Whether you live in a place that gets snow or not, you have likely encountered a snowman - whether it was in a book, movie (hello Frozen), or magazine. Growing up in Massachusetts, and currently living in Denver, means that snow is a reoccurring theme in my life. Now, don’t ask me to willingly drive in the snow, but feel free to ask me to go outside and enjoy this cold white stuff. I will gladly abide. I was in Texas not too long ago and saw fake snow for sale that had a commending resemblance to real snow. I’m not sure if this fake snow could be used to build a snowman, but I need to confess something - after all my winters playing in the snow, I never quite nailed the whole “building a snowman” thing (see photo below). That is why we are bringing you something a little easier this week - a snowman activity on paper!

Like other activities we have posted, there are numerous ways to simplify them, or make them more complex, depending on individuals’ abilities. Also, like other seasonal activities, there are numerous ways to incorporate many speech, language, and communication skills in this task.

In this activity, we are focusing on naming/labeling the necessary “materials” for creating a snowman (an expressive language skill) and following 1-step directions (a receptive language skill), and of course communication between the individuals working on this activity (a pragmatic language skill).

Creating a Snowman

Check out our Teachers Pay Teachers account for a free, printable, template.

Naming materials

  1. What body parts are needed? (answers may vary, e.g. coal eyes, carrot nose, rocks for mouth, sticks for arms)
  2. What clothing is needed? (answers may vary, e.g. hat, scarf, gloves)
  3. What materials are needed to help us make our snowman? (answers may vary, e.g. markers, crayons)

Draw the snowman

  1. Draw the body parts on the top circle
  2. The eyes are above the nose
  3. The mouth is below the nose
  4. Bonus: make it a silly snowman! Instruct them to draw the mouth above the nose, or draw the body parts on the bottom circle
  5. Draw the clothing
  6. Draw the hat on top of the head
  7. Draw the scarf on the neck
  8. Bonus part 2: have the snowman be participating in a fun activity!

Using AAC?

The individual can use their AAC system to request supplies, identify body parts/clothing items, or describe their snowman. If the individual presents with fine or gross motor limitations, this activity is a great opportunity to use their AAC system as a social exchange between them and their communication partner. For example, the individual can use their AAC system to instruct someone to use a blue marker, and their communication partner can then use the blue marker to draw the scarf.

Other ways to supplement this activity:

Pragmatic language skills: have 1-3 individuals work together to create a single snowman

Articulation: incorporate target sounds/words into the activity

Joint book reading: some favorites on Amazon

(“The Snowman” by Raymond Briggs was a favorite back in my childhood)

Paint a snowman