Let’s o oppin - STAR Autism Support - Circle... · Staple the open and closed signs back to back in order to create a two-sided sign. 3. Place the numbered footprints on the floor

Circle Activity: Checkout Time

© Star Autism Support 2019. Themes First! - Let’s Go Shopping

Let’s Go Shopping

Circle Activity: Checkout Time

Objective: This activity utilizes gross motor and listening skills as students complete a sequence involving listening, identifi-cation, and matching.

Materials: • Visual sequence strip (provided)• Open, closed, and checkout signs (provided)• Footprint images (provided)• Number cards (provided)• Masking tape• Music• Stapler

Duration: 10 minutes

Preparation:1. Print, laminate, and cut out:

a. Visual sequence stripb. Open signc. Closed signd. Checkout signe. Footprint images f. Number cards

2. Staple the open and closed signs back to back in order to create a two-sided sign.3. Place the numbered footprints on the floor. 4. Post the checkout sign near the footprint images.5. Distribute the number cards to the students.6. Place a strip of masking tape on the floor. This will denote where students will stand when the store is

“closed.”7. Hang the open/closed sign in a location where students can easily see it.8. Have music ready.9. Have the visual sequence strip on hand and refer to it throughout the activity to guide students.

© Star Autism Support 2019. Themes First! - Let’s Go ShoppingCircle Activity: Checkout Time

Activity Script:We recommend using the following verbal cues as you model each step.

1. “Today we’re going to play a game called, ‘Checkout Time.’ To have fun, all you have to do is try your best and encourage each other.” [As you walk students through each step of the activity, point to its corresponding step on the visual sequence strip. Indicate the cards you’ve distributed to students.]

2. “We’re going to pretend that our classroom is a store. First, when the store is closed, everyone needs to line up on this piece of tape.” [Indicate the masking tape line on the floor.]

3. “To begin the game, we’re going to listen and watch the sign to be flipped over from ‘Closed’ to ‘Open.’ When it switches to ‘Open,’ we’re going to walk around the classroom pretending we are pushing a grocery cart. Let’s practice. Follow me.” [Demonstrate walking around with arms out and wrists cocked, miming pushing a grocery cart.]

4. “Now, listen for what words I say. If I say, ‘Closed,’ you’ll go back and stand on the tape line. If I say, ‘Time to check out,’ you’ll need to look at the number I gave you, find the footprints that match the number you were given, and then stand on them.” [Indicate the Open/Closed sign and explain the significance of each side. Demonstrate looking at the card, showing it to the class, and finding the right set of footprints to stand on.]

5. “What was the number I had?” [Prompt students to identify the number on the card you displayed.]

6. “Now we’re ready to play the game. Don’t forget what number is on your card. Remember: when the sign is on ‘Closed,’ you will walk to the taped line on the floor and stand on it. When the sign is on ‘Open,’ we will walk around pretending to push grocery carts. When you hear me say, ‘Time for checkout,’ you will quickly walk to the right number and stand on the footprints. Be careful and watch out for your classmates.” [Play music for 15-30 seconds or so, then stop the music and say, “Closed!” while flipping the sign to the “Closed” position. After a few seconds, flip the sign back to “Open,” say, “Open!” and allow students to walk around pretending to push grocery carts. Then, say “Time to check out” and prompt students to find and stand on their matching number on the corresponding footprints. Repeat the activity by having students pick new number cards.]

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Open Sign:


Closed Sign:


Checkout Sign:


Number Cards:

1

4

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2

5

8

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Footprint Images:

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Footprint Images:

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Footprint Images:

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Footprint Images:

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Footprint Images:

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Documents

Let’s o oppin - STAR Autism Support - Circle... · Staple the open and closed signs back to back in order to create a two-sided sign. 3. Place the numbered footprints on the floor