvised chandelier with plastic cups
Laminated paper clips
Procedure:
How to make:
1. Cover with scrap cloth all the wires of the old electric fan/ make out of improvised chandelier out of plastic cups
2. Cut letters and pictures and paste it back to back on the rubberized pad cut like a light bulb
3. Put a hole on the upper part of the bulb
4. Get the straw with a string inside and hang it unevenly attached to the improvised chandelier while the other end is
with a paper clip
5. Insert the hole of the rubberized light bulb to the paper clip
6. Hang it like a chandelier
How to use:
1. Sing the alphabet song as a motivation.
2. Show the pupils your chandelier and say something about it.
3. Let each pupil get one bulb and identify the letter on it and say the sound
4. Do this until all the alphabets are arranged in their correct order.
5. Have them produce the sounds again for mastery.
Variation:
1. The letters could be replaced with pictures to represent the initial sound of the Alphabet/ or pictures of animals to
represent the sound they produce.

SHOE WITH A HOLE

Domain Psychomotor Development and Behavioral Management

Area of Development: Fine Motor Skills
Objective: Laces two holes of the shoes
Description: The materials can be real shoes (small baby cloth shoes) or made of scrap cloth

Materials : Real soft shoes with laces

Yarn and candle
Procedure:
How to make:
1. Get real soft baby shoes for boys and girls

2. Heat the end of the yarn with a candle to make it stiff

How to use:
1. Show the shoes to the children and ask them when to use or how to use.
2. Demonstrate how to lace the shoe. Show the child how to push the lace through the hole with one hand.
3. Grasp and pull the rest of the way with the other hand.
4. Let each pupil follow the lacing pattern.
Variation:
1. This can also be used for counting numbers of holes in the shoe.
2. Use also for identifying colors through the different colors of the yarn.
3. This could also be used in identifying shoes for boys and for girls.

SHOWER BASKETS

Domain: Cognition and Communication Development

Area of Development: Cognitive, Motor Skills
Objective: Distinguishes different shapes
Description: Shower Basket of medium size with hanging shapes and pictures in both
ends of the yarn

Materials:

Rubberized pad of different shapes

Pictures
Yarn and glue

Medium sized basket

Procedure:
How to make:
1.
2.
3.
4.
5.
6.

Cut different shapes of clouds-like out of rubber pads. Make 2 pieces for each shape
Put a hole on the rubber pads and tie the yarn.
Put the same shape at both ends
Paste the picture that corresponds to the shape at one side
Place one end inside the basket and let the other end hang.
Hang the basket.

How to use:
1.
2.
3.
4.
5.

Ask the pupils the different shapes.

Let the pupils play using the different shapes
Let each of them pulls his/her favorite shape
Identify and give the name of the picture on the other end that corresponds to the shape.
Do the same in all the shapes

Variation:
1. The shapes can be replaced with numbers and pictures to represent the given
number.
2. This can be used with letters of the alphabet and pictures.
3. This can also be used in distinguishing different emotions/ feelings

STRING BEADS

Domain: Psychomotor Skills Development

Area of Development: Fine Motor Skills
Objective:

Follows given direction

Strings large beads

Description: The String Beads is made up of large beads/ buttons of various shapes.

Materials:
Option 1: 10 pieces large colored buttons with hole, yarn.
Option 2: Styrofoam cut into cubes, triangles, round, oblong, etc. with a hole at

the center, yarn or shoe lace.

Procedure:
How to do:
1. Present the large colored buttons to the pupils.
2. Get the yarn with stiff tip knot at one end.
3. Demonstrate how to hold the beads at one hand and use the other hand to push the string through the hole, and grasp it on
the other side to pull it through.
4. Connect all the buttons/ styro shapes and put the end string together and tie.
5. Show the finish product of a necklace made of bead, buttons or styrofoam.
6. Let each pupil follow the pattern or direction.
7. Assist the pupil as needed.
Variations:
1. This can be used for counting numbers
2. Use also for identifying colors through the different colors of the beads
3. Use also for identifying shapes like stars, circles, triangles, etc.

WACKY LINES
Domain: Cognition and Communication, Psychomotor
Area of Development: Cognitive and Fine motor
Objectives: Enhances the visual recognition on the different line positions
Identifies the different line positions
Description: Pupils may learn the different positions of lines

Materials:

Real objects like ruler, popsicle sticks,

chart of different line positions

CD player
Procedure:
How to use:
1.
2.
3.
4.

Show real objects like popsicle sticks.

Show pupils the different line positions- vertical, horizontal, slanting lines
Let them follow arranging line positions one after the other
Show charts- let them match the line positions on the left to the different line positions on the right side.

Variations:
1. This can also be used for color recognition.
2. Use also for motor skills development using hand movements

COLOR MIX
Domain: Cognition and Communication
Area of Development: Cognitive
Objective:

Visualizes the different shapes and colors

Identifies the different shapes and colors

Description: Pupils may learn the different shapes and colors

Materials:

Rubberized/ Styro foam cut- outs of the different shapes

Charts
CD/DVD player

Procedure:
How to make:
1. Make cut-outs of different shapes using styro-foam or rubberized materials
2. Color the shapes or cut colored papers and paste it on the different shapes
How to use:
1.
2.
3.
4.

Show the different shapes with different colors

Let pupils identify the shapes. Separate all squares, then round, then rectangle and so on.
Let the pupils identify the colors of the different shapes.
Repeat the routine for mastery.

Variation:
This may be used for other activities, such as: recognition of the different shapes and colors.

My Magic Box

Domain:

Cognition and Communication

Area of Development:

Numeracy

Objectives:

Understands number concepts

Forms sets

Description:

This is a personal box for each child that contains different cutouts of pictures that can help the pupil in
counting.

Velcro
Loop
Velcro
Hook

Materials:

One (1) cardboard box with removable lid, cutouts of different pictures (10 cars, or 10 flowers or 10
mangoes, etc), Velcro, laminating machine and film ( or may use plastic and scotch tape for lamination
purposes)

Procedure:

A. How to prepare the materials:

1. Put the name of the pupil on the top portion of the box lid. Cover the inside part of the box lid using
Velcro Loop.
2. Laminate the cutouts of pictures then put Velcro Hook at the back.
B. How to use:
1. Put the cutouts of pictures to be used inside the Magic Box before the start of the class.
2. Ask: Show me one flower. Pupils will get the cutouts inside the box and attach it to the inner side of
the box lid. Pupils will raise their work to show their answer.

Variation:
This box can be used in other lessons: alphabet, reading readiness, spelling, puzzles and other.

BIG BOOK IN A VELCRO

Domain: Cognition and Communication, Psychomotor
Area of Development:
Objective:

Cognitive and Socio-Emotional Development, Fine Motor Development

Identifies parts of the face

Description: Big book in a Velcro is one of the unusual books that made up of a pasteboard and a Velcro. It made the pupils
appreciate. It also develops the thinking skills.

eyes

Materials:

Velcro
Drawings
Paste
Pasteboard/cardboard
Ringbind

Procedure:
A. How to prepare:
1. Cut the whole pasteboard into four
2. Paste the drawing of each pasteboard
3. Put a Velcro on the upper part of the pasteboard
B. How to use:
1. Present the drawings

2. Let the pupil get the drawing and paste it accordingly.

eyes

nose

ears

3. Let the pupil pick the correct drawing and attach it on the Velcro.
Variation:
This could be used in developing fine motor skills

mouth

TOUCH AND SORT

Domain: Cognition and Communication, Psychomotor

Area of Development: Motor, Sensory and Cognitive Skills

Objective: Explores various objects found inside the house through their sense of touch and use this information to identify
common objects.
Description: This activity will help pupils with autism identify the texture of objects.

rock

sandpaper

scotch britestuffed toy

glass

ROUGH
SMOOT
Materials:

Two (2) plastic containers preferably transparent

Examples of common objects that are smooth and rough

Procedure:

A. How to make:
1. Prepare two (2) empty plastic containers.
2. Place all objects on the table.

shirt

B. How to use:
1. Pupils will touch each object. Each pupil will describe the texture of the objects.
2. Instruct them to group the objects according to texture.
3. Show the labels (ROUGH, SMOOTH) and have them read. Ask pupils which container has rough
objects, which has smooth objects. Pupils will label the containers.
4. Ask the pupils which is their favorite object among those in the containers.

Variation:

These plastic containers can be used in sorting/grouping objects according to color, size, shape and
others.

FACE and FOLLOW

Domain: Cognition and Communication, Socio-Emotional and Interpersonal
Area of Development

Socio-Emotional Development, Interpersonal and

Cognitive Skills

Objective

Helps develop socio-emotional, interpersonal and

communication skills

Description

This material is a square box which can be used to

illustrate and introduce the different emotions, like; happy, sad, angry and afraid

Side 1

Side 2

Side 3

(square box,
top and bottom
open)

Materials

empty boxes of tetra pack juices

Old calendar

Side 4

Paste, glue
Pictures/illustrations of emotions
Scissors
Procedure:
A. How to Make:
Cut and get the four big sides of the empty boxes of tetra pack juice
Fold each of the big sides- 1 inch
Assemble and paste to form a big dice.
Wrap the dice with the old calendar
B. How to Use:
Show the dice. Introduce the four emotions pasted in each side of the dice one at a time.
Demonstrate the emotion for the pupils to follow.
Call a pupil and let him drop the box on the floor.
Ask him to demonstrate the kind of emotion that appeared on the side of the dice.
Variation:
This instructional material can be used in identifying and matching colors, numbers and shapes.

COUNT and STEP

Domain:

Cognition and Communication

Area of Development

Numeracy, Communication, Gross Motor Skills

Objective

Develops proper sequencing, recognition of numbers,

shapes, colors, following directions, and correct balancing

Description

This material can be used for proper recognition of

numbers, shapes, colors, following directions and correct balancing

Materials:
Long folder/card boards
Pictures/cut-outs of colored numbers
Stick/size of the length of long folder
Scissors, string
Procedure:

18 10

A. How to Make
Fold the folder/cardboard, lengthwise, into two
Cut the one fold into ten. Assign number in each cut 1-10
Write illustration/drawing on the second fold behind the first fold for the explanation
B. How to Use:
Present the foldables. Show and explain number start from 1 up to 10
Show first the number and the explanation behind it
Do it in a proper sequence of number. Ask the pupils do the same
Replace the numbers with shapes and colors following directions
Show number and make step corresponds to the number. Ask the pupils do the same
Variation:
This instructional material can be used in enhancing awareness of the pupil in letters of
the alphabet. Just replace the numbers with letters.

JIGSAW BODY

Domain:
Area of Development

Daily Living Skills, Cognition and Communication Development, Psychomotor

Fine motor, Cognitive

Objective

Develop fine motor skills from jigsaw puzzles

Description

Jigsaw Body enhances eye and hand coordination

Materials

Drawing of a human body

scissor

Procedure
How to Make:
How to use:

Variation:

Draw a human body

Cut the parts into pieces
Present to the pupils the drawing of the human body
Identify each parts
Scramble the pieces of the human body
Let the pupils arrange the scramble pieces accordingly

This can also be used in developing fine motor skills

SORT ME

Domain:
Area of Development

Cognition and Communication, Psychomotor Skills

Cognitive and Fine Motor

Objective

Identifies and sorts colors, shapes, pictures, letters

Description

Sort Me enhances visual perception of pupils.

Materials

horizontal bar wood with circle or other shapes containing

different colors, numbers, letters, and pictures.

Procedure

:
A. How to Make
1. Construct a horizontal bar with stand
2. Put a string horizontally
3. Cut different letters, shapes, numbers, colors and tie it in the string
B. How to Use
1. Show the pictures/colors/shapes/letters hang in the horizontal bar
2. Open the first circle and show a picture of an object, ex. flower
3. Do the same to the other circles
4. Sort them accordingly

Examples:
1. Color of the flower in the 1st circle
2. Number of flowers
3. Word spelling of flowers etc.
4. Example of flowers
5. Description of flower
Variation:
This could be used for vocabulary development, spelling and number concept.

PAPER CUP EMOTIONS

Domain:

Psychomotor Skills, Socio-Emotional, Cognition and Communication

Area of Development

Socio-Emotional Domain, Motor Skills

Objectives

Identifies emotions.
Enjoys being with other children

Description

These materials are plastic/paper cups with cut out circles made from papers or smiley glued at
the paper cup
bottom showing different emotions

Materials:
Seven plastic/ paper cups
Colored paper smiley with different emotions
Glue
Procedure:
A. How to make:
Turn seven cups upside down. On the bottom of each cup, glue a different colored smiley, one of each of
different emotions: happy, sad, frightened, excited etc.
B. How to use:
Ask the pupils how do they feel today.
To choose one of the upside down cups presented and let the pupil show the emotion he/she choose.
Variation:

This material can also be used in enhancing cognitive development.

Sing, Look and Show

Domain:

Psychomotor and Socio Emotional Skills

Areas of Development:
Objective:

Socio-Emotional, Fine Motor skills.

Participates in play activities which involve eye contact.

Description: Sing, Look and Show helps pupils to improve their socio - emotional skills

Bread

happy face

candy

sad face

Materials: show cards of happy and sad faces, pictures of healthy food and junk food.
Procedures:
A. How to make:

Draw the two faces of emotions (happy and sad).

Cut the drawings.
B. How to use:
Let the pupils have the show cards of happy and sad faces. Instruct them to sing the Smurf Song, as the teacher
shows picture of food, pupil will stop singing and show the emotion pertaining to the picture the teachers holding. (e.g.
candies - sad face)

Variation:
This can be used also in identifying colors, shapes and numbers.

Close, Open

Domain:

Cognition and Communication

Area of Development:

Cognitive

Objective:

Identifies objects

Description:

Close, Open is an Instructional Material for improving the cognition and communication skills of the
pupils

Materials:

folders, cut-out pictures.

flower

cow

tiger

Procedures:
1. Paste a picture of an object on the front cover side of the folder and paste the word of that object inside it. (e.g.

rabbit)

2. Let the pupil say what object is in the front side of the folder, and say the word inside.

Variation:
This can also be used in counting, identifying colors and arts.

Only Me

Domain:

Daily Living Skills and Psychomotor Skills

Area of Development:
Objective:

Self-Help

Make use of the buttons, zipper and shoe laces.

Description: Only Me uses actual cloth with buttons, zipper, snaps, laces, and hook and eye.
Materials:

size cloth with 3pcs.of buttons,1/2 size cloth with zipper, size of cloth with shoe laces (4 pairs of holes), cloth
with hook and eye, cloth with velcro. (2pcs. Each cloth)

Procedures:
A. How to make:
Make 5 pcs. pillow type cloth by sewing 2 pcs. of cloth.

1st cloth- on the left sew 5 buttons with different colors on the right side make 5 pcs. button hole.

2nd cloth- sew zipper on the front side.

3rd cloth- sew Velcro

B. How to Uses:

1. Demonstrate how to zip and unzip, how to connect hook and eye, how to insert the shoe laces in the hole, and snaps the
velcro.
2. Let the pupil do the unbuttoning, unzipping, remove the hook, and remove the shoe lace and detached the velcro.
3. Do it repeatedly.

Variation:

This material can be used in Fine Motor Skills development.

Croco the Crocodile

Domain:

Cognition and Communication

Area of Development:

Numeracy, Cognitive

Objective: Distinguishes the difference of two numbers/objects.

Description: This material is an improvised head of a crocodile facing left sign for less and facing right for more.

Materials: cartolina, masking tape, plastic cover, pentel pen, laminated numbers, pictures of different objects.
Procedures:
A. How to Make

Draw picture of crocodiles head in a of short bond paper, 1 facing right and 1 facing left.

Cut the two heads from the bond paper separately.

Put plastic cover for its lamination.

B. How to Use
Paste cut out apples in the tree

Variation:

This material can also be used in fine motor skills development

Magic Tree

Domain:

Cognition and Communication Development

Area of development: Cognitive

Objective: Constructs sets of objects.
Description: The improvised Magic Tree fits to any type of fruits, where pictures can be pasted.

Materials:
5 pcs. Cartolina in different colors, pentel pen, scotch tape, cut outs of apples, oranges, and others, plastic cover.

Procedure:
A. How to make
1. Draw a tree in 1 whole cartolina.
2. Cut the drawing of fruits like apple, orange, mango etc.
3. Cover the tree and fruits with plastic.
4. Make a strips where you can place and draw sets of fruits.

B. How to use:
Post the tree on the board then place apples on it. Each apples pouch has drawings of objects with the set of 1, 2, 3,4 and
5.
Let the pupil count each of the set placed inside the apple pouch.
Variation: Can be used in self-help activity

MAGNET OF COLORS
Domain:
Area of Development
Objectives
:

Cognition and Communication

:Number Skills
Identifies red, blue and yellow
Sorts objects by colors

Description

Magnet of colors is made up of board and can improve visual recognition

Materials

magnet
GI sheet
Rugby
Card board
Color paint
Sliding clip

How to Make
1.
2.
3.
4.
5.

Cut the card board into circle, triangle, square

Color the shapes
Cut the GI sheet and put at the back of the card board
Put the sliding clip in each side of the GI sheet
Apply the rugby at the back of the card board and put on the magnet

How to Use:
1. Show the different objects of colors red, yellow, blue

2. Let the pupils identify the different colors and assort them accordingly

Variation

This material can also be used in fine motor and cognition skills development

THREE FOLDABLES
Domain:
Art of Development

Cognition and Communication

:Cognitive

Objective

Places three pictures in logical sequence from left to right.

Description

The three foldable is made up of long bond paper or special paper folded into lengthwise and cut it into
three.

picture

Materials

Procedure

pictures

pictures

pictures or drawings
Scissors
Bondpaper or special paper
Masking tape

:
A. How to make:
1. Fold the long bondpaper or special paper into two (lengthwise)
2. Cut it into three and number it 1,2,3
3. Paste the drawings or pictures on the other folded half

B. How to Use
:
1. Show the folded bond paper or special paper
2. Let the pupil see whats inside the folded paper

3. Identify the sequence of the clock

Variation

This Material could also be used in fine motor skills

TOUCH AND SORT

Domain:

Cognition and Communication, Psychomotor Skills

Area of Development:

Cognitive and Gross Motor Skills

Objective:

Improves visual recognition of numerals

Counts 1 to 10

Description:

Materials:

Procedure:

Touch and sort helps develop numeracy skills of pupils.

Ten (10) plastic cups labeled with numbers, wooden blocks

A. How to make:
Label each cup with numerals 1 to 10.
Blocks should have the right size so that 10 blocks can fit inside the cup.
B. How to use:
Pupil will arrange the cups according to its correct order 1 to 10 (left to right)
Teacher will prompt the pupil to read the numerals on the cup.
Pupil will put the correct number of blocks inside the cup.
Pupil will count as he/she drops the blocks inside the cup.

Variation: This material can also be used in cognitive skills development.

LACING FRAME
Domain: Daily Living Skills
Area of Development: Adaptive Skills
Objective: Improves hand movement
Description: Lacing Frame increases hand muscles movements.
Materials:

1/8 illustration board

Rubbershoes lace
Puncher

Procedures:
A. How to make:
1. Prepare 1/8 illustration board
2. Make holes by the use of puncher
3. Let the child put the lace on the hole
B. How to use:
1. Show the illustration board with hole
2. Let them touch every holes
3. Put the rubbershoe lace on each hole
Variation: It can also be used in number skills through counting.

WALK ON THE CIRCLE

Domain:
Psychomotor Skills
Area of Development: Gross motor Skills
Objective:

Strengthens body muscles

Description: Walking on the Circle can improve poor body muscles

Materials:

masking tape
Marker
Multi purpose board
Scissor

Procedures:
A. How to Make:

Draw a big circle on the floor

Make arrow shapes using the multi purpose board
Place the arrows on top of the circle following the line
The first arrow is a green color, the succeeding arrows are color white and the last arrow is red
B. How to use:

Introduce the big circle to the pupils

Let them aware of the green, white and red arrows
Instruct them to walk around the circle starting from the green arrow and ending in a red arrow.

Variation: The Behavioral Management Skills can also be enhanced through the use of this material.

My Left and Right

Domain:

Socio-Emotional Development

Area of Development:

Psychosocial skill

Objective:

Identifies left and right hands

Description: This material can help the pupils learn the right directions and identify the LEFT and RIGHT hands.

Materials:
Cartolina, card board, pencil, scissor, glue. gart

Procedures:
A. How to make:

Draw left and right hands, cut and paste them on the card board.

Put a garter at the back of both hands.

B. How to use:

Let the pupils put their left hand at the left card board hand. Do the same thing with their right hand showing the front side
having LEFT and RIGHT written on each hand.

Variation: This can also be used in number skills.

CAR PETS

Domain: Cognition and Communication Development

Area of Development: Cognitive
Objective: Counts and identifies animals and colors
Description: Car Pets are essential in developing the cognition and communication skills of the pupils.
Materials:
Cartolina, scissor, cutter, Velcro, pictures of animals, and pick-up car.

Procedures:
A. How to make:
Improvise a car.
Cut different farm animals using cardboard.

Put velcro in front of the animals that will match the Velcro inside the car

B. How to use:

Teach the pupils how to count by simply counting all the animals riding on the car. Let them tell the names of the farm
animals and identify their colors.

Variation: This can also be used in number skill development

LETTER STICKS

Domain: Cognition and Communication

Area of Development: Cognitive
Objective:

Identifies letters of the alphabet

Description: LETTER STICKS will help pupils in identifying letters of the alphabet.

Materials:
Cut-out letters of the alphabet, sticks, ribbon lace, glue.

Procedures:
A. How to make:
Cut letters from A-Z and put glue on the stick and wrap the sticks with ribbon lace.
After wrapping the sticks, place one letter at the tip of the stick.
B. How to use:
Teach the pupils in identifying letters of the alphabet.
Develop their motor skills by holding the letter sticks.
Variation:
This material can also be applied in developing fine motor skills.

NUMBER PILLOW

Domain: Cognition and Communication and Psychomotor Development

Area of Development: Cognitive and Fine Motor
Objective: Recognizes/Identifies numbers 1-10
Description: Number Pillow may help the pupils recognize/identify numbers 1-10

Materials:

Cloth (color may vary), needle, thread, old clothes cut into pieces, buttons.
Procedures:
A. How to make:
Make an improvised pillow.
Put scrap of old clothes inside until it becomes floppy.

B. How to use:
Show the pillow to the pupils and teach them to identify and count numbers 1 10.
Variation: Self help skills can be enhanced through the use of this material

WONDER TREE

Domain: Cognition and Communication and Psychomotor

Area of Development:
Objective:

Number Skills

Enhances the creative thinking.

Description:
Wonder Tree can help the pupils sharpen their creative thinking and mathematical skills.

Materials:
Green, brown, red, orange, blue, yellow, violet cartolina, scissor, glue, yarn, one hole puncher, Velcro.

Procedures:
A. How to make:
Make an improvised tree.
Put holes on some parts of it
Put some Velcro on some parts of the leaves.
Cut letters, shapes, and numbers and make holes on it.
Put yarn on the letters, numbers, and shape and hang it on the leaves

B. How to use:
Place the tree on a table and ask the pupils what did they see in the tree, if the pupils answer the right figure they see in the
tree they may pick it up.
Variation:
This material is also useful in developing psychosocial skills

HANGING SHAPES AND NUMBERS

Domain: Cognition and Communication Development and Psychomotor

Area of Development:

Number Skills

Objectives: Identifies shapes and numbers

Description:
Hanging Shape and Numbers can help your child enhance their Mathematical ability, social skills and creative thinking.

Materials:
Clothes Hanger, ribbon lace (color may vary), glue, yarn, plastic cover, cartolina, scissors, scotch tape, one hole puncher

Procedures:
A. How to make:
Wrap the clothes hanger with ribbon lace and paste it.
Cut shapes in a cartolina and draw numbers in each shape

Put a hole on the top of the shapes and insert the yarn and hang it.

B. How to use:
Hang the numbers and shapes and let the pupils get one of the hanging objects, once they have it, let them say what
number or shape they got.

Variation:
This material can be utilized in enhancing self help skills

TIK! TAK! TOK!

Domain: Cognition and Communication

Area of Development:

Numeracy

Objective: Recognizes numbers of the clock

Description: Tik! Tak! Tok! helps the pupils recognize numbers of the clock.

Materials: Multipurpose board, cartolina, sticks, glue, scissors.

Procedures:
A. How to make:
Cut medium size circle and 12 pcs. small circles.
Put sticks in each circle and attach all of the 12 circles with sticks in the medium size circl. In the middle of the clock place
two sticks to serve as the hands of the clock.

B. How to use:
With the use of the hands of the clock, guide pupil to identify each number.
Variation:
It can be used in enhancing self-help skills.

NUMBER STUFF

Domain: Cognition and Communication, Psychomotor Skills

Area of Development: Numeracy, Fine motor

Description:
Number Stuff is a material that may help the pupils enhance their numeracy skills.

Materials:
Cloth, thread, needle, old clothes cut into small pcs., yarn.

Procedures:
A. How to make:
Improvise shapes like stars, hearts etc. put small amount of cloth inside and sew it. Put yarn in every stuff shapes.

B. How to use:
Give the pupils shapes stuff, for them to feel its texture and identify the numbers attached in each shape. Tell them to
identify the shape they are holding.
Variation:
It can enhance the Self-help skills of the pupils.

BEAUTIFUL HAIR

Domain: Psychomotor and Daily living Skills

Area of Development: Fine motor
Objective: Guides pupils in taking care of their own hair.
Description:
Beautiful Hair serves as a guide in teaching pupils in taking care of their own hair by means of combing it.

Materials:
Picture of boy and girl combing their hair, multi- purpose board, glue, scissor, plastic cover.
Procedures:

A. How to make:
Cut pictures of boy and girl combing their hair. Paste it in a multi-purpose board and cover with plastic.

B. How to use:
Show the picture of a boy or a girl combing his/her hair to the pupils. Ask the pupils do the action.

Variation:
Enhancement of Self help skills

MY LITTLE HOUSE

Domain: Socio-Emotional Development.

Area of Development: Appreciation of the parts of the house.
Description:
My Little House teach pupils the parts of the house.
Materials:
Cartolina (color may vary), scissor, pentel pen, multi-purpose board, glue.

Procedures:
A. How to make:
Using bond paper draw objects that can be seen in each part of the house. Cut and paste it on the folded cartolina that will
look like a little house, show it to the pupils.

B. How to use:
By showing the self-made house, teach the pupils to identify and be familiarized with the different parts of the house.
Variation:
Can be used in teaching self help skill

LITTLE SHINY SHOES

Domain: Daily Living and Psychomotor Skills

Area of Development: Self help
Description:
Little Shiny Shoe teaches the pupils on how to take care of their own shoes.
Materials:

Cut out picture of a child cleaning his/her shoes.

Procedures:
A. How to make:
Improvise picture of child cleaning his/her shoes.

B. How to use:
Show pupils pictures of the child cleaning his/her shoes for them to follow.
Variation:
Can be used in the enhancement of fine motor skills

HIGH FIVE

Domain: Socio-Emotional Development, Behavioral and Psychomotor.

Area of Development: Socialization
Description: High Five is a form of clapping that can enhance ones socialization with other peer.

Materials:
Multi- purpose board, pencil, scissors, needle, thread

Procedures:
A. How to make:
Draw a hand both left and right on the multi-purpose board
Make a pair of both hands.
Sew the pair of hand.

B. How to use:
Let the pupil wear it
Sing a song (When youre happy and you know It) and say (clap your hand one)
Continue saying it till their clapping reach 5x and soon.
Get your partner and show your right and your left hand.
Clap your right hand and left hand with your partner.
Variation:
Can be used in counting

NUMBER BUTTONS

Domain: Cognition and Communication, Psychomotor

Area of Development: Numeracy
Objectives: Sequences numbers.
Description:
Number Buttons applies in the recognition and sequencing of numbers.
Materials:
Buttons, yarn, scissors, cut-out numbers.

Procedures:
A. How to make:
In a yarn, make 10 sequences of numbers starting from 1-10 and hang it.
Make it in 2 different colors as sequence.

B. How to use:
Show pupil the hanging sequenced buttons and lead them in counting each button to enhance their numeracy skills.
Variation:
This material is also relevant in enhancing psychomotor skills.

MAGNIFICENT PILLOW

Domain: Daily Living Skills, Psychomotor

Area of Development: Self-Help Skills

Description:
Magnificent Pillow is used to help the child to discover the concept of how zipper, buttons, Velcro and belt are being used..
Materials:
Improvise pillow, buckles, Velcro, Small Buttons, Zip, Hooks, Skirt Hocks and Lace to fastening mechanisms.

Procedures:
A. How to make:
Improvise pillow case sew buttons, Velcro, hook, snaps, belt.

B. How to use:
Show your pupils how to use the pillow after you have demonstrated it.
Give each pupil pillow and guide them on how to use it themselves.
Do it repeatedly for mastery.
Variation:
These materials will also help the child to improve the fine motor development and the self-help skills.

COLORFUL AND CATCHY RINGS

Domain: Psychomotor and Interpersonal Skills

Area of Development: Play Skills
Objectives: Recognizes colors and shapes

Plays with peers cooperatively

Description:
Used to recognize small and big shapes and vice versa.
Materials:
Wooden ring ( small-large), ribbon lace, glue, scissor, card board tube (tissue or foil), gift wrapper.

Procedures:
A. How to make:
Make a stand out of card board tube, wrap it with gift wrapper.
Wrap wooden circle with ribbon lace (color and size may vary).

B. How to use:
Put the stand in front of the pupils and demonstrate how to play colorful and catchy ring.
Let the child try to shoot each color of the ring following small-big pattern or vice versa.
Variation:
It also helps in reinforcing dexterity, fine motor development, increasing manipulative skills and hand-eye coordination.

COLOR COUNTING EGGS

Domain: Cognition and Communication, Psychomotor

Area of Development: Numeracy
Objective: Enhances numeracy skills.
Description:
These eggs are plastic and colorful. It make children play and learn at the same time making teaching-learning process more
interesting.

Materials:
Plastic eggs with different color, plastic container, wrapper, glue and scissor

Procedures:
A. How to make:
Wrap the container with a wrapper same as the color of the eggs you would like to place. Put all the eggs in the container
that matches with their color.

B. How to use:
Mix all the eggs then let the pupils put all the eggs with the same color on the container that match to their color.
Variation:
Enhances self help skills

SEQUENCE OF BEADS

Domain: Cognition and Communication and Psychomotor Skills

Area of Development: Numeracy, Fine Motor Skills

Objective: Initiates construction of a simple visual pattern

Description:
The Sequence of Beads finely crafted to sharpen the pupils sequencing skills.

Materials:

Yarn and different colors of bead

Procedures:
A. How to make:
Mix the beads of the same color. Prepare 12 to 14 inches yarn.

B. How to use:
Demonstrate how to insert the yarn in the beads. Make sure the color is in sequence. (3 blue, 3 red, 3 yellow, etc.)
Let them do the same, repeat the activity for mastery.
Variation:
This material also provides wide activities of visual reinforcement and enhances self helf skills

BEADS TRAIN

Domain: Cognition and Psychomotor

Area of Development: Numeracy and Fine Motor Development
Description:
This material is used to help the pupils discover the concept of counting numbers and identifying colors.
Materials:
Match box, colored wrapper, glue, scissors, yarn

Procedures:
A. How to make:
Wrap the match boxes with colored wrapper. Connect the boxes using yarn to make a train.

B. How to use:
Teach the pupils to identify primary colors and color sequencing.
Variation:
The Beads Train also helps the pupils to improve the fine motor development.

TRAIN OF SURPRISES!

Domain: Cognition and Communication Development

Area of Development: Numeracy, Fine Motor Skills
Objective: Constructs sets of 1-10 objects
Description:
Train of Surprises will enhance the numeracy skills and creative thinking of the pupils.

Materials:
Multi-purpose board, cartolina, scissors, pocket chart
Procedures:
A. How to make:
Draw train cart. Put a number before each cart. Cut different kinds of objects like: flowers, apples, fruits, etc.

B. How to use
Assign numbers 1-10 to all the train carts. Place objects according to the number assigned to each train cart.

Variation:
This material can also in developing other numeracy skills

COMPLETE ME!

Domain: Behavioral, Psychomotor

Area of Development: Psychosocial skills
Objective: Improves manipulative skills in hand and eye coordination
Description: Complete Me is a game that will enhance Psychomotor skill and increase manipulative skills and hand and eye
coordination.

Materials:
Rubber mats with different color, cut-out pictures of different animals, number, and fruits, multipurpose board, glue, scissors.

Procedures:
A. How to make:
Cut the multipurpose board same as the size of puzzle mats, paste different objects on each board.

B. How to use:
Place the rubber mats on the floor, then match it with the board. Let the pupils follow as demonstrated.
Variation: This material can also be used in fine motor skills.

MY LITTLE MITTENS

Domain: Cognition and Communication Development, Psychomotor.

Area of Development: Cognitive and Fine motor skills
Objectives: Enhances numeracy skills and communication skills
Description: My Little Mittens help the pupils increase numeracy skills and develop communication skills.

Materials:
Cloth with different colors, multi-purpose board, glue, scissor, yarn, clip.

Procedures:
A. How to make:
Make a mittens pattern. In each mittens draw a number 1-10.
Make another pattern with sign like 1, 2 .., paste it on a multipurpose board in each pattern.
Draw a number following the number sign.

B. How to use:
Hang the number mittens in the yarn following its sequence 1, 2,3,4,5 etc.
Let the pupils follow the same as you demonstrate.
Sort each number sign and let the pupils familiarize it
Variation: Gross motor skills can also improve in this material

NUMBER BEADS

Domain: Cognition, Psychomotor, Interpersonal skill

Area of Development: cognitive and psychosocial
Objective: Increase their learning skills in number beads
Description:
Number Beads help the pupils to increase their manipulative skills and hand-eye co-ordination and interpersonal skill of the child.

Materials:
Yarn, beads with basic colors (large size), soft wire, plastic container.

Procedures:
A. How to make:
With the use of the soft wire, make a pattern of numbers 1-5.

B. How to use:
Put all the beads inside the plastic container according to their colors.
Instruct the pupils to get 3 pcs. of beads in each container following the pattern. (yellow, red, blue)
Variation: This can also be used in fine motor skills

FLOWER PARADE

Domain: Cognition, Psychomotor, Behavioral

Area of Development: Cognitive and Psychosocial
Objectives: Identifying colors and tells number sequence
Description:
Flower parade is used to help the pupils to discover the concept of counting, and identifying colors. This activity will also help the
pupils improve their fine motor development.
Material:

Cartolina with different kinds of color,glue and scissor, pentel pen, Velcro.

Procedures:
A. How to make:
Cut flowers of different colors, put velcro at the back of each flower.
Make a separate chart cartolina to put on the flowers arrange with numbers 1-12.

B. How to use:
Let the pupils post flowers on the chart, starting from 1 then gradually following the number pattern, do it repeatedly.
Let them identify the colors of the flowers.

Variation:

Which is Mine?

Domain: Daily Living Skills

Area of Development: Self Help Skills
Objective: Identify different clothes for boys and girls
Description: Which is Mine, help the pupils to improve their cognitive skills in choosing clothes for boys and girls

Material:
Clothes of boys and girls

Procedures:

A. How to use:
Let the pupils pick clothes that belong to a boy and a girl for them to be familiarized with.
Variation:
Behavioral Management Skills can also be enhanced in this material.

Eat Bulaga!

Domain: Cognition, Psychomotor, Behavioral

Area of Development: Self Help Skills
Objectives: Learns how to eat independently.
Uses spoon, fork, glass and plate properly
Description: Eat Bulaga trains the pupils to used different tools for eating

Materials:
Real objects (plate, cup, spoon and fork)

Procedures:

A. How to use:
Let the pupils familiarize on the things that are used for eating.
Teach the pupils to use them well.
Variation:
This tool can be used in fine motor skills.

DRESSING TIME!

Domain: Cognition, Psychomotor, Daily Living Skills

Area of Development: Cognitive and Self Help
Objectives: Learns how to dress up.
Description: Help the pupils in dressing up

Material:
Picture of a child as big as 1 cartolina, multipurpose board, cut out dress of a boy and a girl.
Procedures:
A. How to Make:
Draw a boy and a girl in a cartolina.
Cut the drawing
Cut out different dresses for boys and girls

B. How to use:
Paste the picture on the multipurpose board. Let the pupils dress up the picture, for them to be familiarize with their own
clothes to use.
Variation: This material enhances fine motor skills.

KEEP ME IN PLACE

Domain: Cognition, Psychomotor, Behavioral

Area of Development: Gross Motor and Psychosocial Skills

Objective: Identifies parts of the body

Description: Keep in Place help the pupils identifies the parts of the body and complete the others parts.

Materials:
Cartolina, glue, scissor, Velcro and multipurpose board.
Procedures:
A. How to Make:
Cut pictures of a body then detached the arms and the feet, paste it on the multipurpose board.

B. How to use:
Let the pupils put the parts of the body on the right places and vice versa.
Variation: Behavioral Management skills can be improved more on this material.

ITS SCHOOL TIME!

Domain: Cognition, Psychomotor, Behavioral

Area of Development: Cognitive, Psychosocial
Objectives: Recognizes things in school
Description: School Things can help pupils learn what are the things needed in school.

Materials:
Cartolina, cut out pictures of school things, glue, scissor, and Velcro.
Procedures:

A. How to make
Paste the cut pictures on the multipurpose board, and paste velcro at the back.

B. How to use:
Let the pupils familiarize with the things used in school by showing real objects.
Let the pupils get the picture of the things being showed and paste it on the board.
Variation: This material can be applied in socio emotional skills.

Baby Birdie

Domain:

Cognition and Communication Development

Area of Development:

Pre-Reading Skills

Objectives:

Listens to a story
Sequences the events based from the story listened to using pictures

Description:

This is to improve the listening skills of pupils as well as develop their comprehension.

Materials:

Cardboard, plastic cover, transparent tape, laminating machine, laminating film

Procedure:

A. How to prepare the materials:

3. Print/draw the pictures on a cardboard. Cover each picture with plastic or have it laminated using
laminating machine or plastic cover and transparent tape.
B. How to use:
3. Introduce the pictures. Ask them the name of each picture.

4. Teacher will tell a story about The Baby Bird Who Got Lost. Teacher will use the pictures while
telling the story
This is Mother Bird. This is Baby Birdie. One day, Baby Birdie wanted to go out of the nest and fly to
nearby trees.
Mother, may I go out of our nest? I want to go out and see the world, Baby Birdie said.
Yes, you may go out Baby Birdie but be sure to remember how our home looks like, said Mother Bird.
Baby Birdie went out of the nest. Baby Birdie flew from one tree to another. He was so happy looking at
the different trees. When he was ready to go home, he looked around but cannot find his home.
He flew around and saw an antenna. This is not my home. This is an antenna.
He flew around and saw a bird house. This is not my home. This is a bird house.
He flew around and saw a branch. This is not my home. This is a branch.
He flew around again and saw a nest. Oh yes! This is my home!

5. Ask the pupils:

What is the home of birds? Among the pictures, which is the nest? When Baby Birdie was about to
go home, what did he saw first? Second? Third? Last?

6. Pupils will arrange the pictures according to the correct sequence in the story.

Variation:

Instead of pictures, teacher can make puppets for Baby Birdie and Mother Bird.

Trace Me
Domain:

Psychomotor

Area of Development:

Fine motor

Objectives:

Traces the dots

Develops left to right eye movement

Description:

Trace Me develops the writing skills of the pupils.

Follow the lines with your
marker.

Materials:

Bond paper, laminating machine, laminating film, whiteboard marker, eraser, transparent tape, plastic
cover

Procedure:

A. How to prepare the materials:

4. Print the pictures on a bond paper. Laminate the pictures using laminating machine or plastic cover
with transparent tape. Ensure that all pupils have their own copy. This will serve as their worksheets.
5. Prepare a big representation of the worksheets using white cartolina. Cover with acetate.
6. Print one big picture of Baby Bird and one big picture of Mother Bird. Laminate the pictures.
B. How to use:
7. Retell the story of The Baby Bird Who Got Lost
8. Using the big worksheet, teacher will say: Baby Birdie went to the antenna. Trace the path of baby
Birdie as he went to the antenna. Use marker.
9. Do the same for the bird house, branch and nest.
10. Give each pupil a copy of the worksheet, whiteboard marker and eraser.

Variation:

Teacher can prepare worksheets with types of lines (curved, straight, slanting)