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Help your students learn to identify emotions and feelings with this set of diverse, real life picture flashcards. For teaching social skills instruction for autism, speech therapy, pre-k, kindergarten and students who are learning to understand emotions and feelings of peers and elementary age children.
Understanding emotions and feelings and the importance of recognizing how facial expressions or body language can show how a classmate, friend, family member, or people in the community may be feeling. With real life pictures of children of varying ethnicities, students will see a child who they can identify with. There are 8 pictures representing 20 common emotions and feelings that a young child may experience which you can print on 8.5” x 11” card stock paper. There are 4 cards on each page (3 7/8” x 4 ¾”). Just laminate and trim around border.
Young children are learning social skills and may find it challenging to express how they feel in an appropriate way. With real life pictures of children expressing a wide range of emotions and feelings, your students can talk about how the child on the flashcard may be feeling, or even relate to personal experience. These emotions flashcards are an effective and meaningful way to recognize how someone is feeling for speech therapy, one-on-one assessment, and even as a writing extension.
· 160 real life pictures of children showing a wide range of commonly expressed emotions (8 different pictures representing 20 emotions) SIZE OF EACH CARD is 3 7/8” x 4 ¾”
· Emotions and feelings: happy, sad, mad, scared, proud, excited, surprised, helpful, disappointed, bored, embarrassed, shy, anxious, confused, loved, calm, tired, silly, lonely, grumpy
· Suggested IEP Goals
The pictures in this Emotions and Feelings Poster set represent elementary school age children. It is suggested that the posters may be displayed in a Kindergarten through fifth grade classroom.
YES! Here are suggested IEP goals which align with this IEP Goal Review packet:
· 1. Given a picture representing an emotion or feeling which may be expressed or experienced in a variety of settings, STUDENT will name the emotion to describe how the person in the picture may be feeling, as related to STUDENT’S personal experiences, documented by the teacher/therapist, within an IEP ending date.
· 2. Given a picture of a child showing a facial or physical expression indicating a response to an emotion or feeling, STUDENT will describe how the child feels and present a scenario in which someone may react this way, in 4 out of 5 opportunities, within a session or lesson, by MONTH, YEAR.
· 3. Given a picture representing a child experiencing an emotion or feeling, STUDENT will match the identical/non-identical picture with _______(prompts, adult assistance, one-on-one assistance), with 80% accuracy, in 4 out of 5 sessions/opportunities, by MONTH, YEAR.
· 4. Given a picture representing a child experiencing an emotion or feeling, STUDENT will compare two pictures showing the same emotion by describing what is happening and how the child may be feeling, based upon personal experience, picture cues, peer collaboration, or teacher produced scenario.
· 5. Given a picture representing a child experiencing an emotion or feeling, STUDENT will write _________(one sentence/up to 3 sentences/one paragraph) in order to describe how the child is feeling and the situation/event that may have occurred to evoke these feelings, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.
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