Children love making this spooky skeleton and it allows for TONS of opportunities to practice requesting! It also provides fine motor practice and a bit of a sensory experience since the glue tends to get on your fingertips. Useful tips: - Being prepared beforehand helps the activity go smoothly. Cut about 7-8 Q-tips in half so you have smaller pieces ready. Either print a skull out to use or have a white crayon on hand to draw one. - To decrease frustration, it may be easier if your child requests glue and you squeeze it on the paper. Then they can place the q-tip in the proper position. If they insist on putting the glue on the paper themselves, you can always assist them!
Materials: paper, glue, q-tips, skull picture OR white crayon
Target Vocabulary: Nouns: paper, glue, q-tips, body parts, skeleton, Verbs: want, need, help, glue, cut, push, put Pronouns: I, you, we. your, he/she, him/her (depending on the gender of your skeleton) Adjectives: more, big, small, spooky, scary, sticky, fun, nice, Questions: Where, What
Instructions: 1. Gather all materials and tell your child you will be making a skeleton. Keep the picture above handy so they can refer to the model. 2. As per usual, you want to encourage requesting by keeping materials slightly out of reach so your child has to ask for "more q-tips" or "more glue." 3. If your child struggles with fine motor tasks, picking up and placing the q-tips can be challenging. Encourage them to ask for help. 4. You can help your child identify and label body parts both on their own body and on the skeleton. Help your kiddo feel some of their bones and label them before placing the q-tips on the craft. (i.e. "Do you feel these bones back here? They make up your spine or your back bone. Let's put a back bone on your skeleton.) 5. You can also help your child add details to their requests by having them specify the size of the q-tip they need. You can ask what size they would like ("Do you think we need a big or small q-tip for the foot?") or just give them the incorrect size so they must ask for the q-tip that will fit. 6. Especially if your child is on the spectrum, pronouns can be very challenging to learn, Modeling the proper use of them is key and this activity provides many opportunities for that. Decide what gender your skeleton is in the beginning so you can model he/she and her/him. (i.e. "WE are going to make a skeleton." "HE needs more bones." "WOW! Look at her!" "I love YOUR work." ) 7. You can also model the use of questions such as, "What do we need now?" or "Where should we put this Q-tip?" 8.