For the activity, I cut standard 8.5×11″ cardstock in half. I used the darker colored paper since ink doesn’t show on them well for other worksheets. Then I used the Perkins Brailler to write a UEB number on each card for 0-5.
I sorted the different shaped Halloween stickers on a Halloween divided plate I picked up from the Target Dollar Aisle.
Next, I set up the stack of brailled number cards on the left of her workspace. I found the shelf gripper mat works well to keep her paper in place.
Madilyn worked to find the top card on her left and move it to the center of her workspace, being careful to position it right side up. She found that she could read the number symbol correctly when it is in the top left corner.
Then after she read the number, she placed that number of stickers on the card. Her instructions were to remove the backing from the sticker herself since she is working on fine motor skills. It was taking way too long a few times so I helped her get it started.
I reminded her to be sure that the stickers weren’t touching or on top of each other. I also showed her how one sticker she placed was stuck to the mat when she stuck it on the edge of the paper. (Sometimes I forget to let her make mistakes when I’m so intently watching her every move.)
After she successfully placed the correct number of stickers on the card, I had her read the number again then count the stickers.
I didn’t give her specific instructions on how to count them (the spatial awareness and organized searching skills) the first few times. If she counted the same sticker twice, I’d tell her, “Oops, you already counted that one!” After a couple more times she realized what she was doing wasn’t working too well. So, I showed her how to start in the top left corner, then scan her right hand over with her fingers touching the card the entire time. Once she got to the right edge of the card, she went down and then over to the left.
I continued to let her try to count randomly instead of in the organized left to right, down and back again method. When she miscounted, I’d encourage her to count by scanning how I showed her, helping only when she requested.
She continued this for all of the cards. They were in a random order so wouldn’t be able to predict the number.
Making a Braille Counting Book
Afterwards, I helped her put them in numerical order. Then we punched a hole in the top left corner of each card to insert a metal ring. Now she can review the searching skills anytime!
You could easily adjust this activity to focus on any one of the skills for students at different levels. Kids can all do the same activity at the same time TOGETHER while working on their unique goals. What do you think about this activity? Share your ideas with us in the comments!