Mi rutina del día
Secuencia visual de la rutina escolar para apoyar la comunicación y la transición entre actividades.
Session summary (SOAP)
Stays on this screen. Nothing is saved or sent.
Mark a card Correct, Correct with cue or Incorrect and the summary writes itself here.
How to run it
Use it as a communication tool rather than only as a schedule. Pointing to the next step supports the transition; asking what comes after recreo makes it a language activity, and the same twelve cards do both. For an AAC user, the sequence supplies vocabulary with a daily context — almuerzo and recreo will come up every single day. Ten minutes to walk the sequence, then use it live.
Cueing ladder
Start at the top. Add support one step at a time.
- IndependentSet up the moment, then wait with an expectant look for 10 seconds.Log as correct
- GesturePoint toward the device or the right area of the page.Log as cued
- ModelTouch the symbols on the device yourself while you say the message.Log as cued
- Partial physicalOnly if the team agrees and the student accepts touch: a light touch at the elbow toward the page. Never press the symbol for them.Log as cued
Adjust it
Fewer symbols on the page, and model the message several times before you expect it.
Wait longer before prompting, or expect one more symbol in the message.
Matching IEP goal
During structured activities, Student will use their AAC system to say what comes next in the routine in 8 of 10 opportunities across 3 consecutive sessions, given no more than a gestural prompt.
Send it home through the parent portal →About this activity
Twelve steps of a school day in order: llegar a la escuela, guardar la mochila, saludar a la maestra, círculo de la mañana, trabajo en las mesas, recreo, lavarse las manos, almuerzo, lectura, recoger las cosas, hacer fila para salir, ir a casa. A visual schedule does two jobs at once — it supports the transitions and it gives a child something to communicate about.
What to listen for
Watch whether the child can say what comes next without looking. Sequencing a familiar routine from memory is a real language skill and it usually develops after the schedule has been in place a while. Notice which transitions are hard — the difficult step is often the one before a preferred activity ends rather than the one that starts something new.
Carrying it home
The same structure works for an evening at home: cena, baño, cuento, dormir. Four pictures in order does most of what twelve does at school, and it makes the end of the day predictable.
What's in this activity
- 1. Llegar a la escuela
- 2. Guardar la mochila
- 3. Saludar a la maestra
- 4. Círculo de la mañana
- 5. Trabajo en las mesas
- 6. Recreo
- 7. Lavarse las manos
- 8. Almuerzo
- 9. Lectura
- 10. Recoger las cosas
- 11. Hacer fila para salir
- 12. Ir a casa
Questions
- Is this board in Spanish?
- Yes, the steps are in Spanish. This page is in English so an English-speaking clinician can find and evaluate it.
- Do I need an account?
- No, it plays free with no login.
- Is this a schedule or a language activity?
- Both. As a schedule it supports transitions; as a language activity it gives sequencing and vocabulary with a context that repeats every day.
Use this board with your caseload
With a free account, every correct, cued and incorrect mark is saved to the student and scored against their IEP goal, with the data written up for you. Assign it as home practice through the parent portal.
Track progress freeFree for SLPs. No card, no trial clock.