Difference between revisions of "Sand Paper Letter Formation"
From wikisori
Line 3: | Line 3: | ||
=== Age === | === Age === | ||
− | 3-6 <br> | + | 3-6 <br> |
=== Materials === | === Materials === | ||
− | *Sand paper letters. | + | *Sand paper letters. |
*A mat.<br> | *A mat.<br> | ||
=== Preparation === | === Preparation === | ||
− | This is an individual presentation. | + | This is an individual presentation. |
=== Presentation === | === Presentation === | ||
− | #Invite the child to join you in this excise. | + | #Invite the child to join you in this excise. |
− | #Ask the child to bring the mat to the floor and unroll it as you bring the sand paper letters to the mat. | + | #Ask the child to bring the mat to the floor and unroll it as you bring the sand paper letters to the mat. |
− | #Take out two consonants and one vowel. In this sample, we use m, a, t. | + | #Take out two consonants and one vowel. In this sample, we use m, a, t. |
− | #Place the /m/ on the mat. | + | #Place the /m/ on the mat. |
− | #Ask the child to please tell you the sound. | + | #Ask the child to please tell you the sound. |
− | #Place the /a/ on the mat about 12 inches to the right of the /m/. | + | #Place the /a/ on the mat about 12 inches to the right of the /m/. |
− | #Ask the child to please tell you the sound. | + | #Ask the child to please tell you the sound. |
#Move the /a/ next to the /m/. | #Move the /a/ next to the /m/. | ||
− | #Ask the child to say both sounds. | + | #Ask the child to say both sounds. |
− | #If the child struggles or hesitates, you can prompt “m..a…” as you say the sounds together slowly and clearly. | + | #If the child struggles or hesitates, you can prompt “m..a…” as you say the sounds together slowly and clearly. |
− | #Now move the /t/ next to the /a/. | + | #Now move the /t/ next to the /a/. |
− | #Tell the child “Now, we have “m..a…t…mat” as you sound out the word with the child. | + | #Tell the child “Now, we have “m..a…t…mat” as you sound out the word with the child. |
− | #If the child is eager to learn more, introduce /s/ and /f/. | + | #If the child is eager to learn more, introduce /s/ and /f/. |
#When you are finished, you and the child can put the letters back into the box.<br> | #When you are finished, you and the child can put the letters back into the box.<br> | ||
=== Control Of Error === | === Control Of Error === | ||
− | <br> | + | Teacher Directed <br> |
=== Points Of Interest === | === Points Of Interest === | ||
− | <br> | + | <br> |
=== Purpose === | === Purpose === | ||
− | <br> | + | *Preparation for writing and reading |
+ | *Develop a muscular impression of the letters | ||
+ | *Develop a visual impression and memory of the letter shapes | ||
+ | |||
+ | <br> | ||
=== Variation === | === Variation === | ||
− | <br> | + | <br> |
=== Links === | === Links === | ||
− | <br> | + | <br> |
=== Handouts/Attachments === | === Handouts/Attachments === | ||
− | <br> | + | <br> |
[[Category:Language]] [[Category:Language_3-6]] | [[Category:Language]] [[Category:Language_3-6]] |
Latest revision as of 22:54, 23 July 2011
<videoflash>899OrLJOZAc&NR</videoflash>
Contents
Age
3-6
Materials
- Sand paper letters.
- A mat.
Preparation
This is an individual presentation.
Presentation
- Invite the child to join you in this excise.
- Ask the child to bring the mat to the floor and unroll it as you bring the sand paper letters to the mat.
- Take out two consonants and one vowel. In this sample, we use m, a, t.
- Place the /m/ on the mat.
- Ask the child to please tell you the sound.
- Place the /a/ on the mat about 12 inches to the right of the /m/.
- Ask the child to please tell you the sound.
- Move the /a/ next to the /m/.
- Ask the child to say both sounds.
- If the child struggles or hesitates, you can prompt “m..a…” as you say the sounds together slowly and clearly.
- Now move the /t/ next to the /a/.
- Tell the child “Now, we have “m..a…t…mat” as you sound out the word with the child.
- If the child is eager to learn more, introduce /s/ and /f/.
- When you are finished, you and the child can put the letters back into the box.
Control Of Error
Teacher Directed
Points Of Interest
Purpose
- Preparation for writing and reading
- Develop a muscular impression of the letters
- Develop a visual impression and memory of the letter shapes
Variation
Links
Handouts/Attachments