Teacher Guide My First English Adventures

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www.psychotools.com

Reprinted January 2019

An accomplished and dedicated educator and now author, Patricia Lewis is considered an asset in the field of education, a field that has been part of her life for more than 45 years. These hard-working and dedicated years can be summarized as follows: - Classroom Experience, 17 years - Elementary Assistant Principal, 9 years - Principal (at present), 21 years Throughout her years at the Instituto Episcopal San Cristóbal, she was able to gather a wealth of experience to support her writings.

One of the most important tasks was having to choose or decide on the best textbook to be used in the different levels. Also, she is a consultant/presenter (at workshops, conventions, and seminars), and member of the Board of Directors and former President of the Panama Chapter of TESOL (Teachers of English to Speakers of Other Languages). She has attended more than 250 workshops and conferences, all of these experiences have provided her with a broad framework of references.

Her years of professional and personal growth include earning several degrees and certificates of participation and/or of merit: Bachelor of Arts with a Major in Education, University of Panama; Master of Arts with a Major in Linguistics, Nova University; Second Language Acquisition; and her latest two: Doctor of Education in English Second Language and Doctor in Education from the University of Los Angeles.

Being an advocate for language teaching, language acquisition, and language learning, she maintains a constant search for the best language teaching methods. In this search, she found TPRS (Teaching Proficiency Through Reading and Storytelling), which she considers is the most effective method that can be used for developing language competence and fluency in students today.

To continue perfecting the method, she has attended seven National TPRS Conferences held in the United States and has been part of the Planning Committee for three TPRS Panama Chapter Conferences in Panama City. She plans to continue perfecting the implementations of this method, in order to help improve the way second languages are taught in Panama.

Currently, Patricia Lewis is the principal of Instituto Episcopal San Cristóbal. She has been the recipient of many outstanding awards and medals for her hard work in the community and in education, namely: The Vasco Núñez de Balboa and Manuel José Hurtado Medals of Honor in 2003 and 2008, respectively.

Professor Lewis is the author of various ESL books: An A to Z Adventure at the Zoo Student’s Workbook, An A to Z Adventure at the Zoo Short Readings, My First English Adventure Student’s Workbook, and the series TPRS New English Adventure (from levels one to six). All of these educational publications are accompanied by a step-by-step teacher’s manual and several visual aids, as illustrated big books for storytelling, flash cards, and audio compact discs with poems and songs.

The text My First English Adventures includes a series of action-filled activities to develop all of the eight learning intelligences; which will help students increase learning abilities. The abilities to be developed are distributed into three areas which are: the cognitive or linguistic, the social affective, and the psychomotor. The cognitive or linguistic area promotes verbal-linguistic intelligence, logic-mathematics intelligence, naturalistic, and visual-spatial intelligence.The social-affective area promotes the development of intrapersonal and interpersonal intelligence, and also musical intelligence. Finally, the psychomotor area which, we have divided into gross motor skills and fine motor skills, takes care of the kinesthetic intelligence and the development of creativity.

The text consists of ten thematic units, providing material for each month of the school year. The units present high-interest vocabulary and language structures, which are repeated in the units that follow.

Repetition is a technique that helps students internalize the study material. It also helps students develop confidence and competence with the language by building on what they already know.

The units are also divided into seven or eight lesson plans Each lesson plan is preceded by an initial phase which, creates connections, motivates, justifies the educational action, generates comments, expectations and attitudes. The initial phase is a process of exploration warm up, revision of ideas and learned content. At this phase, the teacher includes the daily actions, reviews concepts, sings songs, says poems, and introduces the new material.

The Teacher’s Guide includes ten teaching units divided into, lessons to be developed throughout the school year. The content of each lesson will be developed in three areas: cognitive-linguistic, affective and psychomotor. Each area will have its respective objectives and activities which are integrated lo facilitate learning. The student’s text also has ten units divided into lessons with related material to reinforce learning. Each lesson will have two or three interpersonal activities; one of these will be a homework assignment. The purpose of the homework assignment is to promote child-parent relationships, permit parents to help with their child's fine motor skills development, and also to permit teachers to have more time for audio and visual development in class.

An added feature to the text is the "Show and Tell" activity. This section is included with the purpose of helping students to review the concepts studied and learned, and also to promote usage of the language.

Students will use the concepts as they describe the things they see.

Audio program: There will be a tape or CD that will include all the songs and poems that are included in the book. The tape or CD will be organized according to the sequence of units, to allow teachers to locate each unit easily.

Visual cards: There will be picture flashcards to help with vocabulary and to reinforce the development of oral and visual discrimination.

These flashcards may also be used to promote games and reinforce the vocabulary taught.

Some activities for the development of these skills will be included in our text. We will not include too many because our pre-kinder four-year-old students spend a lot of time developing these skills in their Spanish classes. Therefore, we will suggest that these activities be prepared sparingly in the English classrooms, since the time allotted is shorter than the hours spent in Spanish classes.

Spatial relationship: With this ability children are able to place themselves and the things around them in their respective space.

As children develop their spatial relationships, they will observe that there are differences in sizes; they learn to locate each part of the body; to see that there are things in front and behind them, and there are things on their left and right sides. A child needs to be spatially-situated in order to learn to read using left-to-right progression, write between the lines, draw a picture, and do math.

When a child has spatial relationship problems, he may not be able to concentrate on his work, nor write on a lined sheet of paper, nor respect the order and position of letters and numbers.

The student’s text will include a few spatial relationship activities, and a greater number of suggestions will be included in the Teacher’s Guide.

The reason is, that spatial activities are mainly kinesthetic, thus the teacher will be able to relate cognitive concepts with activities that involve the whole body, and at the same time help the student’s memory.

This book is targeted to four-year-old pre-schoolers, who are probably being introduced to the formal process of teaching and learning Teachers who work with this age group need to know as much as possible about them so that, as we develop the process of teaching and learning, the students will be able to develop most of their abilities successfully and effectively.

Who are these pre-schoolers? What kind of characters are they? They are the very imaginative, spontaneous, and short-attention span gang, who love to listen to themselves, experiment with words, like to ask a million questions and kill us with the why's. They are critical about things, are attention seekers, and their perception is very globalized (they see the whole before the parts).

How do they learn? According to brain research, there are two essential things which make learning effective at any age: affectivity and meaningfulness. Affectivity relies on students feeling loved and secure in their surroundings. Meaningfulness depends on prior knowledge in order for students to make necessary connections. Learning does not take place without their connecting the new to the old.

Teachers in the 21st Century, need to take into the classroom the wealth of information that will enhance their classes; such as learning styles, multiple intelligences, and learning based on the latest information about brain research.

There are three basic learning styles identified which are: the visual, the auditory, and the kinesthetic style. Most pre-schoolers tend to bring these three learning styles to the classroom, but learning also depends on the learner's five senses. Therefore, teachers need to stimulate and motivate the students to use their senses to the fullest degree.

Multiple intelligence is a theory proposed by Howard Gardener in 1983 He claimed that everyone has at least eight intelligences that can be developed throughout our life span to help us excel in our abilities. By developing multiple intelligence activities, we are stressing on these three learning styles.

Information gathered from brain research made by Patricia Wolfe in her book Brain Matters: Translating Research into Classroom Practice says: "affective and meaningful classes breed effective classroom actions".

Classes must be highly kinesthetic as well, since approximately 85% of our students are kinesthetic learners.

Pre-school teachers must understand and master the use of terms, such as gross and fine motor skills, spatial relationship, motor-visual coordination, auditory memory, visual memory, visual reception and association, auditory reception, and association and verbal expression.

A working knowledge of the above-mentioned terms is necessary because it forms part of the vocabulary in class planning and development at the preschool level. In our text, we will also include the area of psychomotor development, where we will divide the activities into gross motor skills and fine motor skills. The information provided in this section of the book is intended to stress the importance of the development of the above-¬mentioned skills.

Gross motor skills They are the necessary skills for coordinating all body movements. For example, to be able to walk, we must be able to coordinate all the movements of the feet with the arms and maintain a balance Through the gross motor skills, children begin exploring their surroundings as they begin to learn about themselves. These skills are the basis upon which many other complex activities are developed (writing, walking, coordination) to mention a few gross motor skills.

If a child has not developed his (her) gross motor skills, he (she) may have problems with spatial relationships, he (she) may not have an adequate image of his (her) body, and he (she) may feel uncomfortable when playing with other children, as well as he (she) may have problems coordinating the fine motor movements necessary to develop his (her) writing ability.

As mentioned previously, the development of gross motor skills are essential at age four; therefore, students should be given opportunities to crawl, run, jump and climb. They should also learn to handle a ball with dexterity, and intentional activities to develop arm control at the shoulder, elbow, wrist and the fingers.

Fine motor skills development These are psychomotor skills that begin with the gross motor skills - (the movement of the body is spaced, moves on to other body movements, and ends with the movement of hands and fingers). It refers to the ability to coordinate the movements of the hands with what is seen. It is called hand-eye coordination.

For example, in order for a student to copy a drawing from the board, the student must be able to perceive the picture, coordinate his hand movements to hold the pencil and draw the picture adequately. In other words, be able to coordinate eye with hand motor skills.

Hand and eye coordination is necessary for doing any type of manual work; sewing, knitting, cutting, pasting, working on puzzles, mechanical work, constructing, drawing, copying and writing.

Fine motor skill development should also be given special attention at age four because whatever is achieved at this age, will determine the child’s fine motor skills for the rest of his (her) life. It means his (her) handling of pencils, pens, scissors and how he (she) writes, draws, etc.

How can teachers help with the development of such skills? They need to provide opportunities for students to use their fingers in tasks such as lacing and unlacing shoes, buttoning and unbuttoning clothes, putting puzzles together, puncturing holes in paper, practicing strokes and so on.

Auditory memory It is the ability to remember what one has heard in the appropriate sequence or order.

It is important to develop auditory memory, because learning depends on prior knowledge and a child who has difficulty remembering what he (she) has heard will have difficulty speaking because speaking requires that, we remember words and their meanings. Also, if a child has difficulty remembering what he (she) hears in the appropriate order or sequence, he (she) will have difficulty in learning to count, add, multiply, follow instructions, remember what he (she) reads and what he (she) studied in school. These are obviously great difficulties, which will hamper the learning process.

In our text, teachers will work on this skill as they work with oral and written instructions given in the book, and as they teach the new concepts, new vocabulary, songs, stories, poems, sounds and names of letters in class.

Teachers must observe keenly the attention span of the students and their immediate memory development.

Visual memory It is the ability to remember things in their appropriate sequence.

Children need to develop visual memory because it is necessary for them to learn to write and spell words. If a child has difficulty remembering the visual order of things, he (she) will have difficulty in remembering the order of the letters in words, he (she) will also have difficulty remembering how to write letters and numbers in sequence, as well as drawings and illustrations that may require an order.

Our text will include exercises to develop visual memory and reinforce concepts and thematic vocabulary.

Perception and visual discrimination This is the ability to distinguish among the many sounds someone hears. It implies that a child must be able to discover differences and similarities in sounds and words, in order to be able to use them in speech production.

A child who lacks auditory discrimination skills, could have problems paying attention, following instructions, writing and reading, and learning a second language.

Attention will be given to the development of perception and visual discrimination, this as we work with minimal pairs, production of sounds, pronunciation of words, phrases, and sentences. The mentioning of points and manner of articulation is an input for teachers, as they teach the sounds of the letters.

Visual reception and association Visual reception is the ability to understand what you see and visual association is the ability to relate the visual stimulus that you see with previous images.

A child with difficulties grasping what he sees, will not be able to understand the meaning of many drawings or pictures, letters or written words. Sometimes a child may be able to understand the meaning of things, but cannot place them into categories; he (she) will then have difficulty to interpret what he (she) reads or what is expressed in an arithmetic exercise.

Practices for categorizing and grouping will be included in the text, in order to address the development of this skill.

Auditory reception and association Auditory reception is the ability to understand what you hear, and auditory association is the ability to relate concepts and words that you hear and use. This ability will help a child to generalize and understand abstract concepts.

A child with difficulties in comprehension will not be able to understand the meaning of words, stories, songs, and instructions.

A child may be able to understand what he (she) has heard, but will not be able to categorize those concepts that are related; thus, the child's capacity to learn will be very slow.

Our text will include exercises to develop students' memory and also help students to remember new concepts as they associate and categorize the exercises in their respective groups.

Verbal expression This is the ability to express ideas orally, it is a combination of correct pronunciation of words and the use of such words and ideas to express language appropriately.

A child with difficulties in this skill, will lack the ability to use language appropriately, or to learn a second language easily.

"A Show and Tell What You See" section of the text will give teachers the opportunity to work on this skill.

The skills mentioned above are those that are needed to be developed in our four-year-old students. Many of our students have already matured in these skills. How? In some cases, because of their home environment or because they have been through several pre-school levels, or because of older siblings. Nevertheless, the pre-kinder teacher needs to be aware of these concepts so that they may be included in the teacher’s working plans and in the teaching and learning process.

This realm of knowledge will also help the teachers to be aware of some of the handicaps or hardships students may be facing in the classroom.

Finally, our objective is for the teacher to try to help the students as much as possible to overcome any of the difficulties mentioned, and that each teacher masters the skills that will enable him (her) to understand students' capabilities as they move or mature to the next learning level.

My First English Adventure is a reality, thanks to the dedication and sharing of talents of the following persons: Lic. Sheila Henson Art Director Lic. Lorena De León Graphic Designer Lic. Eduardo Mosquera Cover Artist Prof. Sislyn Benson Proofreader Lic. Jeanette Erina Proofreader Lic Brenda Harris Proofreader Prof Marcela Dickens Proofreader Yolanda Peters Proofreader Sister Gloria Lewis Proofreader Jamala Jones Proofreader

Lic Tyrone Peters Proofreader Sec. Mitzy Smith Typist Sec. Fulvia Mayorga Assistant Typist Prof. Rosario de Oliva Preschool Experiences Prof. Berta de Martínez Preschool Experiences Prof. Teresa Redway Preschool Experiences Prof. Aleida Amado Preschool Experiences Michael Jordan Inspiration Justin Jordan Inspiration Prof. Edmundo Lewis Motivation

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Songs Poems & Games

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Individual sounds are called phonemes or significant sounds. These sounds can determine differences in meaning; therefore, students need to hear, produce, and distinguish them accurately.

The symbol of the sounds included in the text are based on the International Phonetics Alphabet (IPA), and they are represented by symbols students do not need to see or learn. They are intended only as an aid and/or a learning experience for the teachers.

The organs of speech involved in speech production are the lips, the teeth, the tongue, the alveolar ridge, the uvular, the glottis, and the hard and soft palate.

"The movable parts of the mouth - the bottom lip, the bottom teeth, the tongue, and the jaws are referred to as articulators". (Avery and Ehrlich p. 11) The other parts of the mouth which are unmovable are called points or places of articulation. Teachers should be very familiar with the position of these organs in the mouth, as well as their names and their functions since they will be constantly referred to in the text. The illustration that follows will be of great help.

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As we observe, the points of articulation are very important for the production of sounds. The vocal cords are also important, because the vibration of the vocal cords causes sounds. These vibrations classify sounds as voiced and voiceless. The sounds that are produced when the vocal cords are vibrating are called voiced sounds. All vowels are voiced. When the vocal cords do not vibrate, we say the sounds are voiceless or unvoiced. Unlike vowels, some consonants are voiced and others are voiceless. For example, practice pronouncing the [b] several times putting your hands to your throat. Then do the same with the [p].

What did you discover?

As mentioned previously, the phonetic symbols used in the text will be based on the IPA and they will be presented between slashes (/ /).

In classifying the consonants we find that the voiced consonant phoneme symbols in the IPA are : /b/, /d/, /g/, /I/, /m/, /n/, /ŋ/, /r/, /d/, /v/, /w/, /y/, /z/, /ʒ/ /ð/, /d /, /dʒ/.

The voiceless consonant phoneme symbols are: /p/, /t/, /k/, /f/, /θ/, /s/, /ʃ/, /tʃ/.

Other mentionable forms of producing sounds or manners of articulations are: The Nasal Sounds: The sound is produced through the nose. The nasal sounds are /m/, /n/, and /ŋ/.

The Stops: The air is stopped in the mouth as the sound is made. The letter /t/ is a stop.

Continuants: When the air continues, the sounds are called continuants. The /f/ and /v/ are continuants.

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/ʃ/, /ʒ/, /tʃ/, /dʒ/

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To add to the meaning of learning, we have also included a number of multiple intelligence strategies to develop the eight intelligences described by Howard Gardner in his theory on Multiple Intelligence.

According to the Multiple Intelligence Theory, we are all intelligent people, at least in eight ways. This theory was outlined by Howard Gardner in 1983, when he published his book Frames of Mind. The application of the Multiple Intelligence strategies in the class, permits teachers to reach almost all students and make learning more interesting since these strategies cater to the different styles in which students learn. The use of Multiple Intelligence strategies also promotes whole-brain learning.

In the practice area of the Teacher’s Resource Guide for this book, there are at least two activities suggested for the development of each intelligence.

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Following, are a series of specific suggestions for using Multiple Intelligence at the pre-school level: The Linguistic Intelligence: Can be developed through the different sounds taught, vocabulary, student’s experiences, stories, and poems.

The Logical-Mathematical Intelligence: Can be developed through the sequencing of ideas, songs, and stories, through the discrimination of sounds in initial, medial, and final positions, by counting, and by following instructions.

The Visual-Spatial Intelligence: Can be developed with all the illustrations, the teacher can provide. For example: colors, forms, pictures, etc.

The Kinesthetic Intelligence: Can be developed through drawings, body movements, games, finger plays, and arts and crafts activities.

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The Musical Intelligence: Can be developed through the teaching of songs, poems, and rhythm. Teachers should try to adopt music rhythmic and dances to everything they are teaching.

Naturalistic Intelligence: Is developed by using things from nature, using nature music and songs, teaching the students to classify and categorize the things they use.

Interpersonal Intelligence: Can be developed through cooperative work, group work, and by encouraging students to teach others what they have learned.

Intrapersonal Intelligence: Can be developed by prompting students to reflect on what they are learning and permitting them enough time to work by themselves, with the workbook, manual arts, and other activities.

We feel secure in suggesting these activities because they will permit the students to have physical and emotional contact with the sounds and letters. As they learn them, they will see them, touch them, point to them, and also use their creativity. This will prepare them to make the sounds and letters a part of themselves. Most of all, they will have fun throughout the process. All of this will make learning significant for them.

We hope that the material presented here will be of help for the teachers, as they prepare daily to guide the students through the learning of letters and sounds and the development of their intelligences.

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Identity left and right sides of the body, place students in the center of the classroom and have them jump from left to right.

Touch objects with left or right sides of the body. Pick up and throw balls with right or left hand.

Have students stand facing each other and have them touch the students in front of them.

Do the same with the left side of their bodies. Have students touch their ears with the left hand and their nose with the right hand at the same time. Change the positions to right ear and nose. Keep changing. Touch right elbow to raised left knee. Touch the right shoulder with the left hand. Bend the knees slightly as you touch the foot. Stand up. Switch to touch the left foot with the right hand.

Stand up straight, reach behind you with your right hand and touch the left foot as your leg is bent behind you. Stand on both heels, repeat with the opposite side.

We would like to include a few brain gym exercises to the list of cross lateral activities listed previously, because brain gym exercises like cross lateral activities are geared to balancing the brain hemispheres.

Brain gym exercises were created by Dr. Paul Dennison in 1969. Dr. Dennison, a specialist in dyslexia, adapted kinesthetic techniques to help children and adults improve their learning abilities.

Brain gym utilizes movements to create neuronal connections in order to facilitate brain integration. In creating brain gym, Dr. Dennison described activities and patterns to increase attention and help organize brain regions to prepare the brain for learning.

According to Maria del Carmen La Valle in her article on kinesthetic teaching, “Brain Gym" is a set of quick, fun, and energetic activities that prepares the specific necessities in the field of thought or coordination for any type field of learning (concentration, memory, reading, writing, organization, listening, physical coordination.)

It permits us to overcome any learning blockage and targets any goal that is appropriate to us at any age.

Jean Blaydes in her book “Thinking on Your Feet” says: “Brain Gym activities are also effective for calming students down after vigorous activities!".

The Cerebral Gymnastics or Brain Gym develops the neural connections of the brain in the same way nature does through motion.

The coordinated muscular motions activates the production of neurotoxins, natural substances that stimulate the growth of nervous cells, and increases the neuronal connection in the brain.

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The Brain Gym concept arose from investigations that began in 1969 by Dr. Paul Dennison, who was interested in looking for ways to help kids and adults diagnosed with "learning disabilities.” His research led him to study Kinesiology, the science that studies the body motion and the relationship it has with brain functions. At that time, it was well established that the coordinated physical motion is necessary for brain development. Number of experts in early childhood education have discovered natural motion developers in infants and children, that develop the neural connections, that are essential for learning. In the brain by motions we develop our cerebral capacity creating neuronal networks through muscles, then it is essential for the learning process to allow the kids to explore every aspect of equilibrium and motion in his/her environment. They should be allowed to express themselves through motions instead of being obligated to remain quiet, sit still, and with their attention focused on the teacher.

María del Carmen la Valle in her article “Memoria Celular y Brain Gym (Educación Kinestética)” published in Edu Visión Amerik kua e-boletín #13 describes: PACE, (Positive, Active, Clear, and Energetic). These are four phases in the brain required for integrated self-teaching through timed rhythms.

1st step Drink Water. This is one of the elements that will increase the electrical potential through the cellular membranes and is essential for the body's nervous network function. This corresponds to E for “Energetic."

2nd step Brain Buttons. Applying a massage for approximately one minute, with your fingers to. the so called brain buttons [soft tissue under the clavicle on the right and left side of the sternum]. This massage liberates retained eye movements, relaxing the tension in the muscles in the back of the neck and those tension of muscles that originate in the occipital visual zone. It corresponds to the C for “Clear.”

3rd step For approximately one minute, Cross Crawl, which is also called cross crawling. It is a movement that alternates an arm with the opposite leg then the next arm with the opposite leg, simultaneously. Such movements stimulate both the left and right hemisphere of the brain.

This step corresponds to A for “Active."

4th step Hooks which are positions made with several body parts. They are conducted in two phases and correspond to Positive in PACE. These phases are 1, crossing the legs and 2, uncrossing the legs.

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First, cross your legs at the ankles. Extend the arms and cross your wrists then interlock your fingers and place your hands over your chest. Hold this position for approximately one minute while placing the tongue on the palate and keeping your eyes open [moving in ony direction]. Second, uncross the legs and join your hands at the finger tips for another minute. Maintain the same pressure on the palate as in the previous step.

The hooks return the body balance after an emotional stress or environmental stress. They activate the integration of the hemispheres, increase coordination of the motor skills and improves the formal reasoning, since it displaces the electric energy from the back part of the brain to the centers of the middle brain and neocortex.

The normal function of the brain requires an efficient communication between the many functional centers in the brain. The functional incapacities and the learning incapacities occur when the information doesn't flow freely among these brain centers; thus, the movements of brain gym stimulate the flow of information in the brain while recuperating our innate ability to learn.

Pump the calf for approximately one minute, extend one leg and flex the other to the back, lift it lower into the heels of the extended leg.

This exercise restores the natural extension of the feet tendons and helps one to be more motivated and willing to move. Reduce the exercise time if discomfort or pain is present. Perform these exercises when one feels stuck; it activates the brain for expressions, discourse and language ability. It also helps students learn to focus.

Jean Blaydes in her book “Thinking on Your Feet”, lists a number of activities, alluding that teachers should start every lesson with one or two of them, so as to prepare the students for learning. These following activities are also called brain joggers.

Celebrate - Hug: For the younger students, start with the “Celebrate – Hug”, With straight arms, shake your hands above your head. Then cross the arms around the chest as if you are hugging your shoulders.

Brain Buttons: Place one hand over the navel and with the other hand gently massage the space between the first and second ribs under the collarbone.

Cross Crawl: Standing in a "walking" position, lift the right knee slowly and bring the left hand to gently touch the right knee. Alternate by bringing the right hand to gently touch the left knee. Repeat. Perform this movement slowly.

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Hook-ups: Hook-ups can be done while sitting, standing, or lying down. Cross legs comfortably at the ankles. Next, cross the arms at the wrists (palms of the hands facing each other), and join the fingers together. Bring hands down and then under the arms, now rest the hands under the chin. Finally, rest the tongue on the roof of the mouth. This position is recommended for students experiencing stress.

Cue words: "Hands out, thumbs up, clap and miss, thumbs down, clap backward until palms touch. Pretend thumbs are an ice cream scoop and the ice cream is under your chin." Hold this position. When the student is ready, the student uncrosses legs and touches fingertips of both hands together, continuing to breathe deeply.

Lazy 8 for Eyes: Hold the thumb at eye level in the middle of the body, elbow length from the eyes. Move the thumb slowly, following its motion with the eyes. Move in the following pattern: Up the center of the body to the top of the visual field, up and over to the left, around and down in a counterclockwise pattern. As the thumb returns to the center, bring it back up the midline and move it clockwise - out, around, and down to the right side. Repeat, slowly, at least three to five times with each hand. Next, clasp hands together with the thumbs forming an 'X" and perform the lazy 8s with hands together. For a variation use a streamer made from a ribbon attached to a pencil eraser with a thumbtack.

The Thinking cap: Unroll the outer ear from the top to the bottom using the index finger and the thumb, several times.

The Windmills: Bend down to cross over and touch the right foot with the left hand.

Bend the knees slightly as you touch the foot. Stand up. Switch to touch the left foot with the right hand.

Grapevine: Step to the right with the right foot. Cross the left to step behind the right foot. Step on the right foot to the right. Kick the left foot out in the front. Say "Step, behind, step, behind, kick".

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Straddle Cross: Start with the hands at the sides and the feet together. Jump with the feet apart. Jump with the feet crossed, right over left. Jump with the feet apart. Jump with the feet crossed, left over right. Repeat.

Hand Clap Patterns: Students face a partner. Slap hands on thighs twice. Clap hands together twice. Slap partner’s hands twice. Clap twice. Repeat to rhythm of song or music. Variation: Cross over to slap right hands then left hands in patty -cake fashion.

Body Scheme: Finally, we will list other activities that are very helpful, for the student's basic development: Use arms to signal: forward, backwards, up, down, to the side.

Use arms to identify: different parts of the body; say the names orally.

Use gestures to express feelings: happy, sad, angry, tired.

Touch objects with different parts of the body.

Use songs to identify different parts of the body.

Use the body to construct different figures. Observe students walking. Students should place their flat feet as they walk (if this is not happening, a specialist should be consulted.)

Use bean bags to walk in different directions putting the bag on their shoulders, head, and hands.

Use weights to walk in different directions: Sit and stand up alone, play hopscotch.

Gross Motor Skill: Crawl forward or backwards with eyes opened, then closed.

Walk sideways with eyes closed moving arms and legs simultaneously.

Follow rhythms to walk alone or holding hands with a classmate.

Climb on a small ladder.

Jump imitating animals.

Jump with legs together forward, backwards, or from side to side.

Climb on iron bars.

Roll on the floor with arms to the side or stretched over head.

Control a ball bouncing it on the floor.

Walk between obstacles.

PIick sand bags with left or right foot, or kick the sand bags with both feet in different directions. Pick up sand bags from the floor.

Kick a ball towards a wall. Throw the ball into a basket, or against a wall.

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Fine Motor Skills: Play catch and throw.

Throw a ball up and down.

Use arches, balls, rockets, cubes or cords to do different activities with the hand.

Play with a bean bag, kicking it up and down.

Play kick ball.

String beads, puncture holes, use clay, make towers with cubes, paint, cut, color, paste. Make collages.

Roll tissue paper to make paper balls.

Play buttoning and unbuttoning. Zipping up and down.

Prepare manual arts to color, cut, and paste.

Tear pieces of paper.

Dribble the ball with both hands - catch the ball with both hands.

Dribble the ball with one hand catch the ball with both hands.

Dribble the ball with both hands walking with it.

Dribble the ball walking in a zig zag path between cones.

Throw the ball between the legs backwards and forward.

Throw the ball up and catch it.

Throw a sand bag as far as the student can (the bag should weigh about half pound.)

Play catch and throw with a sand bag.

Throw a sand bag into an object on the floor (basket, bucket.)

Throw a sand bag through an arch.

Pick up balls or stones off the floor.

Kick a soft ball.

Play kick ball to the wall.

Use a cork surface or a cork board for students to fill in the border of different shapes with colorful thumb tacks.

Rhythm: Following the beat of a sound or the clapping of hands, jump in different directions following the rhythm.

Have students march to the rhythm of a beating sound and balancing the arms to their sides.

Have students listen to music and distinguish between slow, normal, or quick tempo.

Have students tap the beat hard with feet and do a soft beat with their hands.

Walk and stop after every two, beats. (Create patterns clapping and having students repeat the sound patterns).

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Relaxation: Have students stiffen their bodies for 10 seconds and then relax them slowly. Repeat the exercise until the children are able to distinguish between tense, loose and relaxed.

Have students squeeze an object in their hand and later release it slowly (use a ball, sponge, etc.)

Have students lean firmly against a mat and later relax (hands, wrist, forearm, elbow etc.)

Balance: Have students tip toe or stand on their heels for few seconds.

Have students position their body for crawling, then indicate that they lift the left knee, the right knee, then lift left hand, right hand.

Walk on different kinds of lines (straight, zig zag), place a board on two supports and have students walk forward toward an object with the eyes closed. Sideways: forward with a book on their head crawl on the board.

Follow footprints on the floor.

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