Posts Tagged 'alphabet'

Handwriting Worksheets: Beware! #2

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<When writing on unlined paper with his eyes closed, the second grade student's letters are 3/4 inch high.  The space on the worksheet is unlined and allows for 1/4 inch high letters.

Problem:  When a child writes letters with their eyes closed either for fun or for professional observation, the height of the letters produced can represent the “comfort level” of his finger movements.  If the height of the letters are 3/4 inch, this is more appropriate for a kindergarden student than for a second grade student.  As he must tighten down his fingers to place the letter in the worksheet’s smaller space, hand fatigue and decreased writing speed can result.

Solution: Copy the worksheet allowing for larger spaces or allow the writing on an extra page.  If ask to write on the back of the worksheet, two problems appear: 1. usually there are no lines on the back.  We all write better with lines. 2. Flipping the worksheet from front to back and then back to the front can be very distracting as well as taxing on the child’s memory as he attempts to remember the question and answer, flip the sheet and then write.

To help with improving the size of his writing, a program such as “Callirobics” (www.callirobics.com) may be helpful.  Also it would be important to look at his pencil grip which may be a cause (though not only) of the larger writing.

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Alphabet Game: Memory and Go Fish

Alphabet Flash Cards can be used in different ways!  Hope you had fun with last week’s Battle game! Oh! I forgot to tell you that for your older kids who are into cursive, its great fun to mix a deck of upper and lower case printed alphabet cards with a deck of upper and lower case cursive cards together to play Battle with!  More cards, more fun! (if you don’t have cursive cards to play with check out my decks of printed and cursive playing cards!)

Here are 2 more fun ways to use a deck of upper and lower case cards (either print or cursive).

Memory:  Lay out the decks face down in rows.  Take turns turning up 4 cards to see if they match.  If two of the cards are the same letter, the person keeps that pair and has another turn  turning up another 4 cards.  No match? Its the next person’s turn.  The game ends when all the cards are gone. The person with the most matches wins! If there are too many cards, decrease the number just making sure there are pairs of cards.

Go Fish:  The dealer passes out 7 cards to each person.  Then lays down the remaining deck on the table.  Each person places the 7 cards in his hand and looks to see if there are two cards alike (a and A).  If there are matches, he lays them down on the table and is given two more cards.  The person to the dealer’s left, begins play by asking if a person has a specific letter.  If that person does have the letter, he must give it to the person asking for the letter.  The person asking for the letter takes the letter, places it with its matching partner, places the pair on the table and asks again for a specific letter.  If the person being asked does not have the letter, he says “Go fish” and the person must draw a card from the deck. Then its the next person’s turn to asked for a specific letter.  When a player has matched and played all of his cards, the game is over.  The person with the most matches wins the game.

Do you all have new ideas?

 

Alphabet Game: Battle

Alphabet flashcards can be used in other fun ways!

Decks of upper and lower case letters: Battle

a. Mix the upper and lower case letter cards

b. Divide the decks of cards between the players by dealing the cards face down in front of each player.  The players do not look at their stack of cards.

c. Choose if “A,a” or “Z,z” is to be the highest card.

d. Each person lays down a card in their pile (don’t look at the cards in the pile, just take one off the top)

e. Decide who gets the laid down cards based on the letters being the closest to the “A” or “Z”.

For example: If “Z” was chosen to be the highest card and a letter card “d” and a letter card “p” were laid down on that turn, the “p” would trump the “d” becasue it is closest to “Z”.  Being upper or lower case doesn’t impact anything. The person who laid down the “p” would pick up both cards and put them at the bottom of his pile of letters. If the same card is laid down by each person (a “D” and a “d” laid down together), battle begins.  Another card is laid down by each person.  The trump card of these two gets all the cards laid down on both turns (the “d” turn plus this turn).

The game ends when everyone gets tired of it (count the cards to determine who has the highest amount and is the winner) or when someone’s letter pile runs out!

If you need a set of nifty alphabet cards, check out mine at my website: www.lynaot.com.  The cards look like regular playing cards and can be written on for tracing with an erasable marker.  They come in a cute cloth bag for storage.

Summer Fun: Bowling with Blocks or Bottles!

BOWLING 

Materials needed

Play Dough                                      Marker board and markers

Marbles/balls: Size will depend on size of the blocks that need to be knocked down

Ten wooden blocks of varying sizes or sixteen ounce water bottles (each filled partially with sand or water and carefully sealed)

1. Choose a place to play on the floor or at a table.

2. Choose the name of your team. Help your child with the beginning letter of the team.

Four year olds: Make the letters for your child out of sticks or wicky sticks or write the letters for your child on the marker board.  Do not expect him to write letters at this age.

Five years old and up:  Help your child write the beginning letter of each team on the paper (playing field).  If your child cannot write the letter, talk him through it or write it for him.  Remember the larger the letter is written, the easier it is to write and to remember.

3. Have your child use both hands to roll the play dough into long ropes to become the “bumper” pads for your bowling alley.  Put the bumper pads in place.

4. Set the blocks or bottles in a triangular pattern as in real bowling.

5. Roll the marbles or large ball down the alley, knocking down the blocks or bottles.

6. Help your child write tally marks or write numbers on the marker board to keep score.  Do not expect your child to keep adding the numbers. That is your job!

Variation:

Rolling marbles down a swimming pool noodle to knock down small blocks.  The child places the marbles in the noodle, aligning the noodle with the blocks.

Shoe box with three doors cut out of it: Place the inverted shoe box at the end of the alley.  Give each “door” a number. As he rolls the marbles down the alley through a door, the child receives that number of points.

Place stickers with shapes or letters or numbers on the bottom of each bottle.  When a bottle is knocked down, the child may write or draw the shape, letters or number that appear for an extra turn.  Be a good sport if you don’t get a turn!

Memory game: Insure that there are pairs of matching stickers on the bottom of the bottles. Ask your child to find the matching pairs by turning the bottles over. The person with the most pairs wins the game.

Developmental Skills:

 Gross Motor: If playing on the floor, balance in sitting may be improved as the child moves to hit or retrieve the ball or to move his players. When standing, balance may be improved as the child shifts his weight to maintain his balance.

Fine Motor: Rolling the marbles requires precise eye hand coordination. Setting up the “bowling pins” requires arm strength and an adequate grasp of the objects. Using both hands together (bilateral integration) is promoted by using a large ball and by rolling the Play Dough ropes.

 Perceptual: Setting up the “pins” into a triangular shape stresses diagonal perception.

Numbers and letters may be learned as well as concepts of up and down.

 Language: Development of social skills such as taking turns and learning to play fair as well as losing or winning may be enhanced. Concepts of same and different, how many, are practiced.

 Tactile/Kinesthetic: As the fingers are used for precise movement, feedback is received as to their position with the hand and rest of the body.

Page 20 & 21 Alphabet Soup: Stirring Your Child’s Interest in Letters by Lyn Armstrong O.T.R.

Parent Teacher Alert!!!

As we rapidly approach February, it is important to think of time lines as Spring Break will be coming our way in March or April.

If you are planning on having your child evaluated, this time of year is one of the busiest for diagnostic professionals.  It may take you several weeks to get your child into see a professional.  Then add a week or two for the professional to score the tests, interpret them, and write the report.  This puts us a month since you picked up the phone and made the appointment.  If your child needs to be evaluated, please don’t wait.

If you are planning to start tutoring or therapy this summer, it is also important to contact the tutor/therapist to place your name on the summer list or to find out the earliest possible date you can do so.  Most tutor/therapists that I know have their summer schedules filled by late March or early April.

Teachers: Please, if you have concerns about a child do not wait till after Spring Break to express your concerns!  As you can see from the above paragraph, parents are probably looking at a month before they receive recommendations after the first contact with the professional.  Spring Break plus a month may mean the end of school.

Jeremiah 29:11

Come Join Lyn!

Lyn will be a speaker at the National Association for the Education of Young Children in November.  If you are unaware of this group, check out their wonderful website at www.naeyc.org.  They have great products, resources and the latest information in the areas of education for children birth through age 8. My presentation called “Handwriting: There’s More to It than You Think” will be available here in November.

Puzzles, Parquetry, and Writing: Paper Modifications

  1. 1. Check the color of the paper: Blue may be helpful for those with visual perceptual weaknesses.
  2. 2. Clearly mark the writing lines:  Anytime the writing lines  change either with color, width, or boldness, explain the difference to the child. With notebook paper it may be helpful to highlight every other space so that the child writes a line of words, skips a space, writes a line of words, etc.  This will help keep the tails of letters such as p, j, g, from interfering with word legibility on the next line.
  3. Mark on the desk where the paper should be placed.Slant of paper and placement does affect quality.
  4. If “hugging the left side of the paper” is a problem, first highlight the left margin of the
    page.  Encourage him to begin at the highlighted edge.  If he continues to
    move away from the highlighted left margin, move the left side of the paper to
    the body’s midline so the child works only in the right body space.
  5. Encourage the student to move the paper up as he writes closer to the bottom of the paper. Many students move their arm off the desk as they reach the bottom of the paper
    which affects legibility.  Encourage him to move his arm across the paper as well to improve legibility.
  6. Make your own paper strips and mark off boxes for each letter to be written in.  Help the child see the outline of the words by drawing around them before writing them.

Handwriting Questions

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ALPHABET PLAYING CARD DECKS

Alphabet Soup: Fun Activities to Stir Your Child's Interest in Letters by Lyn Armstrong O.T.R