Tops and Bottoms Unit for Special Education with digital activities



Total Pages 85 pages plus 30 google slides
Answer Key Included
Teaching Duration 1 Week


Tops and Bottoms by Janet Stevens has 6 activities developed for students with autism and other special learning needs.


This unit has various activities to accompany Janet Stevens’s book, Tops and Bottoms. The materials are designed to allow students with multiple levels of learning to access and engage in lessons learned through reading Tops and Bottoms.


There are many opportunities for students to engage in repeated information on the competition between the bear and the hare as they grow and harvest their crops. This repetition encourages deeper engagement in the book.


Finally, many of the Tops and Bottoms activities include more than one version, suggestions for differentiation, and options for presentation. There is also a social story to help connect the idea of responsibility that is addressed in this story and is great for students with autism and special learning needs.


****There are digital versions of the activities included in this unit. There are 30 google slides and the book read aloud.


Please see the preview for more detail.


Tops and Bottoms Literacy Unit Includes:


⭐ This unit comes in 2 complete files. One is in color and one is in black and white.


In the zipped folder you will find:

  • Activities in color
  • Activities in black and white
  • Links and directions to digital activities
  • Social Story


Tops and Bottoms Activities:

  • Picture cards for whole group reading activity
  • Storyboard to use while reading
  • Comprehension activity (includes digital version)
  • Sorting the tops and bottoms of fruits and vegetables (includes digital version)
  • Preposition cut and paste booklet (includes digital version)
  • Circle map about planting crops (includes digital version)
  • 18 page social story on responsibility (includes movie version)
  • Sorting actions that are and are not responsible (includes digital version)


Much of what I have learned about curriculum development is incorporated in these units. For example, do not be afraid of repetition. It is critical that students with significant disabilities get to experience material over several days to be able to fully assimilate what is being taught. Also, adding visual supports to your printables and class activities helps students be able to pay more attention to the content you are presenting rather than the mechanics of what is expected. Finally, ask questions. Good questions!! Regardless of the material, if we can ask students good questions it will push them to think more deeply than before.