tbm lets get moving

8/9/2019 TBM Lets Get Moving

http://slidepdf.com/reader/full/tbm-lets-get-moving 1/27

To Be MeLet’s Get Moving



Resource Sheet in this booklet

Skills listed on a dark greenbackground are Cross CurricularSkills

Skills listed on a light greenbackground are Thinking Skills andPersonal Capabilities

A practical resource to support the Personal Development and MutualUnderstanding (PDMU) Area o Learning in the Northern Ireland Curriculum

The To Be Me (Personal Development and Mutual Understanding) thematicunit or Key Stage 1 pupils with severe learning difculties (SLD) aims to provide

teachers with support in beginning the planning, teaching and assessing o PDMU within the Northern Ireland Curriculum.

This resource is comprised o six sub-units

• FitforLife

• Let’sGetMoving

• HomeisWheretheHeartis

• FeastfortheSenses

• StraightfromtheHeart

• Let’sGetTogether

It details suggested learning activities and methodologies which will assist teachers indevelopingchildren’spersonal,emotional,socialandhealthneedsattheveryearlieststagesof

development.

ItincludeslinkstotheThinkingSkillsandPersonalCapabilitiesFramework,thecrosscurricular

skills o Communication, Using Mathematics and Using ICT. The resource also connects to the

Areas o Learning where appropriate and incorporates the principles o Assessment or Learning.

Strand 1Personal Understanding and Health

Themselves and their Personal AttributesBegin to recognise uniqueness and value personal qualities and abilities

Their Own and Others’ Feelings and Emotions

Begin to recognise and manage some eelings

Keeping Healthy and Safe

Begin to recognise some aspects o a healthy liestyle

Strand 2Mutual Understanding in the Local and Wider Community

Similarities and DifferencesBegin to recognise dierences in each other

Learning to Live as a Member of a Community

Begin to understand their role in the classroom community

Relationships with Family and Friends

Begin to understand the relationships within a amily

Similarities and Differences

Begin to recognise dierences

WritersAnnaWoznica,LisanallySchool,Armagh

HelenStewart,TorBankSchool,Dundonald

Stephanie Anderson, Tor Bank School, Dundonald

Caroline Currie, Lisanally School, Armagh



Curriculum ObjectiveTo develop the young person as an individual

Key ExperiencesPupils will have opportunities to:• developanawarenessoftheirbodyparts;

and• developanawarenessofthefunctionsof

differentbodyparts.

Learning IntentionPupilswillbeginto:

•recognisesomepersonalattributes, strengthsandabilities.

Progress in LearningIambeginningto:

• developmovementswithmyhands;• developmovementswithmylegs;

• developwhole-bodymovements;

• develophand-eyeco-ordination;

• developmynemotorskills;

• developbrainandbodyco-ordination;and

• developmyskillsofplayingco-operatively.

Success CriteriaPupilswillbegintounderstandthefunctionsofdifferentpartsofthebody.

Attitudes and Dispositions• Curiosity

• Self-belief

• Tolerance

• Opennesstonewideas

• Flexibility

Thinking Skills andPersonal CapabilitiesThinking,Problem-Solving,Decision-Making

To Be Me

1 To Be Me Lets Get Moving

Let’s Get Moving



Key Question

To Be Me Let’s Get Moving

That’s HandyEnsure your pupils are in acomfortableposition,wheretheycanfocusonthemovementoftheirhands.Usingarangeofoilsandlotionstostimulatemovementandsenses,encourageyourpupilstoopenandclosetheirhands.

Encouragetheacquisitionoflanguagebyexplainingwhatyouaredoingandreinforce

familiarvocabulary,forexample‘hands’,bygetting (where appropriate) your pupils torepeatthewords.

RemembersomepupilswithPMLDcansufferfromstiffnessintheirhandsandmayneedsomeexercisestowarmthemup.Stroketheirhandsallover,includingtheedgesofthehandsandngertips.Tryeasingtheirthumbsoutslowly.

Workoneachhandseparately,massaginginsomebabylotion,moisturiseroroil.

Openandcloseyourpupils’handswithyourhand(pressinggentlyonthetopoftheirknuckles)andencouragesomepupilinitiatedmovement.

ForfurtherinformationseeCCEA’s‘QuestforLearning:GuidanceandAssessmentMaterials

forProfoundandMultipleLearningDifculties’.

Balloon TouchSuspendaballoonintheairfromapieceofribbonorstring,ensuringthattheballoonisjustaboveyourpupils’eyelevel.Encourageyourpupilstograsporhittheballoonwiththeirhands.Youcanalsousedifferenttypesofballoons(perhapsoneswithpictures),colourfultoys,theme-relatedobjectsorpreferreditems.

Usethisactivityasanopportunitytoreinforceturn-taking.Playalongsideyourpupilandtaketurnstograsportaptheobject.

Forpupilswhoneedachallenge,attachaseriesofballoonstotheceiling.Positioneachballoonsothatitisslightlyhigherthanthepreviousone.Haveyourpupilsjumpupandtaptheballoonsinsequence.Useatimertoaddanelementofexcitementandmotivation.

Alternativelygiveeachpupilaballoonanddemonstratetappingitlightlyupwards.Encourageyourpupilstokeeptheballoonoffthegroundforaslongaspossible.

Y o u w i l l ne e d :

R e s o ur c e 1: C lappingR hy mes

R e s o ur c e 2: V isua

lP r ompt sf or T hr ow ingandC at c hing• Baby lot ion,massageoilsandmoist ur iser • T ow els• Balloons• T oy s• R ibbonor st r ing• Noise-makingobjec t s:

shaker s,bells,gr oant ubes,bumbleballs,noisebloc kset c .

• Aselec t ionof balls:mediumsiz ed,sof t r ubber andplast ic balls,t ex t ur edballs,bat t er y oper at edbumbleballsandsc ent edballs

• Aselec t ionof v isualmar ker s

Can I movemy hands?


http://slidepdf.com/reader/full/tbm-lets-get-moving 5/273 To Be Me Let’s Get Moving

Extension ActivitiesCreateshadowswithhandsbyusingastronglightprojectedonawallbyaprojector.

Encouragepupilstoholdanoise-makingobjectthatcanbemovedwiththeirhandstocreateanoise.Notethatsomepupilsmayrequireverbalandphysicalprompting.Forexample,encourageyourpupilstomovethe

objectinavarietyofspeedsandmotionstocreatedifferentnoises.

Demonstrateplacingthenoise-makingobjectintoonehandandthentheother.Encourageyourpupilstodothesamethemselves.

Tryusingseveraldifferentinstruments/noise-makers,aspupilsmayhaveanindividualpreferencefortextureandsound.

Lookforapositiveresponse,seeCCEA’sQuestforLearningforideasandstrategies.

Furtherextensioncouldinvolveusinganobjectineachhand(identicalornon-identical).Encourageyourpupilstomovetheirhandsinrhythmsimultaneouslyoralternately.Progresstobuildinguparhythmtoenablethemtoplayapartinagrouplessonorschoolperformance.

Youcanmakelinksto:

• Physical Education byencouraginghandandarmmovementsandtheco-ordinationofmovement;

• Mathematics and Numeracy bycountingthenumberoftimespupilsreachfortheballoon/object,andhowfartheyhavetoreach;

• Language and Literacy bytalkingthroughtheactivitywithpupils,describingwhatishappeningandwhattheymightbefeeling;

and • The Arts (Music) byexploringdifferent

instrumentsandputtingsoundstogether.

Cross Curricular Skills:

Communication -Beabletolearnfromdemontrationandmodelling

Communication -Learntoworkandplaycooperatively

Communication -Developroutinesoflistening,turn-taking,sharingandcooperating

Communication -Usenon-verbalmethodstoexpressideas and engage with listener

Thinking Skill and Personal Capability:Makelinksbetweencauseandeffect



4

Key Question


Can I movemy hands? (Continued)

Clapping GamesSitbehindyourpupil,ideallyfacingalargemirror.Handonhand,moveyourpupil’shandsinaclappingmotionwhilesinging,sayingarhymeorcounting.

Movetositfacingyourpupil.Claptheirhandsslowlyinthemiddleoftheupperbodywhilesingingasimpletune(forexamplePat-a-CakeBaker’sMan).

Graduallyreducepromptingtoyourpupil’swristsandlower

arms.SeeResource1forsuitablerhymes.Forfurtherrhymesgo online at www.gameskidsplay.net andclickon‘ClappingRhymes/Games’.

Youcanmakelinksto:

• The Arts bysingingsongstogether;

• Language and Literacy bysayingrhymes;

• The World

Around Us byincorporatingtraditional rhymes;and

• Mathematics and Numeracy byclappingnumbersandrhythms.



Ball TossHaveyourpupilsformacircle.Useavisualcue,suchasacolouredcircleormarker,toindicatewheretheyshouldstand.Askyourpupilstoholdtheirhandsoutinfrontofthemwithpalmsupwards.Somepupilsmayneedaphysicalpromptwithcleardemonstrationforthis.Positionyourselfinsidethecircle.Giveaballtooneofyourpupilsandmovetoapproximatelyhalfametreaway.Facethe

pupilwhohastheballandholdyourarmsandhandsoutinthesamewayasyourpupils.

Gesturetoyourpupiltohandyoutheball.Repeattheprocessofhandingeachothertheball.

Gentlytosstheballtoyourpupil(underhand).Don’tbeconcernedatrst

aboutthemcatchingtheball.Simplyretrievetheball,placeitinyourpupil’shandagainandreturntothesameposition.

Promptyourpupiltotosstheballtoyou.Ifnecessary,imitatethemovementoftossingtheball.YoucanusethevisualpromptinResource2tohelp.

Continuetossingtheballbackandforthuntilyourpupilbecomesmorecondentwithtossingandcatching.

Varythetypeofballused,tomakeitmoreinteresting.Thisactivitycanbemademoredifcultbygraduallyincreasingthedistancebetweenyourselfandyourpupils.

Usethisactivitytoreinforceturn-takingandanticipation.

Youcanmakelinksto:• Physical Education byencouraging eye-handco-ordinationandthrowingand

catchingskills;and

• Language and Literacy bytalkingthroughtheactivityusingtheappropriatelanguage.



6

Key Question


Beforebeginninganyofthefullbodymovementactivitieswithyourpupils,itisagoodideatoperformwarm-upexercises withthem.

Encourageyourpupilstoperformthe‘CrossCrawl’.Havethemtouchtheirrightelbowwith

theirleftkneeandthentheirleftelbowwiththeirrightknee.

Thisstimulatesthetwohemispheresofthebrainandisbenecialfortheco-ordinationofmovement.

CrossCrawlingcanbedonewhilestandingup,sittingdownorlyingontheoor.

Furtherinformationonexercisesdesignedtoencourageintegratedbrainactivitycanbefoundatwww.primarymovement.orgwww.braingym.org.uk andwww.earlyyearsundamentals.co.uk

Make a MovePlaceyourpupilsonanunconventionalsurface,suchasaresonanceboard(searchtheinternetforpicturesoftheseforreference),foilblanket,vibratingmattress,watermattressorblowupbedtoencouragemovementthroughmaterialsthatamplifythesenses.

Workingwithoneortwoadults,gentlyrollyourpupilfromsidetoside.Thismovementwillstimulatetheirsensesandnervoussystem.

Promptyourpupiltomakeamove,orgesture,towardsoneoftheadultsandthentotheother.

Beawarethatsomepupilswillbeableto

initiatemoremovementiftheyareplacedontheirstomachratherthantheirback.Encouragepupils(whereappropriate)toliftthemselvesfromalyingtoasittingposition.

Can I movemy body?



Encouragepupilswhohavevoluntarylimbmovementtomovetheirarmsandlegstocreatenoiseandenjoynovelsensations.

Usenoise-makingobjects/instrumentsorsingfavouritesongstoencourageyourpupilstopayattentiontoyou.PlayafavouriteCDduringthissessiontoencouragemovementwithmusic.

MarchingDemonstratemarchingwithexaggeratedmovements,showingtheliftingofoppositelegsandarms.SingorplaytheCD‘TheAntsGoMarching’/‘TheGrandOldDukeofYork’.AvisualpromptisavailableinResource3andthelyricsareinResource4.

Encourageyourpupilstofollowyourdemonstration.Theymayneedone-to-one

guidance,includingphysicalguidance,toattemptthesemovements.

You will need:

Resource 3: Marching

Resources 4: Lyrics

• Avarietyofstimulatingsurfaces

• Noise-makingobjects/instruments

• Music

Cross Curricular Skill:

Communication -Usenon-verbalmethodstoexpressideas and engage with the listener

Thinking Skill and Personal Capability:Makeconnectionsbetweenlearningindifferentcontexts



Key Question


Leg WorkArrangeaseriesofobstaclesontheoorinaline(forexamplesmallboxes,smallcones,hurdles,rope,stuffedtoys,hoops).Modelthemovementofsteppingovertheminturn.Encourageyourpupilstostepovertheobstacles.Youmayneedtosupportsomepupilsforthisactivity.

Forpupilswhoneedagreaterchallenge,maketheobstaclecourselongeroruseatimertotimehowlongittakesthemtocompletethecourse.

Yourpupilswillneedtolearnpatienceandturn-takingskillstoallowforindividualdifferencesinability.

Considervideoingthisactivityandthenplayingitbacksopupilscandiscusstheirperformance.

Whenappropriate,adapttheactivity

toteachsteppingontoobjects(likesteppingstones)orjumpingintohoopsinsequencewithfeettogether.

SeeResource6forvisualprompts.

Repeattheseactivitiestoallowpupilstobuildontheirskillsandimprovethroughpractice.

Y ou w i ll need: R esour c e 5:

St epping

R esour c e 6: Jumping

• V ar iousobst acles

• Av ideocamer a

Can I movemy legs?


http://slidepdf.com/reader/full/tbm-lets-get-moving 11/27 To Be Me Let’s Get Moving 9

Forpupilswhondjumpingdifculttrythefollowingmovements:

• Gentlyliftuponeoftheirlegsatthebackandencouragethemtondtheirbalancebyhopping.

• Encourageyourpupiltostepontoabench,boxorstageandjumpoff.

• Fromastandingposition,encourageyourpupiltobendtheirkneesandgentlyliftthemunderthearmsastheyspringup.

• Encouragepupilstolifttheirarmsupintheairtostretchtheirbodiestofacilitatejumping.


Communication -Beabletolearnfromdemontrationandmodelling

Communication -Developroutinesoflistening,turn-taking,

sharing,co-operatingandreachingagreeement

Communication -Developcondenceinbeingwithadultsandpupilsinavarietyofcontexts

Communication -Readarangeoftextsforinformation,ideasandenjoyment

Thinking Skill and Personal Capability:Reectonmethodsandmakesimpleconclusions



Key Question


Mystery BoxObtainacardboardboxandcutaholeinitlargeenoughforyourpupils’handstoreachinside.Placeunderthecardboardboxseveralmedium-sizedobjectsthatarecommonlyfoundaroundtheschoolandhome(forexamplecup,spoon,lego).

Encourageeachpupilinturntoreachintothebox,throughthehole,andretrieveoneobject.Addsomeinterestingorunusualobjects.

Remembertoreinforcethatthepurposeofthetaskistotakeoneitemoutatatime(ifpupilsndthisdifcult,onlyplaceoneobjectatatimeinthebox).

Takeavideoofyourpupilsperformingtheactivityandwatchittogetherafterwards.Discusssomeoftheirreactionsandhowthesemightaffectotherpupilsinthegroup(forexamplerefusal,surprise,pushingin).

Youcanmakelinksto:

• Physical Education bydevelopingnemotorskillsbylifting;

• Language and Literacy bydescribingobjectsverbally(whereappropriate);and

• Mathematics and Numeracy byfocusingonthepropertiesofobjects(numberofsides,corners,etc.).

Can I usemy hands to grip?

Y ou w i ll need:

R esour c e 7 : T idyUp

R esour c e 8: P layDoughRecipe

R esour c e 9: F ineMot or Skillsand P layDough

• Acar dboar dbox

• V ar ioushouseholdobjects

• Av ideocamer a

• Abow l

• Aplast iccont ainer w ith lid

• Coins

• P laydough



Picking It UpScattertensmallobjectsonatableinfrontofyourpupils(forexampleblocks,buttons,beadsorcoins).Usingyourthumbandrsttwongers(pincergrip)pickupanobjectandplaceitintoabowl.

Guideyourpupils’handsandencouragethemtousethepincergrasptopickupanobjectandplaceitintothebowl.

Repeattheactivity,reducingtheamountofpromptingrequiredtopickupandreleaseobjects.

Developthisactivityintopostingcoinsthroughaslitcutintoaplasticcontainerwithalid.Ifyouuserealcoins,thiscanformpartofalessononcoinrecognitionbysorting.

Encourageyourpupilstotidyupaftertheactivity.Toallowforthis,endtheactivitysessionveminutesearlyanddevotethoseminutestotidyuptime.Objectsthatpupilshavebeenplayingwithshouldbeputawayinasuitablecontainer.Useavisualcue,liketheoneinResource7,tohelp.

Shaping DoughEncouragearangeofnemotorskillsactivitiesusingplaydough.TubsofplaydoughcanbeboughtoralternativelyyoucanmakeyourownusingtherecipeinResource8.SeeResource9forideasonhowtouseplaydoughtodevelopnemotorskills.

Developtheplaydoughsessionstomakelettershapeswithclasseswhoarelearningphonics.

Youcanmakelinksto:

• Physical Education byencouragingnemotorskills;

• Language and Literacy byfollowinginstructionsandmakinglettershapes;and

• The Arts byusingmodellingmaterials.


Communication -Bewillingtojoinin

Communication -Beabletolearnfromdemonstrationandmodelling

Communication -Learntoworkandplayco-operatively

Communication -Developcondenceinbeingwithadultsandotherpupilsinavarietyofcontexts

Communication -Usenon-verbalmethodstoexpressideas and engage with the listener

Thinking Skill and Personal Capability:Generatepossiblesolutionsandtryoutalternativeapproaches



12 To Be Me Let’s Get Moving

Resource 1Clapping RhymesUsethesewithyourpupils.Repeatthemoften,aspupilswithspecialneedslikelotsofrepetition.

Pat-a-Cake

Pat-a-cake,pat-a-cakebaker’smanisatraditionalnurseryrhyme:

Pat-a-cake,pat-a-cakebaker’sman.

Bakemeacakeasfastasyoucan.

Rollit,patitandmarkitwith“B”

AndputitintheovenforBabyandme.

Accompanytherhymebyhandclappingwithyourpupils.Youcanreplacethe“B”withtheinitialofthepupilyouareplayingwith,andusetheirnameinthelastline.

A Sailor Went to Sea Sea Sea

Asailorwenttosea,sea,sea

Toseewhathecouldsee,see,see

Butallthathecouldsee,see,see

Wasthebottomofthe deepbluesea,sea,sea.



Resource 1

Round and Round the Garden

Round and round the garden

Likeateddybear

Onestep,twostep

Andaticklyunderthere.

One Two Three Four Five

One,two,three,four,ve

OnceIcaughtashalive

Six,seven,eight,nine,ten

Then I let it go again

Why did you let it go?

Becauseitbitmyngerso

Whichngerdiditbite?

Thislittlengeronmyright.

Clapping RhymesUsethesewithyourpupils.Repeatthemoften,aspupilswithspecialneedslikelotsofrepetition.




Resource 2 Visual Prompts or Throwing and Catching

throw



Resource 2 Visual Prompts or Throwing and Catching

catch



16

marching To Be Me Let’s Get Moving

Resource 3Marching



Resource 4Lyrics

The Ants Go Marching

Theantsgomarchingonebyone,hurrah,hurrahTheantsgomarchingonebyone,hurrah,hurrahTheantsgomarchingonebyone,ThelittleonestopstosuckhisthumbAndtheyallgomarchingdowntotheground

Togetoutoftherain,BOOM!BOOM!BOOM!

Theantsgomarchingtwobytwo,hurrah,hurrahTheantsgomarchingtwobytwo,hurrah,hurrahTheantsgomarchingtwobytwo,The little one stops to tie his shoeAndtheyallgomarchingdowntothegroundTogetoutoftherain,BOOM!BOOM!BOOM!

Theantsgomarchingthreebythree,hurrah,hurrahTheantsgomarchingthreebythree,hurrah,hurrahTheantsgomarchingthreebythree,ThelittleonestopstoclimbatreeAndtheyallgomarchingdowntothegroundTogetoutoftherain,BOOM!BOOM!BOOM!

Theantsgomarchingfourbyfour,hurrah,hurrahTheantsgomarchingfourbyfour,hurrah,hurrahTheantsgomarchingfourbyfour,

The little one stops to shut the doorAndtheyallgomarchingdowntothegroundTogetoutoftherain,BOOM!BOOM!BOOM!

Theantsgomarchingvebyve,hurrah,hurrahTheantsgomarchingvebyve,hurrah,hurrahTheantsgomarchingvebyve,ThelittleonestopstotakeadiveAndtheyallgomarchingdowntotheground





Resource 4

...The Ants Go Marching(continued)

Theantsgomarchingsixbysix,hurrah,hurrahTheantsgomarchingsixbysix,hurrah,hurrahTheantsgomarchingsixbysix,ThelittleonestopstopickupsticksAndtheyallgomarchingdowntotheground


Theantsgomarchingsevenbyseven,hurrah,hurrahTheantsgomarchingsevenbyseven,hurrah,hurrahTheantsgomarchingsevenbyseven,The little one stops to pray to heavenAndtheyallgomarchingdowntothegroundTogetoutoftherain,BOOM!BOOM!BOOM!

Theantsgomarchingeightbyeight,hurrah,hurrahTheantsgomarchingeightbyeight,hurrah,hurrahTheantsgomarchingeightbyeight,The little one stops to shut the gateAndtheyallgomarchingdowntothegroundTogetoutoftherain,BOOM!BOOM!BOOM!

Theantsgomarchingninebynine,hurrah,hurrahTheantsgomarchingninebynine,hurrah,hurrahTheantsgomarchingninebynine,

ThelittleonestopstocheckthetimeAndtheyallgomarchingdowntothegroundTogetoutoftherain,BOOM!BOOM!BOOM!

Theantsgomarchingtenbyten,hurrah,hurrahTheantsgomarchingtenbyten,hurrah,hurrahTheantsgomarchingtenbyten,Thelittleonestopstosay“THEEND”Andtheyallgomarchingdowntotheground


Lyrics



Resource 4

The Grand Old Duke o York

TheGrandoldDukeofYork,

Hehadtenthousandmen.

Hemarchedthemupthehill, (Everyone stands up)

Andhemarchedthemdownagain. (Everyone sits down)

Andwhenyou’reup, you’reup,

(Everyone stands up)

Andwhenyou’redown, you’redown. (Everyone sits down)

Andwhenyou’reonly halfwayup,

(Everyonecrouchstand)

You’reneitherup nordown.

Lyrics




Resource 5Stepping

stepping



Resource 6 Jumping

jumping




Resource 7 Tidy Up

tidy up



Resource 8Play Dough RecipePlaydoughiseasierforyoungchildrentohandlethanmodellingclay. Makingyourowndoughissimpleandmuchcheaperthanbuyingit.

Play Dough200g plain four 100g salt 1 tbsp cooking oil2 tsp cream o tartar

300ml water Choice o ood colouring

Mixour,saltandcreamoftartartogetherinabigsaucepan.Addwatergraduallytoremovelumps(Foodcolouringcanbeaddedtowaterorleftto

theendwhenyoukneadthedough).Putpanoveralow-to-mediumheatandcook,stirringconstantly(Itishardwork).Themixturewillsuddenlybegintothicken.Continuestirringuntilthedoughbecomesverystiff.Removethepanfromtheheat.Scrapeoutthedoughontoasmoothsurface.Soakthe

panimmediately.Kneadbuttakecare–thedoughwillbeveryhotinthecentre.

Storeyourdoughinseparateairtightcontainersandkeepitinthefridge.Thedoughcanbekeptforuptotwoweeksandcanbeusedmanytimes.




Fine Motor Skills and Play Dough

1) Haveyourpupilsrollthedoughusingbothhandsintoalongsausageshape.

2) Demonstratetoyourpupilshowtopinchoffasmallpieceofdoughfromoneendusingyourthumbandindex

nger.

3) Repeatpinchingoffpiecesofdoughuntilallthedoughisinsmallpieces.

4) Rolleachofthesmallpiecesintoaball.Thensquasheachballintopancakesusingthepalmofyourhand.

5) Gatherallthepancakestogether,rollintoaballandstartagain.

6) Rollthedoughintoasausagethen,usingthethumbandindexnger(pincergrasp),pinchalongthetopofthedoughformingasmallridge.Tellyourpupilsyouaremakingadinosaur.

7) Rollthedoughbackintoaball,thenintoasausage.

8) Usingonengeratatime(startingwiththeindexnger)pokethedoughsausageuntilithasavisibledepression,thencontinuealongthelengthofthedough.Rollitintoasausageagainandthenpokewith

anotherngerorwiththeindexngeronyouroppositehand.

9) Pulloffsmallpiecesofdoughusingyourthumbandindexnger,thenrollintosmallballsusingapincergraspmotion.Pickupsmallpiecesofdoughusingthepincergraspandplacebackintotheplaydoughbox/bag.

10)Encourageyourpupilstoperformstep9.

11) Repeatallnemotoractivitiesmanytimes,reducingtheamountofpromptingasyouobserveyourpupilsbecomingmoreindependent.Allowsomefreeplaywithdoughattheendofthesessionifyouhavetime.

Usevisualcues,verbalinstructionsorphysicalprompts(accordingtoindividualneeds)toencourageyourpupilstoparticipateinarangeofplay-doughactivitiesthatpromotetheuseofthepincergraspandnemotorcontrolandstrengthenthemusclesinthehandandngers.

Giveeachofyourpupilsasmallballofplaydoughandworkthroughtheguidelinesbelow.Havethemimitateyouractionsthroughoutthe

steps:

Resource 9

tbm lets get moving

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