PrePrinting and Fine Motor Skills â Lunch & Learn Goals ... - CanChild

More documents

Recommendations

Info

Teaching Upper Case Letter Formation:1. SHOW: demonstrate how the letter is formed step by step2. TELL: say what you are doing while demonstrating the letter formation (see belowfor suggested auditory/verbal cues)3. DO: ask the students to isolate their magic pointer finger and print the letter in the air(using the whole arm provides more sensory feedback from muscles and joints forthe kinesthetic learners)4. TRY: have the students try to print the letter on the white board, an easel or onpaper with a top and bottom lineFROG JUMP CAPITALS: These letters all start with a big line down and a frog jump back tothe top. Try to keep the verbal cues as brief as possible. (Additional words are suggested inthe brackets for use if necessary.)F: big line down, frog jump, little line (at the top), little line (in the middle)E: big line down, frog jump, little line (at the top), little line (in the middle), little line (at thebottom)D: big line down, frog jump, big curveP: big line down, frog jump, little curve (to the middle)B: big line down, frog jump, little curve (to the middle), little curve (to the bottom)Remember…work on these only if the child is able to imitate a diagonal line.R: big line down, frog jump, little curve (to the middle), slide down (or kicks out)N: big line down, frog jump, slide down, climb upM: big line down, frog jump, slide down, climb up, slide downMAGIC C LETTERS: These letters all start with a “Magic C” curve. Try to keep the verbalcues as brief as possible. (Additional words are suggested in the brackets for use if necessary.)C: big curve© Developed by the Partnering for Change team, CanChild, McMaster University, 2013 Page 2 of 3
O: magic C, keep on going, stop at the topQ: magic C, keep on going, stop at the top, jump down, little lineG: magic C, fly up like a helicopter, little line in to landS: little magic C, curve backOTHER CAPITALS: Try to keep the verbal cues as brief as possible. (Additional words aresuggested in the brackets for use if necessary.)H: big line down, jump, big line down, little line across (the middle)L: big line down, little line acrossU: big line down, curve, big line upI: big line down, little line across (the top), little line across (the bottom)T: big line down, jump, little line across (the top)J: big line down, curve, jump, little line across (the top)Remember….work on these only if the child is able to imitate a diagonal line.K: big line down, jump, kick in (to the middle), kick outV: big line slides down, climb upW: big line slides down, climb up, slide down, climb upA: big line slides down, jump up, big line slides down, little line acrossX: big line slides down (to the bottom corner), jump (to the other top corner), big line slidesdown (to the other bottom corner)Y: little slide, big slideZ: little line across, slide down, little line across© Developed by the Partnering for Change team, CanChild, McMaster University, 2013 Page 3 of 3
Page 1 and 2: PrePrinting and Fine Motor Skills -
Page 3 and 4: 2) When using the Get a Grip resour
Page 5 and 6: Chalk Activities: draw with wide di
Page 7 and 8: GET A GRIP!O.T. TIPS FOR PROPER PEN
Page 10 and 11: One more thought………Carpet sit
Page 12 and 13: ADDITIONALRESOURCES
Page 14 and 15: Getting Ready forKindergartenThink
Page 16 and 17: Example Small Group SessionsSession
Page 18 and 19: PENCIL KIT CONTENTCrayola Products:
Page 20 and 21: □□□□□□-----------------
Page 22 and 23: Printing Lower Case Letters on the

PrePrinting and Fine Motor Skills â Lunch & Learn Goals ... - CanChild

Create successful ePaper yourself

Delete template?

Save as template?

PrePrinting and Fine Motor Skills â Lunch & Learn Goals ... - CanChild