How Do I Teach This Kid?. Kimberly A. Henry

target="_blank" rel="nofollow" href="#fb3_img_img_1429fda3-aebc-5557-84d1-333291ba5e72.jpg" alt="image"/> plastic strawberry baskets

       plastic spice jars with lids

       plastic yogurt, applesauce, butter, cottage cheese, etc. containers

      These items can be used as manipulatives in the tasks:

       old Memory games, Bingo games (missing pieces ok!)— could be used for matching tasks

       spare pieces from games—could be used to sort by color, sort by item, items to count or make sets with, etc.

       groups of objects to sort—could be used to sort by item, to match item to picture of item, to match item to written word of item, to sort by initial sound of the item, to sort by color

       blocks—could be used to sort by color, to match block to color word, to make patterns, to count or make sets

       Legos—could be used to sort by color, to sort by size or shape, to assemble a structure like a model

       pop beads—could be used to pull apart and put in a container with a lid

       plastic links—could be used to sort by color, to extend a pattern, to count or make sets

       puzzles—could be used as objects are—to match the puzzle piece to a picture of the item on the piece, to match the puzzle piece picture to the written word, to sort by initial sound of the picture on the puzzle piece

       sports cards—to sort by sport, to file by sport, to file by last name

       calendars with pictures—to match smaller thumbnail picture (usually found on the back of the calendar) to the larger calendar page

       Disney catalogs—I often use the photos as motivational materials for making task boxes—kids like to match pictures of Mickey Mouse, Pooh, etc.

       clothespins—to use with motor tasks—pull off the side of a box, pinch and put on the side of a box, write on the clothespins and match to the corresponding spot on cardboard

       board books—could be adapted with Velcro® to use in matching or reading tasks

       dried-out markers with the tops—can use as a motor task—assembling the correct top on the marker; or as a color sorting task with just the tops, or as objects to count, make sets with

Tricks and Tips for Task Box Construction

      Use a consistent system for placing Velcro® on your task boxes. Usually, the hook (or scratchy) Velcro® is placed on the manipulatives and the loop (or soft) Velcro® is placed on the box. A simple mnemonic is “hook in the hand” and “soft on the surface.” Consistent placement will allow you to interchange materials with other task boxes.

      Use a utility knife or scissors to cut an X in the top of a coffee can or other container to provide a little resistance for motor tasks. Additionally, some children enjoy the sensory input provided by the plastic as they push the item through the hole.

      Tasks can be changed to meet the needs of many students or to utilize different materials with the same task box. Instead of permanently attaching items to the top of the shoebox, clear adhesive photo corners can be attached to the box and the picture can be removed and changed to allow a different task to be presented using the same box. Photo corners can be purchased wherever photo albums and supplies are sold or at many craft stores in the scrapbooking department.

      When using egg cartons for tasks, an easy way to differentiate is to alter the number of spots in the egg carton. Paper egg cartons can be cut in half to provide only 6 spots to be filled with items. Some egg cartons even hold 24 eggs—allowing lots of practice in the task!

      The small containers that hold the loose manipulatives or work to be completed can be attached to the larger shoebox with Velcro® to make the entire task box one contained unit. This helps ensure that when the child gets the task box off of the shelf, he gets all parts and the task expectations are clear.