The older children in my setting are getting very good at writing their own names now. We started off with tracing over name cards and then moved on to independent writing. They are now asking to write new words. I try and use words relevant to their interests or the season we are in. I printed off some Autumn word sheets this week and lay them out on the kitchen table with some colouring sheets, pencils, plain paper and stickers. They all asked to do the writing first!
Little “X” is working on his pencil grip and we are doing different activities like threading and tweezer activities to try and improve his pencil grip. He recognises many letters and is attempting to sound out words because of this but writing is quite tricky for him.
Little “L” has been working on her colouring and does really well at staying in the lines. She has very good pencil control now. We are going to start working on following a line from left to write across a page and work with some horizontal waves, zig zags and bump lines to practice the movements needed to form letters easily.
LEARNING INTENTIONS AND IDEAS FOR EXTENDING LEARNING:
- To work on pencil control and letter formation.
- To assess what stage the children are at in their early writing skills and how to support their progression/ plan for next steps.
- More tweezer activities and threading for X. Also more large controlled movement for his arms and hands. Writing large letters outside with chalk.
- I will purchase some triangular pencil grips which might help “X” to hold his pencils in a more effective way for writing and drawing.
- Offering “L” some activities where she starts to make common letter shapes. Spirals in a clockwise motion. Waves and bumps across a page and working left to right.
CHARACTERISTICS OF EFFECTIVE LEARNING:
The children chose the Autumn worksheets from a selection of materials available to them. The self selection of this activity meant that they were engaged and interested from the onset. They had a desire to write each word and colour in the pictures. They had set their own challenge to achieve and this motivated them.
“X” allowed me to re-position his pencil for him a few time s and you could see that he really wanted to learn to hold it in an easier way. He self corrected a few times which showed that he was able to continue with an activity even when it challenged him and that he could seek solutions for himself. Showing a strong “can do” attitude.
“X” recognised many of the letters as he wrote them and even linked some of them to familiar words.
“L” recognised significant letters such as “L” for her name or “E” for her brothers name.
Today’s play, meets the following EYFS Prime and specific areas:
- Personal, Social and Emotional
- Communication and language
- Physical Development