Non-Handwriting, Handwriting Ideas

In our classes, we regularly have children who find handwriting challenging and, now that they are in years five and six, have been through endless practice lessons, interventions and groups. Whilst we still find the traditional copying methodology has a place, we are always on the look out for more engaging ways of getting children to practise their fine motor control.

Firstly, we used origami with the children. We gave them some easier models to fold using some cheap, but lovely paper from Tiger. As our inspiration, we used some of the characters from the Origami Yoda series, which also provides simple instructions to follow in creating some of the characters from the novel. This activity allows the children to practise precision and small hand and finger movements.

Image credit: 'Caesar' (Edges traced in Inkscape using a self-taken photo.) GFDL (http://www.gnu.org/copyleft/fdl.html

Next, we used some larger dot-to-dots books from this series of books (although some can also be found here). As they go from 1-1000, they are extremely complicated and need great control to complete. The children loved these and spent a significant amount of time trying to guess what the picture was.

On the Discovery  Education website we found some complicated mazes (impossible according to one pupil). Again these took a significant amount of control to finish successfully.

Most recently, we gave the children free rein to create a sculpture out of some older, and harder, modelling clay. The children loved the creativity of this task and, because of how tough it was, needed the children to strengthen their hand muscles in order to get the clay pliable,

Image Credit: Dan Bollinger (Own work) CC BY-SA 3.0 (http://creativecommons.org/licenses/by-sa/3.0), via Wikimedia Commons

All of these activities have been delivered during registration time over several days with some resources being sent home as the children have been so engaged by them.

Registration Ideas Part II

In our packed timetables it is important to make use of every minute that is available to us. Below are some more ideas that we use to start the day:

Mobile gaming: In our school we have a suite of 15 PSPs with copies of a brain training game. Over the week every child has a go on one of the brain training mini-games. Scores are correlated and over time we can create class scores, compare and, for the really competitive people amongst you, have leagues. Even if you do not have access to this sort of thing through mobile technology, you can make use of online games to achieve the same thing. The important thing is the competition is motivating and children are able to get their brains going before the day.

Sharing poetry: In our class we have a Poem of the Week. At the beginning of the week the poem is introduced and then a range of activities can follow. Pick words from the poem and find synonyms, create similar descriptive passagea, find rhymes and look at the cultural background to the poem. This allows you to share famous, or not so famous poetry that does not necessarily come up in literacy lessons. So far this year we have had poems from Tolkien right through to Maya Angelou.

Art activities: When I have visited museums recently, we have been able to buy black and white versions of famous pictures to be coloured in. We have shared the original art on the board and then invited children to make their own versions. For the more able artist they are able to create their own interpretation, whilst the less able can use the templates purchased at the museum.

Image credit: www.flickr.com/photos/e-strategycom/1054179588

Speeches: A really simple one. Play famous speeches on mp3 in the class then discuss the historical significance of them. For more detail, try analysing the word choices made.

What do your class do during registration?

In my first year of teaching, I used registration as an opportunity for children to have some individual reading time. This was a good use of the time and provided children with an opportunity to read.

 

However, I felt that some children were disengaged with it as every registration resulted in silent reading time. Over the years since, I have started to investigate what other activities could take place during morning and afternoon registration so that I am using the time to my advantage and the children engage with the activities provided. Here are some activities I have used:

Reading: I have not stopped using registration as a time for the children to read. I still use it a couple of times a week. Most days children sit and read at their desk, but this year I have instigated ‘Sit Where You Want Thursday’. On a Thursday afternoon, when the children come in from lunch they can take their book and sit where they want; their own seat, another seat, on the floor, just wherever is most comfortable for them to be when reading. In addition to this, I have also ensured I read a book of my own when the children are reading to model expectations. Both of these have ‘revamped’ reading during registration and provided a more enjoyable experience for some of those who don’t enjoy reading.

Boggle: Using Play Boggle Online I project a Boggle board for the children to make words from. After explaining the rules the first time the children can then carry out this activity without input on further days. It allows children to create words on their own level and provides an opportunity to look at spelling and vocabulary use.

Image Credit: www.fun-with-words.com

Countdown: I look in the dictionary for a nine letter word and write it jumbled up onto the board or put it in the middle of each table. The children can again create words at their own level, ranging from one letter words all the way up to seeking to solve the nine letter word. This also provides an opportunity to look at spelling and vocabulary use, while also discussing the meaning of the nine letter word if it’s new to some children.

Wordsearches / Crosswords: When approaching a new topic, I have used wordsearches and crosswords to introduce the vocabulary associated with that topic to the class in advance. I have found the puzzles engage the children in looking at and seeking out the words and then following up this with a discussion about what the words mean and how we can use them.

Thinking Time: Provide the children with an open task like ‘make a list of words that end with a letter g’ or ‘design a flag for our class’. Children complete these and then have the opportunity to share their ideas.

Take 10: During morning registration, take the children outside, or in the classroom in the weather’s not up to much and do some exercises to get them (and you!) ready for the day ahead.

Mobile devices: In the secondary environment this could be the children’s own devices. In the primary environment, if you’re lucky enough to have them, the children can use iPod devices or PSPs to carry out Brain Gym, times table or other suitable activities to allow them to ‘play and learn’ at the same time.

These are just some things I’ve come up with or acquired from others. I have sought to vary the activities I offer, while ensuring what the children are doing is of value to both them and me. Please feel free to comment on these or leave me your suggestions for other things I could use.