Speak Out April 2020 DIGITAL VERSION. pdf

Foundation Pre-Primary (WA), Transition (NT), Reception (SA), Prep. (QLD, VIC, TAS), Kindergarten (NSW, ACT) Term 1 Term 2 Term 3

Term 4

Gross Motor: promoting core strength and good posture Repeated Practice of:

Repeated Practice of: • Core strength activities – e.g. carrying bucket of bean bags, knee walking, ‘Simon Says’ game

Repeated Practice of: • Monkey bars and complex obstacle courses • Team ball sports • Tiptoe walking

Repeated Practice of: • Core strength activities – e.g. tug of war, scooter board games, fit ball activities

• Ball kicking, throwing and catching • Hopping and skipping activities • Balancing on one foot at a time

Fine Motor: promoting functional pencil grasp and efficient handwriting Repeated Practice of: • Threading small beads, tweezer and tong activities • Using dominant and helper hand together Repeated Practice of: • Scissors - using correct grasp to cut complex shapes and curves • Drawing a person with at least 6 body parts

Repeated Practice of: • Scissors - using correct grasp to cut complex shapes and curves • Using correct pencil grasp with helper hand holding paper steady • Letter formation emphasising correct formation and line placement for f, l, g, o, u, b and w, j, v, k, z, y, q, x

Repeated Practice of: • Scissors - using correct grasp to cut complex shapes and curves • Using correct pencil grasp with helper hand holding paper steady • Letter formation emphasising correct formation and line placement for s, a, t, p, i, n and m, r, h, e, d, c

• Letter formation emphasising verbal cues, starting points, and direction for f, l, g, o, u, b and w, j, v, k, z, y, q, x

• Letter formation emphasising verbal cues, starting points, and direction for s, a, t, p, i, n and m, r, h, e, d, c General Letter Formation Explicit Instruction Weeks 1-5: Group 1 - s, a, t, p, i, n Weeks 6-10: Group 2 - m, r, h, e, d, c

Refined Letter Formation and Line Placement

Explicit Instruction Weeks 1-5: Group 3 - f, l, g, o, u, b Weeks 6-10: Group 4 - w, j, v, k, z, y, q, x

Explicit Instruction Weeks 1-5: Group 1 - s, a, t, p, i, n Weeks 6-10: Group 2 - m, r, h, e, d, c

Explicit Instruction Weeks 1-5: Group 3 - f, l, g, o, u, b Weeks 6-10: Group 4 - w, j, v, k, z, y, q, x

Initially the tasks facilitate repeated practice of the letters at a Step 1 level, with starting points and letter shapes. Students progress to Step 2 tasks which remove the letter shapes and provide starting points only. Progress Check (optional): Foundation Pre-Literacy Screen - Subtest 4.

Within the Step 3 tasks facilitate repeated practice of smaller letters, with starting points, letter shapes and in the context of line placement. Step 4 increases the complexity further with multiple letters and again line placement. Progress Check (optional): Letter checker screens are also available within Mlff2

SEMESTER 1 TEMPLATES

SEMESTER 2 TEMPLATES

STEP 1

STEP 2

STEP 3

STEP 4

Forming Letters Providing repeatedpractice.

FormingRainbow Letters Providing repeatedpractice.

Level 1a With startingpointsand letter shapeguide

Level 2a Single letterswith starting points, letter shapeguide and lineplacement.

Forming Letters Developing Independence

Forming Letters Introducing lineswithnewcuewords

Level 1b With startingpointsonly.

Level 2b Single letters-with increasingcomplexity

This lettermakes the sound “s”

This letter makes the sound “s”

This lettermakes the sound “s”

This letter makes the sound “s”

d

n

u

d

n

u

o

o

r

r

a

a

snake

snake

o u n d

o u n d

r

r

a

a

B

U

B

P

M

U

P

M

snake

snake

Trace

Follow

Go

Beforeyou finish:

Starton thedot. 1

Say thecuewordsas youwrite the letter. 2

BUMP the baseline. 3

Repeatuntilall letters

Circleyour best letter. 4

Starton thedot. 1

Say thecuewords asyouwrite the letter.

Repeatuntil all lettersare completed.

Starton thedot. 1

Say thecue wordsasyou write the letter.

Starton thedot. 1

Stay in the

Say thecue wordsasyou write the letter.

Repeatuntil all lettersare completed.

Changecolour and repeat steps 1-4 tomake rainbow letters.

BUMP the baseline. 3

“Aroundback... around forward.”

“Aroundback... around forward.”

arecompleted. 4

“Around...around... BUMP... and stop”

2

3

2

path. 2

2

4

5

“Around...around... BUMP... and stop”

Circleyour best ‘ Go’ letter.

Eraseyourworst letterand re-do.

Instructions:

Instructions:

Instructions:

Instructions:

Correct posture?

Correctposition ofhelperhand?

Correctcue said whenwriting?

Correct formation?

Correct line placement?

Correctposture?

Correctgrip?

Correct formation?

Correct posture?

Correctposition ofhelperhand?

Correctcue said whenwriting?

Correct formation?

Correct line placement?

Correctposture?

Correctgrip?

Correct formation?

Correctcue saidwhenwriting?

Correctcue saidwhenwriting?

“Around... around... BUMP... and stop”

“Around back... around forward.”

“Around... around... BUMP... and stop”

“Around back... around forward.”

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Observations:

Observations:

Observations:

Observations:

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Letter Formation For LittlePeople - Step2 PLDOrganisationPty. Ltd.

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Letter Formation For LittlePeople - Step2 PLDOrganisationPty. Ltd.

Letter Formation For LittlePeople - Step2 PLDOrganisationPty. Ltd.

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Letter Formation For LittlePeople - Step 2 PLDOrganisationPty. Ltd.

Formingand recalling thecorrect letter formations. REFERENCECARD:VERBALCUES FOR LETTERGROUP1

Formingand recalling thecorrect letter formations. REFERENCECARD:VERBALCUES FOR LETTERGROUP2

Formingand recalling thecorrect letter formations. REFERENCECARD:VERBALCUES FOR LETTERGROUP3

Formingand recalling thecorrect letter formations. REFERENCECARD:VERBALCUES FOR LETTERGROUP4

KeyArea:MovementandMotor Good Pencil Grip

Literacy

PLD's Structured Synthetic Phonics (SSP) alphabet letter of presentation order is matched with the letter formation order. In this way, when learning the alphabet sounds students are simultaneously learning to write the alphabet sounds.

Movement &Motor

Oral Language

dot

down...curve up... down... andcurveup

down... tail... andadot

k

1

o

down... upandover... upandover

o

around... up... anddown

down... up... andcurve

h

aroundback... around forward

hookdown... andacross

u

r

c

v

down

e

v

v

e r u p

e

o

o

r

d

d

n

n

down c u r v e

down

down c u r v e

wind

down

a

a

p

p

n d

u p

u

u

2 across

down up

Whatmakes iteasier? • Bigpiecesofpaper.

o u

a r

rabbit

down

down

up

t

a

• Bigcrayons,brushesandmarkers (larger toolsen- surechildrenuse the rightmusclesandhandand fingerposition for theactivityandare less likely to adopt incorrectgrasps tocontrol the tool). • Use thickoutlines.

l

i

jet

down

down... halfup... around... andout

down... and (curve)up

snake

apple

mix

five

lips

down

1

d

n

down

d

u

violin

kangaroo

n

down... up... andaround

push forward... andup... andaround

around... up... anda tail

o

u

a r

o

r

down... andacross

down... halfupandover

around... inacircle

a

u p

p

&

u

i

d

n

e

a r

c

v

r

u

halfup

up

out

w

r

a

around

o

f

s h

p u

down

c i r

d

2 across

n

v

o

e

c l e

a r o u

d

r

down n

d

a

egg

a r o u n

across... backdown... andacross

down... curveup... anda tail

across

down up

halfup

tail

down c u r v e u p

tiger

pop

hot

goggles

octopus

zip

yell

backdown

tail

across

dot

around... uphigh... anddown

down... curveup... anddown

down... halfup... andaround

r

down... andadot

down... upandover

e

v

around

o

d

around... up... tail... andakick

a n

d

d

n

down forward... backdown

u p

n

u

u

o

down forward

a r

o

a r

d

down

n

down

itchy

nose

dig

down

u

down

up

o

a r

a

down

down

box

r o

p

u

c

halfup

e

u

r

v

u

uphigh

www.pld-literacy.org mail@pld-literacy.org Phone:+61 (08)92270846

n

tail

d

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car

up

book

backdown

kick

quack

8

22

36

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Letter Formation For LittlePeople - Step 2 PLDOrganisationPty. Ltd.

Letter Formation For LittlePeople - Step2 PLDOrganisationPty. Ltd.

Letter Formation For LittlePeople - Step2 PLDOrganisationPty. Ltd.

Letter Formation For LittlePeople - Step 2 PLDOrganisationPty. Ltd.

CLASSROOM POSTER

FULL YEAR

PARENT EDUCATION DOWNLOADS

FULL YEAR FINE AND GROSS MOTOR

Template tosize

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KeyArea:MovementandMotor TheDevelopmentof AppropriatePencilGrip

KeyArea:MovementandMotor Now that Iam5yearsold... Ishouldbeable to; FineandGrossMotorDevelopmentalMilestones

KeyArea:MovementandMotor DevelopingCuttingSkills

Literacy

Literacy

MovementandMotor

MovementandMotor

MovementandMotor

MovementandMotor

MovementandMotor

Am IReadytoHandwrite?

Movement &Motor

Developing Cutting Skills

Oral Language

Movement &Motor

Oral Language

Preparing Children for Handwriting

Preparing Children for Handwriting

Letter Formation for LittlePeople FoundationFont Step2

Alphabet FingerTracing andRainbow Writing

DevelopmentalNorms ForChildrenLearning ToCutWithScissors Atage2 -2½years... Child isable toopenandshutscissorswith twohands.

Childrenshouldprogress through the following Stages1 to4 inorder todevelopgoodcuttingskills. Stage1 Children learn toholdscissorsappropriatelyand toopen andclosescissors. Children learn toplace their thumb in the top ringof the scissorsand their twoor threefingers in thebottom ring. At thisearlystage it is recommended thatadultsprompt children toproduce the ‘thumbsup’signbefore takingholdof thescissors. Ifstudents requiremusclestrengtheningorhand coordinationpractice,playagameof “OpenShutThem!”

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.

UseMyBody • Topedalasmall trike aroundobjectsand makeU turns • Runaroundobstaclesand turncornerswithspeed • Walkupanddownstairs withalternate feet • Begin tobouncea largeball • Balanceonone foot for thecountof10 • Walkon tip toe • Walkbackwards • Begin to jump rope • Hoponone foot forseveralhops

Literacy

Do Ihavegoodposture?

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

Movement &Motor

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

Stage4

Tips forHome • Haveyourchildhelpwithhouseholdchores, eg:setting the table,packingaway toys,or puttingcleancrockeryandcutleryaway. It’sgreat formatchingandsorting. • Encourageyourchild tobeas independent aspossible indressing,eating,andgrooming (ie: teethbrushing,hairbrushing). • Tryandbuildsome tableactivity time into yourday,drawing,cuttingandgluing.Use awidevarietyofmaterials,andwriting implements tokeep it interesting. • Grababalland throw it,kick it,bounce it andcatch it! • Playsomeoutsidegames,eg:skippingwith a rope, races that involvehopping,skipping, jumping, running,balancing. • Join inactivitieswithyourchild. It ismore fun toplay together. CausesForConcern • Avoidsorhasdifficultywithhandactivities, eg:drawing,puzzles,scissoruse. • Difficultieswithdressingoreating. • Stumblesor falls frequentlyoroftenbumps intopeopleorobjects. • Has troublekeeping theireyesonwhat theyaredoing. • Avoidsordislikesmessyplayor unexpected touch. • Seemsverybusyand isn’table tocalmor quietself. • Avoidsordislikesequipment that is fast movingoroff theground,eg:swings, roundabouts. • Difficultymatchingcolours,sizesandshapes.

Step1

Step2

‘ThumbsUp’ Promptchildren to

Thumb in the top ring of thescissors.

produce the ‘thumbsup’ signbefore takinghold of thescissors.

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

Twoor three fingers in thebottom ring of thescissors.

• Balanceonawidebeam • Begin toskiponone foot • Catchand throwabeanbag UseMyHands • Usemypencil todrawapersonandsomesimpleobjects

Pronate

DevelopmentalNorm Atage2½ -3years... Child isable tosnippaper.Childholdsscissors inone hand (dominanthand isnot likelyestablishedat thisstage). Thepapermaybeheldbyanadult.

Stage2 Children learn toholdandsnippaper.

Children learn tohold thepaper in theirnon-cuttinghand and toopen thescissors,push theblade forwardandshut the scissors resulting insnips topaper.Remember ‘ThumpsUp’. ToMakeSnips... “Open thescissors.” “Push theblades forward.” “Shut thescissors.” ANoteAboutDominance Researchsuggests that themajorityofchildrenshowa dominantpreferenceby3yearsandmostbyschoolage, howeversomeactuallyestablishdominanceas lateas8or9 yearsold. Making apreference is importantas itallows thechild todevelopskill andendurancewith thathand. Ifachildhasnotyetmadeapreference, it issuggested that the childbeencouraged toparticipate inactivities: • that involvecrossing themidline, • thatusebothhands together, • wherebothareactiveand • whereonehanddoes theworkand theotheroneassists. Don’t try tochoose thedominanthandbutobservewhichhand isused themostoftenor ismoreskilful. Itmayalsobehelpful to refer thechild toanOccupationalTherapist foranassessment, prior tocommencingyearone.

• Fastensmallbuttonsanduseazipper • Cutout largeshapeswithscissors • Screwandunscrew lids,nutsandbolts • Cut foodwithknife • Brushmyown teeth • Colour inasimplepicture MakeSenseof theWorld • Knowmostofmycolours • Usemyeyes to followmovingobjects • Countup to10objectsaloud • Feelobjectswithout lookingandcan identify simpleshapesandobjects • Copysimplepatterns • Differentiatedifferences insize • Completeanunfinisheddrawing • Start tonoticewhensomething ismissing

Quadropod

Do Ihavethepaper readytowriteon?

Theadultmayhold thepaper ifneeded.

Thepaper is tiltedand held steadywithmy non-writinghand.

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

StaticTripod

Thumb in the top ring.

StaticTripod

Thumbup onpaper.

Now Iamready tohandwrite.

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

Y

Y

Y

e

e

e

n

n

n

Y

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F

F

F

F

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3 ,

YEAR LEVEL

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s

3 ,

YEAR LEVEL

YEAR LEVEL

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YEAR LEVEL

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a

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Y

Y

Y

4 ,

4 ,

4 ,

a

Y

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4 ,

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Y

Y

Y

Shouldyouhaveanyconcernsabout yourchild’sdevelopment,consultan OccupationalTherapist.

a r

a r

a r

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5

5

Y

a r

5

y

y

y

E a r l

E a r l

E a r l

y

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6

6

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PLD’sprograms thatdevelop theaboveskillscanbeviewedbysearching thecodes:Mprd,Mcs4,Mlff/Mlfc,DSY1f/DSY1c,DSS1f/DSS1con 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

Cuttingcornersandcurves

The rangeofmotorskills thatsupporthandwriting

The rangeofmotorskills thatsupporthandwriting

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

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Alphabet Finger Tracing & Rainbow Writing CCaft

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

Letter Formation for Little People Step 2 Mlff2

Preparing Children for Handwriting: Step 2 Mprd

Developing Cutting Skills: Step 2 Mcs4

Am I Ready to Handwrite? Phw

Preparing Children for Handwriting: Step 1 Mhu4

12 PLD's Whole School Literacy Strategy

www.pld-literacy.org

PLD Organisation Pty. Ltd