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Alphabet Soup Stations “Alphabet Soup Stations” Strategies

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Alphabet Soup Stations “Alphabet Soup Stations” Strategies Powered By Docstoc
					“Alphabet Soup Stations”

  Strategies to increase Fine Motor
      and Visual Motor skills in
   At Risk Kindergarten students
Today’s Kindergarten Students
Different home and preschool experiences
Different English language skills
Range from 4 – 7 years in age!
Some late bloomers
Different physical and cognitive skills
These factors make teaching handwriting a challenge for Kindergarten
teachers!
       “Alphabet Soup Stations”
Your school has been selected to receive funding from a PIE grant, to create an “Alphabet Soup
Station” in each of your Kindergarten classrooms.

As the classroom teacher, you need to decide where to place this station, and how to use it.

Each “Alphabet Soup Station” will be equipped with:
    One Doll-A-Dough tray and one set of Roll-A-Dough Letter Cards
    One Stamp and See Screen (with magnetic stamps)
    One HWT chalk slate

Each school will receive:
    One Rock, Rap, Tap and Learn CD
    One set of wooden dowels (for you to use to make your foam/card dowels)
    One set of capital number cards (for you to use to make replicas)
    One Kindergarten teacher’s guide
    One “Letters and Numbers for Me” Kindergarten workbook
    One pack of gray block paper (104 sheets)

Your school will need to provide:
    Play dough
    Little chalk pieces
    Little sponge cubes
    Each Kindergarten classroom with a set of foam/card dowels
    Each Kindergarten classroom with a set of Capital letter and number cards
    Any additional paper/workbooks should your team decide to incorporate HWT teaching strategies
     (mentioned in this in-service) in your lesson plans 
                    Table of contents
☺The developmental sequence of visual-motor skills
   Activities to develop memory of how the letters look

   Activities and strategies to help develop fine motor control

   HWT activities to help develop body awareness and directionality

   HWT Approach to teaching handwriting : capital letters and numbers
     Alphabet Soup Station activities
     Activities to do with your class

   HWT Approach to teaching handwriting: lowercase letters
 The developmental sequence of visual-
  motor skills: grasp on writing utensil
Control over writing utensil:
   Fisted
   “Pronated” (thumb pointing down towards paper)
   Finger-thumb
   Tripod/quadruped static
   Tripod/quadruped dynamic

Writing utensils:
    Markers (little resistance)
    Crayons (more resistance)
    Pencils
    Pens
           The developmental sequence of
        visual-motor skills: grasp on scissors


Control over scissors
   “Pronated” grasping pattern (thumb pointing down)
   Thumb-up (mature) grasping pattern

Types of scissors
   Self-opening (loop scissors)
   Regular
   NB: Left hand friendly scissors (e.g. Fiskars)
         The developmental sequence of
     visual-motor skills: handwriting sequence
Handwriting sequence:
  Pre-strokes
  Shapes
  Capitals/Numbers
  Lowercase letters

Stages of learning:
   Imitation
   Copying
   Independent writing
The developmental sequence of visual-motor skills:
Primary and Secondary handwriting legibility skills
  Primary Skills:
     Memory
     Orientation
     Start
     Sequence

  Secondary Skills:
     Placement
     Size
     Spacing
     Control

  Kindergarten children are sometimes “taught” to write by being encouraged to copy letters over
  and over again, with little regard to start and sequence of letter strokes. This results in the
  student practicing poor letter formation habits. When letters are formed starting in the wrong
  place and when subsequent strokes are sequenced out of order, frequent reversals are observed,
  and handwriting is laborious and difficult to read (even in higher grades).

  Kindergarten children need to be taught, and have opportunity to practice, CORRECT letter
  orientation, start and sequence in order to develop good letter formation habits. As they practice
  the correct way of forming letters, they will develop good motor memory habits, and their
  handwriting will become automatic and fluent. They will then be able to focus their brain power on
  the content of their writing, rather than the formation of the letters themselves.
                         Contents
√ The developmental sequence of visual-motor skills

☺ Activities to develop memory of how the letters look

  Activities and strategies to help develop fine motor control

  HWT activities to help develop body awareness and directionality

  HWT Approach to teaching handwriting :
    Alphabet Soup Station activities
    Activities to do with your class
 Activities to develop memory of
          how letters look
Websites and educational software: www.starfall.com
Visual cues (Mneuphonics posted on wall)
Mneuphonic powerpoint (demonstrate)
Incorporate letters into centers e.g. puzzles, stencils, sorting, matching,
alphabet stamps (play dough stamps, ink stamps), etc.
                Table of contents
√ The developmental sequence of visual-motor skills

√ Activities to develop memory of how the letters look

☺Activities and strategies to help develop fine motor control

   HWT activities to help develop body awareness and directionality

   HWT Approach to teaching handwriting :
     Alphabet Soup Station activities
     Activities to do with your class
Activities and strategies to help develop fine motor
            control: Upper body strength


 Activities to develop upper body strength:

     Seat pushups
     Wheelbarrow walking
     Door holder
     Easel painting
     Clothespins/tongs activities:
      Have clothespins and tong activities
      at a center (sorting, matching, counting, etc.)
     Coloring
      Activities and strategies to help develop
        fine motor control: Finger dexterity


Finger dexterity / In-hand manipulation skills suggested activities:

    Squirreling away items
    Translating items
    Rolling balls and hot dog shapes between 2 hands
    Rolling ball and hot dog shapes between thumb and 2 fingers
    Marching fingers up and down the pencil
    Rotating the pencil in one hand
Activities and strategies to help develop fine motor
   control: Mature grasp on pencil and scissors


“Mature” Grasp:
      Do upper body strengthening and finger dexterity activities on a daily basis.
      To demonstrate a Tripod/quadruped grasp on pencil/crayon:
            “Quack, quack”
           “A OK, drop fingers and pinch pencil”
            “Pick up the pencil and flip”
      Allow the children to use short, golf ball size crayons/pencils: When they use an
       appropriate grasp on these, you can allow them to use longer pencils/crayons.
      “Thumb up” grasp on scissors and paper.
                  Table of contents
√ The developmental sequence of visual-motor skills

√ Activities to develop memory of how the letters look

√ Activities and strategies to help develop fine motor control

☺HWT Activities to help develop body awareness and directionality

   HWT Approach to teaching handwriting capital letters and numbers:
     Alphabet Soup Station activities
     Activities to do with your class

   HWT Approach to teaching handwriting: Lowercase letters
Activities to help develop body
 awareness and directionality
Shake hands as children enter the room (say “we shake with our right hand” and put
a sticker, lotion, or scent on the child’s right hand).

Songs:
  Head, shoulders, knees and toes..
  Hokey Pokey
         Activities to help develop body
        awareness and directionality using
          HWT wooden/foam dowels
Introducing wooden pieces: big line, little line, big curve, little curve.
    This is a big line, can you show me a big line?
    Polish, stack, sort and trade wooden pieces.
    “Simon Says” or “Teacher Says”, e.g. “touch the big line to your nose”.
    Positions in space and Body parts.
    Curves and circles (apart, together, zero, rainbow, smile, squiggle-wiggle).
  Activities to help develop body
   awareness and directionality using
HWT wooden/foam dowels continued…
 Mat Man:

 Children sit on the floor in a circle. Teacher builds the Mat man on the floor.
 Teacher then lets children have a turn, giving them a curve or line, and tells the
 students what to do (e.g. “Amy, use your big line to make an arm”).
                Table of Contents
√ The developmental sequence of visual-motor skills

√ Activities to develop memory of how the letters look

√ Activities and strategies to help develop fine motor control

√ HWT Activities to help develop body awareness and directionality

☺ HWT Approach to teaching handwriting capital letters and
  numbers:
    Alphabet Soup Station activities
    Activities to do with your class

   HWT Approach to teaching handwriting:         Lowercase letters
      HWT Approach to teaching
      handwriting: Capital Letters

HWT teaches capital letters and numbers first, because these letters/numbers are all
the same size, and all consist of big lines, little lines, big curves and little curves.

HWT encourages using mulitmedia approaches to teaching and reinforcing these
letters and numbers: they use the Roll-A-Dough, Magnetic Letters, Wooden dowels,
and Slate boards.

HWT encourage the use of terms such as “big curve”, “little curve”, “big line” and
“little line”, when modeling letter and number formation for the child.
        HWT approach to teaching
        capital letters continued…
Each letter is formed in a top-down, left-right fashion.

Use words like “big line”, “little line”, “big curve” and “little curve”.

Frog jump Corner Starting capitals
  F E D P B R N M (Start in the starting corner, Big line down, Frog jump to the starting
   corner, Now make ___ )
 When the first line is on the left, the next part is on the right side. This prevents reversals, while
   teaching good stroke habits.

Starting Corner Capitals
    HKL    (All start at the top left corner, now make a big line down, now make a __)
    UVWXYZ

Center Starting Capitals
   COQG            (Start at the top center, Make a Magic C, Now make ___)
   SAI TJ          (Start at the top center, Now make ____)
 Learning to print these letters correctly makes learning c o s t and j much easier.
       HWT Approach to teaching
        handwriting: Numbers
Teaching numbers free of reversals…

HWT teachers numbers in numerical order.

1 2 3 4 5 6 7 begin in the top left (starting corner).

8 starts at the top, but in the center.

9 starts at the top, but on the right.

10 is made with a 1 0 (Number 0 and letter O are made the same way)
                  Table of Contents
√ The developmental sequence of visual-motor skills

√ Activities to develop memory of how the letters look

√ Activities and strategies to help develop fine motor control

√ HWT Activities to help develop body awareness and directionality

√ HWT Approach to teaching Handwriting: Capital letters and Numbers
    ☺ Alphabet Soup Stations: Letter play
     Activities to do with your class


   HWT Approach to teaching handwriting
        Alphabet Soup Stations:
           Letter/number play
Letter play develops confidence and rote memory.
Alphabet Soup Stations:
    Letter of the day or letter of the week
    Peer helpers at station
    Each station will include:
          Roll Letters with play dough
          Stamp and See Screen
          Wet-Dry-Try (chalk board, sponge pieces,
          chalk pieces)
          Capitals/numbers with capital/number cards
          and wooden pieces
     Alphabet Soup Stations:
letter/number play using playdoh
Roll Letter with Me!
   This activity helps children build strength in their fingers and hands while learning
    capital letter recognition.
   It incorporates the Roll-A-Dough Tray, Dough, and Roll-A-Dough Letter Cards.
   Peer helper shows how to roll dough (making a rope or snake), student imitates.
   Peer helper shows how to cut and place dough pieces to form a letter (use the
    letter card or just the tray). Student imitates.
Alphabet Soup Stations: Letter/number play using
              Stamp and Screen
 Making Letters on the Stamp and See Screen
   Children learn how to make the capital letters step by step.
   Peer helper stamps the complete letter, step-by-step and then erases it. Student
    imitates.
   Student uses the magnetic chalk to trace the letter and then erases it.

     Students make letter from memory using the pieces or the magnetic chalk.
Alphabet Soup Stations: Letter/number play using
                 chalk boards
 HWT Slate Chalk Board – teach “bumping” the lines using the wooden framed
 blackboards.
 Wet-Dry-Try:
    Teacher or peer helper prepares the Slate Chalkboard with the letter(s) of the
     week.
    Student
         Wet:
            Wets a sponge cube

            Squeezes it out

            Traces the letter with the sponge.

            Wets his/her finger and traces it again.

         Dry:
            Crumple a little paper towel.

            Dry the letter a few times

            Gently blow for final drying.

         Try:
            Take a little chalk bit.

            Use it to write the letter .
Alphabet Soup Stations: Letter/number play using
                wooden dowels
 Capitals/Numbers with Wooden Dowels on Letter Cards:
   Display the letter(s) of the day.
   Peer helper demonstrates how to start at the , get the appropriate wooden
    pieces, and then match the pieces to the letter/number card, going in numerical
    order.
Alphabet Stations: Letter/number
    play using wooden pieces
Capitals/Numbers with the Mat:
  Display the letter(s) of the day.
  Peer helper models how to create the
   letter/number, using a top-down,
   left to right approach.

Other Wood Piece Activities:
   Boss of the Mat: The children take turns
    being the Boss, and they instruct the
    others how to form the letter.
   Show the students a lowercase letter and
    have them the capital partner on their mat.
Alphabet Stations: Use a variety of
             media!!!
    Shaving cream
    Finger paint
    Wikki-Stix
    Sand play
    Bingo dobbers (to trace in template, etc.)
 HWT approach to Capital Letters
and numbers: Workbook and paper
 To teach capital letters HWT starts
 teaching letters in groups on Gray Blocks
 (Gray Blocks are an easy transition from
 the slate board as they as “tiny pictures of
 the Slate”).
                  Table of Contents
√ The developmental sequence of visual-motor skills

√ Activities to develop memory of how the letters look

√ Activities and strategies to help develop fine motor control

√ HWT Activities to help develop body awareness and directionality

√ HWT Approach to teaching Handwriting: Capital letters and Numbers:
     Alphabet Soup Stations: Letter play
    ☺ Activities to do with your class


   HWT Approach to teaching handwriting: Lowercase letters
Activities to do with your class to
 reinforce capitals and numbers
Door Tracing
Place a laminated large smiley face on the door and use your door frame to model letter and
number formation for your students.

Imaginary Writing
To review a number or letter…. Trace it in the air in front of your class, giving directions. Have
students hold a pencil correctly in the air. Everyone checks their pencil grips. Retrace the letter
or number again with your students. If you are facing your students, make the letter backwards in
relation to you so the letter will be correct from your students’ perspective.

Follow the ball
Similar to the above activity, but everyone follow the ball with their pencils.

Laser Letters
Similar to the above activity, but the teacher first writes the letter on the chalkboard, and then uses
the laser light to trace it while everyone follows the laser light with their pencils (in the air).

Gym or outside play:
    Relay races
    Chalk play
                Table of Contents
√ The developmental sequence of visual-motor skills

√ Activities to develop memory of how the letters look

√ Activities and strategies to help develop fine motor control

√ HWT Activities to help develop body awareness and directionality

√ HWT Approach to teaching Handwriting: Capital letters and
  Numbers:
    Alphabet Soup Stations: Letter play
    Activities to do with your class

☺ HWT Approach to teaching handwriting: Lowercase letters
        HWT Approach to teaching handwriting:
              Lowercase letter sizes
Letter sizes and places: The hand activity

Teaching children the correct size and placement of letters is one of the most important things you
can do to help make their printing neat and fast. The simple hand activity below is fun, gets the
students attention, and is a great way to help children learn the concepts of letter sizes and
places. Students will develop a sense for how letters fit relative to one another, enabling them to
write letters the correct size and put them in the correct vertical place.

Capital letters – left hand: Make a flat hand for all the capitals.

Lowercase letters – right hand:

Make a fisted hand for small letters (a c e i m n o r s u v w x z )

Point the index finger up for tall letters ( b d f h k l t )

Point the thumb down for descending letters ( g j y p q )

Write the lower case letter on the double lined paper or on the board, and ask the students if it is
small, tall or descending… students use their right hands to show whether the letter is small, tall
or descending.
   HWT Approach to teaching handwriting:
        Lowercase letter formation
cosvwt    The first five letters are exactly like their capitals, but just smaller.
          What an easy start! Just bring your good habits from capitals.
          Lowercase t is made like T, it’s just crossed lower.

adgc      These high frequency letters begin with the familiar “Magic C”.
          Starting with c placed correctly helps children make and place the d
          tall and g descending.

uielkyf   Here are the rest of the vowels: u i e. Letters u k y j are familiar
          from capitals. The focus will be on careful placement and size.

prnmhb    They dive! They start with the same pattern: dive down, come up,
          swim over! We avoid b – d confusion by separating the letters and
          teaching them in different groups.

fqxz      Finally f! The letter f has a tricky start. Letter q is taught here to
          avoid g – q confusion. Letters x and z are familiar, but infrequently
          used.
The benefits of the HWT Approach to teaching
          lowercase letter formation

Good habits for letter formation: All lowercase letters (except d and e) begin at the
top;

Correct placement: The tall, small, and descending letters are in proportion and
placed correctly.

Correct orientation: No b – d confusion, no g – q confusion, no reversed letters!

Lowercase letters are taught using double lined black boards and paper. With just 2
lines, children understand quickly how to place letters. Small letters fit in the middle
space. Tall letters go into the top space. Descending letters go into the bottom
space. Later students can apply that philosophy to other styles of paper they’ll get in
school.
                    Table of Contents:
Today we have discussed:

√   The developmental sequence of visual-motor skills

√   Activities to develop memory of how the letters look

√   Activities and strategies to help develop fine motor control

√   HWT Activities to help develop body awareness and directionality

√   HWT Approach to teaching Handwriting: Capital letters and Numbers:
      Alphabet Soup Stations: Letter play
      Activities to do with your class

√   HWT Approach to teaching handwriting: Lowercase letters
If you have any questions, please do not hesitate to contact your school’s O.T.

You can also look at www.HWT.com for teacher and student workbooks, etc.

If you have any questions about the Alphabet Soup grant, please feel free to contact
me at roxanne.ank@craven.k12.nc.us

Thank you for your time!

				
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