Working on perspective taking skills and point of view can be tricky for my students. It is not an easy social language concept to put yourself in someone else’s shoes and think about how they might feel. This is a skill that is embedded in both the academic curriculum as well as in real life social interactions! With Spring in full swing here, I printed these fabulous flower templates from Tracee Orman’s template packet that I have, but you could freestyle your own flower templates too. My social thinking groups came up with different problem scenarios and wrote one in the middle of each template. Next, we decided who the people are that would be part of the scenario and write them on the back of the petals (see picture below). After that, we flipped the flower back to the front and on each petal, wrote what the person might be thinking or feeling based on their point of view in the scenario.
You can also work this social activity backwards and write the perspectives on the petals and have the students come up with a matching problem. You could also have them identify who might be thinking or feeling the thoughts written on each petal by making smart guesses (inferencing). When your flowers are finished, this would make a great Spring themed social thinking bulletin board too!
How do you work on perspective taking skills? Share here!
It’s been a bit chaotic around school this week with state testing, end of course testing and general spring fever! It’s a bit harder to keep our friends engaged this time of year, but I came up with a fun activity that just might do the trick! I searched google images (or you can use Pixabay or magazine images) for funny pictures of dogs. Print, laminate and cut them out. Voila’, you have a great social language activity to work on the concepts of what the dog might be thinking or saying, what they might be feeling, predicting what could happen next and determining what clues that the students saw in the picture to make their very smart guesses.
I also have some thought bubble and word bubble sticky notes to extend the activity! You can write up different thoughts or words (you can draw pictures for your younger students) and then ask the kids to match the thought and talking bubbles with the pups in the pictures. Working on social language concepts in different ways helps to build flexible brains! If puppies aren’t your thing, use pictures of silly cats, guinea pigs, tropical fish or even llamas.
Of course, I always have that one friend who throws a wrench into the session by pointing out that, duh, dogs can’t talk. This is usually said in a loud voice and in front of all the other kids in the group. After I crawl out from under the metaphorical bus they just threw me under, I turn it into a teachable moment to talk about using our imagination, contrasting fantasy/reality, and having fun with social language! And if they are still mumbling under their breath after this explanation? You can always have an impromptu therapy lesson about the Unthinkables ©, Grumpy Grumpaniny or Rock Brain both spring to mind!!
What fun and easy ways to you keep your social language students engaged these last weeks of school?