What is included in my I Convey Pizza! recipe?
1. Pizza! Recipe
Cover- to show your student how their pizza might look.
Inside page- A list of ingredients and tools that will be used in the recipe.
Recipe pages 1-3 Step by step instructions on how to make pizza. Vocabulary words used in File folder activity #2 - Vocabulary/Matching are highlighted in orange.
2. Comprehension Questions
10 questions (Four pages) of questions.
Token Object Based Icons of the recipe taking place.
4. File Folder Activity #1. - Sequencing
12 images from the recipe for matching. Student sequences recipe activity. Two pages with one page of instructions
5. File Folder Activity #2. - Vocabulary
Two pages with one page of instructions
6. Communication Board
Student can point to photograph to help communicate needs.
7. Shopping List
Students pick items from left side of the file folder. Folder can be put in students backpack for easy shopping trips.
A message from Sue:
I am excited to talk about the power of using I Convey recipes to engage students. When I first started as a speech-language pathologist over 15 years ago I was challenged to find functional and meaningful ways to engage all of my students; particularly those individuals with significant and diverse learning needs. I discovered the power of cooking and was excited to see how engaged the students truly were during these activities. Learning happened!!
Cooking provides students functional teaching opportunities. We target language; vocabulary; organization, planning, and sequencing; and social skills. And in working with the teachers and related service providers we focus on reading, math, science, and motor skills. In fact, I typically co-teach the cooking groups with our occupational therapist. Additionally we send recipes home to parents along with a letter letting them know our current cooking activity, vocabulary and skills we are targeting, and encouragement to practice the recipe at home. Working as a team helps us reinforce skills and promotes generalization of these skills for students.
Learning is differentiated for each child during cooking activities, meaning some of the students use sequenced TOBIs on a First/Then board, and other students use modified recipes with high visual supports. Additionally and importantly I discovered early on that many of the students on my caseload required photos of actions and objects rather than symbols. For many individuals with moderate-to-severe needs actual photos provide the necessary meaningful representation of the directions. Symbols for many children and adults are too abstract.
Augmentative Communication is another important component of supporting many of the students. For those individuals requiring augmentative communication supports (e.g., iPad with communication application) I program a page for each recipe. This allows each child the ability to engage with others during the activity. They ask questions; make requests; comment; use peers’ names; and identify actions, tools, and ingredients.
Finally, we repeat the recipes one time per week for for 4-6 weeks. This extended time frame allows opportunities to practice the many skills to increase individual’s independence.
With each cooking lesson you will find File folder activities, vocabulary, sequencing, and plenty of activities to help keep your students engaged and learning in a fun and interactive way.
Thanks for looking!
Keywords: Mild to moderate, Moderate to severe, Cooking, Recipes, Functional skills, Life skills, Community based instruction, Sequencing and planning, Vocabulary, Functional vocabulary, K-12, Adult, Transdisciplinary, Math, Writing, Social skills, Pragmatic language, Common core, Visual Recipe, Pizza
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