WRITING for Year 1
In the beginning of year 1 the emphasis is on 'Penmanship', as the children learn to handle their writing tools properly, and write legibly. It is important that they start to recognise individual letters and reproduce them. As they learn their Phonics sounds they should also be forming the sounds on paper.
Children should be given opportunities to develop Gross Motor Control, as well as Fine Motor Control.
Children should be given opportunities to develop Gross Motor Control, as well as Fine Motor Control.
POSTURE
Year 1 is where good habits are formed,and this is very important. Before beginning any actual writing activity (at their desks) remind children to sit properly. They should have:
- A straight back
- Both feet flat on the floor in front of their chair
- Their paper of writing surface straight in front of them (not twisted sideways)
- A right-handed and left-handed child should not be seated next to each other so that their arms are bumping (i.e. do not seat the LH child on the right hand side of the RH child.)
Developing Gross Motor Control
This is about large movements. Children can improve their vocabulary about directions and shapes as well as learning the letter shapes and names.
1. Air drawing
Let children copy the teacher's movements as they draw shapes in the air. The can draw circles, going round and round, make curves, spring up and slide down, make long, slow movements or quick, jumpy movements.
* 'Crossover' movements where the children take their hand(s) across their body to the other side are particularly good for brain development.
2. Back Drawing
Let the children draw the shapes on the backs of the children in front of them. Children enjoy the sensation on the soft touch on their back as well as gently touching their friends' backs.
3. Body Shapes
In a suitable area, such as a hall or music room, let children try to make their body into a particular shape. Children can also work with a partner or group to create a shape.
4. Ribbons and Props
In an arts session, let the children attach ribbons or paper streamers to the end of a stick / pencil / or straw and make large movements holding the streamers.
5. Rhythm and Movement
Play some music that the children enjoy and get them to practise the shapes for their letters. Aim for fluency of movement - a series of swirling movements, or up and down movements - and rhythmic shapes.
6. Eyes Closed
Let the children practise the movements with their eyes closed, once they are familiar with the teacher's patter so that they can listen confidently to instructions.
7. Water Painting
If you can get hold of paint brushes (or paste brushes) for your children, let them practise their letter shapes by drawing with water on cement floors and outside walls. The water makes clear marks, and soon dries out and disappears.
8. Sound Effects
Let the children invent ‘sounds’ to make as they draw their patterns, for example a bouncing sound (maybe 'boing! boing!') as they bounce up from the one-armed robot’s feet, a buzzing sound as you draw anticlockwise spirals, a 'shsh!' sound as you make wave patterns, etc.
LETTER SHAPES to practise:
It is important for children to practise letter shapes in the correct direction, for example:
1. Air drawing
Let children copy the teacher's movements as they draw shapes in the air. The can draw circles, going round and round, make curves, spring up and slide down, make long, slow movements or quick, jumpy movements.
- Teacher should remember to complete shapes in the opposite direction as children 'mirror' the teacher's actions.
* 'Crossover' movements where the children take their hand(s) across their body to the other side are particularly good for brain development.
2. Back Drawing
Let the children draw the shapes on the backs of the children in front of them. Children enjoy the sensation on the soft touch on their back as well as gently touching their friends' backs.
3. Body Shapes
In a suitable area, such as a hall or music room, let children try to make their body into a particular shape. Children can also work with a partner or group to create a shape.
4. Ribbons and Props
In an arts session, let the children attach ribbons or paper streamers to the end of a stick / pencil / or straw and make large movements holding the streamers.
5. Rhythm and Movement
Play some music that the children enjoy and get them to practise the shapes for their letters. Aim for fluency of movement - a series of swirling movements, or up and down movements - and rhythmic shapes.
6. Eyes Closed
Let the children practise the movements with their eyes closed, once they are familiar with the teacher's patter so that they can listen confidently to instructions.
7. Water Painting
If you can get hold of paint brushes (or paste brushes) for your children, let them practise their letter shapes by drawing with water on cement floors and outside walls. The water makes clear marks, and soon dries out and disappears.
8. Sound Effects
Let the children invent ‘sounds’ to make as they draw their patterns, for example a bouncing sound (maybe 'boing! boing!') as they bounce up from the one-armed robot’s feet, a buzzing sound as you draw anticlockwise spirals, a 'shsh!' sound as you make wave patterns, etc.
LETTER SHAPES to practise:
It is important for children to practise letter shapes in the correct direction, for example:
- Downward strokes - always start at the top and stroke down - for letters like 'l'. and others with a tall stick. (This is sometimes referred to as 'the long ladder'.) Letters: i, j, l, t, u
- Curly strokes, anti-clockwise for letters c, a, d, e, g, o, q, f, s. (This is sometimes referred to as 'the curly caterpillar').
- Linked strokes such as 'r' (down, retrace up, and then off to the right), letters: b, h, k, m, n, p, r. (This is sometimes referred to as 'the one-armed robot')
developing_gross_motor_control_in_yr_1.pdf | |
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Developing Fine Motor Control
These are the small controlled movements that girls find so much easier to do than boys generally do.
There are many ways to improve fine motor control - not necessarily obviously or directly related to writing.
There are many ways to improve fine motor control - not necessarily obviously or directly related to writing.
- Give children lots of 'colouring-in' activities.
- Provide sewing and weaving activities.
- Use finger rhymes, counting fingers, playing with words and sounds, etc.
- Develop the pincer movement: show the children how to use tweezers to pick up and sort sequins, small beads, etc., sprinkle coloured sand, glitter, salt, etc. on pictures.
- Provide the children with paints, finger paints, etc. for making big patterns on differently shaped paper, for example fish, balloons, kites. Talk about the patterns they make. Focus on developing the curly caterpillar, long ladder and one-armed robot.
- Encourage the children to strengthen their fingers by using play dough, Plasticine, etc., for modelling. They can make letter shapes and patterns using the modelling media.
- Encourage dexterity by asking the children to cut out large letter shapes or patterns. They can use different coloured marker pens for tracing along inside the shapes. Emphasise that circles and curly caterpillars need to be traced from the top and anti-clockwise.
developing_fine_motor_control_in_yr_1.pdf | |
File Size: | 189 kb |
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