Tag Archives: glue

S is for Sand

This is officially S week.  Or maybe I should say it’s the first week of the letter S.  Lately I’ve been taking two weeks to do each letter because I just can’t pull it off in one week.

Today we worked with sand – colored sand – all kinds of colored sand!

In imagining this activity, I just couldn’t picture giving Noah (6 – DS) and Bella the big jars of colored sand to pour onto their pages, so I opted for a collection of salt and pepper shakers from the dollar store.  Those were a BIG hit!  (What child wouldn’t want to finally be able to turn a salt shaker upside down and sprinkle away?)

Here’s how to do it:


  1. Black construction paper or cardstock
  2. Liquid glue (you know, the old-fashioned kind that comes in a bottle, NOT a stick
  3. Colored sand in salt shakers
  4. Paper plate.
  5. White paint pen, chalk or crayon


  1. Use the white pen to draw a simple design on the paper (if your child is able, allow them to do the drawing).
  2. Give the glue to your child and have him trace over the portion of the design  he wants the first color of sand to cover.
  3. Have your child shake the colored sand over the glue.
  4. Dump excess sand from paper onto paper plate.
  5. Repeat steps 2-4 with the next color.
  6. Allow to dry.

Here’s the drawing:


Here’s Noah’s finished project.   He really did a good job of attempting to trace the design with the glue – and the black paper makes it look so cool!


(note:  You can get colored sand at your local craft store – Michaels or Hobby Lobby.  I’m not sure whether you can get it at Wal-Mart – maybe.)

G is for Gold Glitter

As if Gold Glitter Play-Doh wasn’t enough . . .








Okay, I admit it.  Though you’d never know it by the way I dress, I do love a little bling.  This activity is pretty self-explanatory, but I’ll throw in a couple ideas to make it easier than usual.  First I used chalk to draw the letter g on black construction paper.  Next, I handed over the glue bottles to Noah (5 with Down syndrome) and Bella (3), and they traced the letters with the glue.  I was really surprised on this step because Noah did a beautiful job of staying mostly on the line.  Bella had lots of blobs and gaps.  I gave them both paintbrushes, and they went back and spread the paint along the G.  This was a great way to maximize the time and minimize the effort of our craft time.  We can use all the sensory play and fine motor help we can get.  Finally, I turned the glitter top to the sprinkle holes and let the kids sprinkle it on the G themselves.  They loved that.  

I think this one will “stick” (I crack myself up) with them a while – who can forget a gold glitter G?