Name of teaching material
4-line worksheet self-made product
*The description appears by hovering the cursor over the image.
| Target |
Children having difficulty writing legible alphabet letters Children with physical disabilities Children having difficulty distinguishing long and short strokes of Roman alphabet letters when writing Children who reverse or confuse alphabet letters (Elementary, lower secondary, and upper secondary educational stages: 6 to 17 years old) |
|---|---|
| Disability category | physically challenged |
| Teaching units / Applicable scenes | foreign languages |
| Specific purposes | To enable children to recognize the sound of alphabet letters and properly write them |
| Considerations for disability characteristics |
Teachers are to: Emphasize that it is not necessary for the children to write letters quickly. Carefully explain the length, position, and orientation of each stroke of lower-case letters by effectively using four guidance lines. Whenever necessary, explain the characteristics of the letters and the differences between them (e.g., the lower-case “q” is the same as the number “9”; the upper-case “B” and lower-case “b” differ in the number of circle shapes; and the upper-case “D” and lower-case letter “d” differ in orientation). |
| Expected effects and results |
Children can: --understand the position where they should begin writing alphabet letters, and practice writing letters --practice writing letters in a fun way. |
| How to use |
(1) Before writing a given letter on paper, make children write the letter big in the air by moving their arm wide so they can feel the movement. Then, ask the children to write the letter on the desk with a finger. (2) When writing the letter in the air and on the desk, elicit the children to compare it with another letter that requires similar hand movement. Help them learn where they make a curve, in which direction they should write strokes, and how far they should extend strokes. (3) Make the children write alphabet letters on a large 4-line worksheet. The second line from the bottom should be bold or red so as to standout as the reference line. Letters are linked to different stories of a house and grouped with respect to the reference line (the main floor) into those reaching down into the basement (g, j, p, q, y), those on the main floor (a, c, e, m, o), those rising to the mezzanine (i), and those rising to the second floor (f, h, k), etc. (4) Advise the children to voice the sound of the letter each time they write it, which help them connect a letter and its sound. |
| Related teaching materials and information |
Commercially available 4-line notebooks 4-line worksheet practice software for the PC |
| Useful for other students |
- Informant Special Needs Education School for the Physically Challenged, University of Tsukuba
- Keywords Alphabet, Roman alphabet, writing letters, malformed letters, letter length, letter orientation, English
- Created 2017-11-09 17:32:09
- Updated 2023-12-07 13:04:03