Speak Out April 2020 DIGITAL VERSION. pdf

Early Years Kindergarten (WA, QLD, SA, TAS) Preschool (ACT, NT, NSW, VIC)

Term 1

Term 2

Term 3

Term 4

Gross Motor: promoting core strength and good posture Repeated Practice of: • Balance activities • Hopping on one foot • Jumping and landing activities • Ball kicking Repeated Practice of: • Jumping rope • Obstacle courses • Ball throwing overarm and underarm

Repeated Practice of: • Body control activities – e.g. wheelbarrows

Repeated Practice of: • Body strength and control activities – e.g. animal walks • Skipping • Ball bouncing

• Catching large balls • Eye tracking activities

Fine Motor: promoting functional pencil grasp and efficient handwriting Repeated Practice of: • Building block towers • Rolling playdough sausages • Threading large beads • Scissors – snipping activities Repeated Practice of: • Making playdough flat pancakes • Scissors – cutting straight lines • Finger plays with songs • Pre-writing patterns

Repeated Practice of: • Using ‘tools’ – toy hammer, nuts /bolts, squeeze toys • Scissors – cutting shapes • Dot-to-dots • Letter formation – c, h, e, r, m, d

Repeated Practice of: • Rolling playdough balls • Scissors – cutting simple shapes • Colouring activities • Letter formation – s, a, t, p, i, n

Preparing for Letter Formation

Letter Formation Learning

Pre-Writing Patterns

Group 1 s, a, t, p, i, n

Group 2 c, h, e, r, m, d (optional Group 3)

Explicit Instruction

Explicit Instruction Over Semester 1 target the six basic patterns that form the basis of most letter formation: Sideways, left to right, tall lines & short lines, circles, drawn forwards & backwards, up & overs and down & unders and zig zags. Rehearse pre-writing patterns with verbal cues, big body movements, art and craft activities, wipe clean posters and photocopied resource sheets. Programs: Mpw, Ppw

Explicit Instruction

Over Weeks 1-6 instruct s, a, t, p, i ,n letter formation to the whole group. Emphasise starting points, verbal cues and directionality.

Over Weeks 1-6 instruct c, h, e, r, m, d letter formation to the whole group. Emphasise starting points, verbal cues and directionality. As follow up in small group activities present A3 template sheets with students standing. This helps stablise the wrist and shoulder.

Formingand recalling thecorrect letter formations. REFERENCECARD:VERBALCUES FOR LETTERGROUP 1

Formingand recalling thecorrect letter formations. REFERENCECARD:VERBALCUES FOR LETTERGROUP 2

down... upandover... upandover

around... up... anddown

down... up... andcurve

aroundback... around forward

u

r

c

v

e

v

v

e

e

o

o

r

r

d

d

n

n

a

a

n d

u p

u p

down up

o u

a r

rabbit

down

up

down

snake

apple

mix

1

down... up... andaround

push forward... andup... andaround

down... andacross

down... halfupandover

u p

&

d

r

a

w

r

around

o

f

s h

p u

down

2 across

v

o

e

d

r

down n

d

a

egg

a r o u n

down up

halfup

tiger

pop

hot

dot

around... uphigh... anddown

r

down... andadot

down... upandover

e

v

around

o

d

a n

d

u p

n

u

o

a r

d

n

itchy

nose

dig

down

u

down

o

a r

down

uphigh

car

8

34

Letter Formation For LittlePeople - Step 1 PLDOrganisationPty. Ltd.

Letter Formation For LittlePeople - Step1 PLDOrganisationPty. Ltd.

As follow up in small group activities present using A3 template sheets with students standing. This helps stablise the wrist and shoulder.

Level1 A3paperanda standingactivity

Level1 A3paperanda standingactivity

Rainbow Letters providing repeatedpractice.

Rainbow Letters providing repeatedpractice.

This lettermakes the sound “t”

This lettermakes the sound “r”

rabbit

tiger

1

u

r

c

v

e

down

across 2

down up

Program: Mlff (or Mlfc)

Program: Mlff (or Mlfc)

Starton thedot. 1

Stay in the

Say thecuewords asyouwrite the letter.

Changecolour and repeat tomakea rainbow letter.

Starton thedot. 1

Stay in the

Say thecuewords asyouwrite the letter.

Changecolour and repeat tomakea rainbow letter.

“Down... andacross.”

“Down...up... andcurve.”

path. 2

3

4

path. 2

3

4

Instructions:

Instructions:

Correctposture?

Correctgrip?

Correct formation?

Correctposture?

Correctgrip?

Correct formation?

Correctcue saidwhenwriting?

Correctcue saidwhenwriting?

“Down... up... and curve.”

“Down... and across.”

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Observations:

Observations:

17

39

Letter Formation For LittlePeople - Step 1 PLDOrganisationPty. Ltd.

Letter Formation For LittlePeople - Step 1 PLDOrganisationPty. Ltd.

Progress Check Screen in Week 7. This will review development of the group 2 alphabet sounds through the presentation of Subtest 5b from the Early Years Pre- literacy Screen. Catering for the Range in Ability Continue the process right up to the end of the year. Use the data collected, to refine ability groups within the class. Remember

Progress Check Screen in Week 7. This will review skill development of the group 1 alphabet sounds through the presentation of Subtest 5a from the Early Years Pre-literacy Screen. Catering for the Range in Ability For the students who are acquiring the skill progress from A3 sized letters and students standing to

the A4 letters and students seated. For the students who are experiencing difficulty, continue presenting the A3 letter formation task applied to s, a, t, p, i, n in addition to a range of fine and gross motor experiences.

repeated practise at their area of need will provide the greatest benefit as students prepare for the Foundation school year. Repeated practise aims to refine the accuracy but also the automaticity of the motor formation program.

Level2 A4paperanda seatedactivity

Rainbow Letters providing repeatedpractice.

This lettermakes the sound “t”

Level 2 A4paperanda seatedactivity

Rainbow Letters providing repeatedpractice.

This lettermakes the sound “r”

rabbit

tiger

1

u

r

c

v

e

down

across 2

down up

Starton thedot. 1

Stay in the

Say thecuewords asyouwrite the letter.

Changecolour and repeat tomakea rainbow letter.

“Down... andacross.”

path. 2

3

4

Starton thedot. 1

Stay in the

Say thecuewords asyouwrite the letter.

Changecolour and repeat tomakea rainbow letter.

“Down...up... andcurve.”

path. 2

3

4

Instructions:

Instructions:

Correctposture?

Correctgrip?

Correct formation?

Correctcue saidwhenwriting?

“Down... and across.”

Correctposture?

Correctgrip?

Correct formation?

Correctcue saidwhenwriting?

“Down... up... and curve.”

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Observations:

Observations:

18

Letter Formation For LittlePeople - Step 1 PLDOrganisationPty. Ltd.

40

Letter Formation For LittlePeople - Step 1 PLDOrganisationPty. Ltd.

CLASSROOM POSTER

PARENT EDUCATION DOWNLOADS

TERM 2

TERM 1, 2, 3

FULL YEAR

TERM 3 & 4

Template tosize

Template tosize

KeyArea:MovementandMotor TheDevelopmentof AppropriatePencilGrip

KeyArea:MovementandMotor Now that Iam4yearsold... Ishouldbeable to; FineandGrossMotorDevelopmentalMilestones

KeyArea:MovementandMotor GettingReady forWriting

Literacy

Literacy

MovementandMotor

MovementandMotor

MovementandMotor

MovementandMotor

MovementandMotor

Am IReadytoHandwrite?

Movement &Motor

Developing cutting skills

Oral Language

Movement &Motor

Oral Language

Preparing Children for Handwriting

Letter Formation for LittlePeople FoundationFont Step1

Alphabet FingerTracing andRainbow Writing

Pre-writing patterns

Whenchildrenfirstbegin todrawusingcrayons,pencilsorbrushes theyuseadaggergrasp. Inanaturaldevelopmental sequence theywillhold thewriting implement inavarietyofgraspsuntil theysettleona functional tripodgrip forhandwriting. Thedevelopmentalsequence isa resultofneurologicalandphysicalgrowth in thechild. Aswe lookbelowat thedevelopmentofdifferentgraspsanddrawingskillswecanobserve that there isanaturalprogression as thechild’sfinemotorskillsdevelop.Thecomplexityof thedrawingskills increasesas thechilddevelopsmorecontrolover thepencilorcrayon inhisorherhand.See the followingpages formore information.

Throughout theearlyyears,childrenare encouraged toparticipate ina rangeof finemotoractivities thatdevelop: • theirmanipulativeskills • adominanthand • theability tousebothhands together Inconjunctionwith theabovemotor activities, introducingpre-writingpatterns Pre-WritingPatterns presentsasimple, systematicand funapproach for teaching the foundationskills thatarenecessary forfluenthandwriting. Itoutlinessixbasic movements thatareessential forchildren to learn thepre-writingpatternsused tomake picturesand thencombined tomake letters andnumbers. Sixbasicpatterns form the basisofallalphabet letters. Thepatternsbelowcombine tomake letters. aids thesmooth transition towritingalphabet letters.

UseMyBody • Topedalasmall trike • Runaround • Climbupstairs • Kick,catchand throwa largeball • Balanceoneach foot fora moment • Standon tip toe • Jumpwithboth feet

Literacy

Do Ihavegoodposture?

Movement &Motor

• Sittingback inmychair. •Back straightand leaning slightly forward. • Feetare flaton the floor.

Oral Language

12Months to2Years • Developmentof finepinchgripandprecise releaseofsmallobjects • Bothhandsdevelopskilled functionandwork together • Crayon isheld initially in thepalm (PalmarSupinateorDaggergrasppictured right). Movementmainlyoccurs fromshoulder, thearmandhandmoveasaunit. • Makesmarksonpaperwithcrayon • Vigorousscribble in imitation • Scribblesspontaneously • Drawsastroke thenobliteratesbyscribbling • Imitatesdrawingavertical line 2YearsTo3Years • Crayonor toolsmaybeheldacrossallfingers,with thepalm facingdown.DigitalPronategrasp (pictured right) movementmainlyoccursat theelbow, the forearmandhandmoveasaunit. • Thefingers (oftenall four)areheldon thepencilshaftopposite the thumb.Quadropodgrasp (pictured top right) .Movementcanoccur from thewrist, thehandmovesasaunitwith thefingersstatic.Static Tripodgrasp (picturedbottom right) .Adjustments to thepencilaremadewith theoppositehand (3½ -4 years). • Copiesacircle • Imitatesahorizontalcross • Imitatesazigzag line • Joins twodots • Drawsadiagonalstrokeby followingacontinuousdotted line • Tracesoveradiamondshape (roundedcorners) • Drawsamanwithaheadandoneotherbodyparte.g.arms, legs • Tracesandstaysonmostof the timea7cmwidehorizontal line. 4YearsTo6Years • Childdevelopingability tomanipulateobjectsbetween thefingersandpalmand rotateobjects with thefingers. • Usesa StaticTripodgrasp (pictured right) ofapencilconsistently • Developingfinecontrol tomanipulateapencil • The thumb, indexandmiddlefingersworkasaunit forprecisecontrolof thepencil, the ringand little fingersprovidesupport.Horizontalmovementacross thepageoccursat thewristelbowandshoulder (4½ to6years). • Copiesadiagonal line,asquare,adiagonalcross,circleand triangle • Drawsamanwithahead,armsand legs • Colours inasimplepicturestayingmainlywithin the lines (nomore than0.6cm) • Drawsamanwithahead, trunk,arms, legs, feetand three facial features • Connectsaseriesofdots tomakeasimpledrawing • Imitatesdrawingacircle • Copiesahorizontal line • Copiesavertical line • Draws2ormorestrokeswhenattempting tocopyacross 3YearsTo4Years

Dagger

Tips forHome • Encourageyourchild toundressanddress independently.Helponly in theparts they havedifficultywith. • Atmealtimesencourageyourchild toeat theirmeal independently. Prepare togetmessy! • Providea rangeofmanipulativeactivities, eg:playdough,drawing,cutting,gluing, puzzles,beadsandpegboards. • Buildsomeoutsideplaytime intoyourday, useyour localparksoryourbackyard to run,climb,swing, jumpandplayball. • Join inactivitieswithyourchild. It ismore fun toplay together. CausesForConcern • Avoidsorhasdifficultywithhandactivities, eg:drawing,puzzles,scissoruse. • Hasdifficultywithdressingoreating. • Stumblesor falls frequentlyoroften bumps intopeopleorobjects. • Has troublekeeping theireyesonwhat theyaredoing. • Avoidsordislikesmessyplayor unexpected touch. • Seemsverybusyand isn’table tocalm orquietself. • Avoidsordislikesequipment that is fast movingoroff theground,eg:swings, roundabouts. • Hasdifficultymatchingcolours, sizesandshapes.

Step1

Tall linesand short lines

Sideways,sideways, left to right

• Swayandmarch tomusic • Begin tohoponone foot

Thepencil isheldbetween thepads ofmy index fingerand thumb (ofmywritinghand). Do Ihavegoodpencilgrip?

Circles,drawn forwards andbackwards

UseMyHands • Todosimplefingeractions tosongs • Buildwithconstruction toys • Holdmypencilwith thumbandfingersanddrawsimple lines • Manipulate largebuttons • Stringbeadsontoashoelace • Completesimplepuzzles • Usescissors tomakesimplecuts

Pronate

Zigzags

Quadropod

Do Ihavethepaper readytowriteon?

MakeSenseof theWorld • Recogniseup to5colours • Showmyageusingmyfingers • Count5objectsaloud • Put2halvesofapicture together • Understandhotandcold • Start to rememberdetailsonapicture • Start tosort realobjects

Sideways,sideways, left to right

Tall linesand short lines

StaticTripod

Thepaper is tiltedand held steadywithmy non-writinghand.

Righthandedwriters tilt the top, right, cornerof the pageup. Lefthandedwriters tilt the top, left, cornerof thepageup.

Downandunders/ Down,backandunders

StaticTripod

Circles,drawn forwards andbackwards

Zigzags

Now Iamready tohandwrite.

Y

This keepsmyhand steady so thatmy fingerscando thework. Do Ihavetheheel, ofmywritinghand, onthepaper?

e

Y

n

o

a 2

e

t i

n

o

a 2

t i

r

a

d

r

a

1

d

n

1

&

n

&

u

u

o

o

F

F

s

3 ,

s

3 ,

YEAR LEVEL

r

YEAR LEVEL

r

a

Y

4 ,

a

Y

4 ,

e

e

e

Shouldyouhaveanyconcerns aboutyourchild’sdevelopment, consultanOccupationalTherapist.

e

Y

a r

5

Y

a r

5

y

Upandovers

Downandunders/ Down,backandunders

y

E a r l

&

E a r l

&

Upandovers

6

6

PLD’sprograms thatdevelop theaboveskillscanbeviewedbysearching thecodes: Mpw,WBpw,Ppw available from www.pld-literacy.org mail@pld-literacy.org Phone:+61 (08)92270846 This information sheet canbedownloadedanddistributedprovidingPLD’s logoand contactdetailsarenot removed. PLDOrganisationPty.Ltd.

PLD’sprograms thatdevelop theaboveskillscanbeviewedbysearching thecodes:Mhu4,Mcs123,Mpw,WBpw,Ppw,Mlff/Mlfc,DSPPf/DSPPcon www.pld-literacy.org mail@pld-literacy.org Phone:+61 (08)92270846 This informationsheetcanbedownloadedanddistributedprovidingPLD’s logoandcontactdetailsarenot removed. PLDOrganisationPty.Ltd.

Anearlychildhoodapproach to instructing letter formation

Alphabetsounds& formationon thebasis ofscriptedverbalcues

The rangeofmotorskills thatsupporthandwriting

Outlines4stagesofdevelopment withdevelopmentalnorms

PLD’sprograms thatdevelop theaboveskillscanbeviewedbysearching thecodes:Mpw,WBpw,Ppw,Mhu4,Mprd,Mlff/Mlfc, DSPPf/DSPPc,DSY1f/DSY1con www.pld-literacy.org mail@pld-literacy.org Phone:+61 (08)92270846 This informationsheetcanbedownloadedanddistributedprovidingPLD’s logoandcontactdetailsarenot removed. PLDOrganisationPty.Ltd. Page1of4

Preparingchildren for letter formation

www.pld-literacy.org ISBN 978-1-921560-77-4 ©PLDOrganisationPty. Ltd.

Alphabet Finger Tracing & Rainbow CCaft

Letter Formation for Little People Step 1 Mlff (or Mlfc)

Pre-writing Patterns Mpw

Developing Cutting Skills Stages 1, 2, 3 Mcs123

Preparing Children for Handwriting Mhu4

Am I Ready to Handwrite? Phw

Available for download at: https://pld-literacy.org/downloadable-literacy-resources/

PLD Organisation Pty. Ltd

www.pld-literacy.org

PLD's Whole School Literacy Strategy 7