Developmental Tasks.pdf - Primarily Learning

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Language Development Listening Development Visual Development Fine Motor/ Eye Hand Developmental Reading Tasks Toddler to 3 + NOTE: Remember to provide numerous and varied learning opportunities through games, music and activities for young children. Some of the activities listed may be presented when the child is a toddler. Children develop at varying rates. Some children will quickly grasp and enjoy the activity while other will need repeated and varied learning opportunities. * All of the activities listed below are presented and many are assessed during senior kindergarten. Sing the abc song. * * I spy something that starts with “x”. {sound of the letter(s)} * * I spy something that ends with “x”. {sound of the letter(s)} * * Make up a tongue twister with three or more words that start with the same sound. (i.e. She sells seashells by the seashore.) * * * Play grocery store or food bingo. * * Ask the child to cut words from a magazine that have one or more * letters from his/her name. Wear a sound, make a headband sound, or post a letter(s) on a book. Encourage the child to inquire about or identify the sound that the letters represent. Use a divided tray or T chart and sort letters. Identify your sorting rules. ( i.e. These have dots. These have curves.) Use a reading window (a square hole cut in a strip of paper) and find the letter(s) that represent the sound of the day in the morning message, chart story or big book. Use a highlighter and find a specific letter or sound in a magazine or newspaper. * * * * * * * * Use magnetic letters to create words from picture and name cards. * * Use alphabet stamps. * * Print sounds in the air. This is called air writing. Provide exact * * * directions for moving the hand. Ask the child to record dictated letters sounds on a white board, chalkboard or paper. Use 8 pairs of cards and play concentration. Increase pairs as skill develops. * * * * * * Make letters or words out of playdoh or plasticene. * * * Use pipe cleaners or wikki sticks to make letters. * * * Make a graffiti board with letters or words. * * * Make rainbow letters. * * * Make large tactile letter or letter combinations. * * * Create curves and lines in finger-paint. * Support the child‟s efforts to write his/her name using lower case letters. * * Initially learn the sounds of our language (phonemes) instead of alphabet letter names. Connect the sound to the symbol(s)… (letter(s)) Learn the letter names (graphemes) as you introduce tricky words. * Go on an alphabet hunt around the classroom or playground. * Using up to five cards, put them in alphabetical order. Make lily pads. Add letter sounds. The child is encouraged to hop to the * next sound heard. Make stepping stones. Ask the child to say a word that has the sound of * the next stone in it. Identify if the sound was at the beginning, middle or end of the word. Be creative! Use letters to create a new character or draw a picture. * * Make Patterns. Look for patterns in nature. * * * Compiled by L. Fyke 2006 4
Language Development Listening Development Visual Development Fine Motor/ Eye Hand Developmental Reading Tasks Toddler to 3 + NOTE: Remember to provide numerous and varied learning opportunities through games, music and activities for young children. Some of the activities listed may be presented when the child is a toddler. Children develop at varying rates. Some children will quickly grasp and enjoy the activity while other will need repeated and varied learning opportunities. * All of the activities listed below are presented and many are assessed during senior kindergarten. ORALLY BLEND SOUNDS to make consonant-vowel-consonant (cvc) or cv, vc words. (i.e. Guess my word: r-e-d, -c-ar, d-o-g, g-ir-l) Orally blend sounds to make more complicated words. (i.e. Guess my word: s-t-o-p, b-e-l-t, ch-ai-n, b-l-e-n-d) Place a dot under each letter or letter combination that represents a sound. Use the dots as you point to the letter(s) to read the sounds. Blend the sounds together to read the word. Make up sound cards. Give the child a limited number of sound cards to choose from. Using those cards ask the child to find the sounds to make a word. ( i.e. s-ee, m-a-d, r-a-n, r-ai-n, d-ee-r) Play letter sound or word dominoes! (i.e. ai /ee, ee/ a: dog/cat, cat/pig, pig/cup) Make a rhyming circle using two sizes of paper plates and a brad. Try to sound out the words! Be a detective! Ask the child to look through a magnifying glass at an word and blend the sounds to read the word. * * * * * * * * ORALLY SEGMENT SOUNDS of words. ( i.e. house = h-ou-se) * * Hold up a finger for every sound heard in a word. * * Move a marker for every sound heard in a word. * * Record the sounds of words dictated by the teacher. * * * Make a shopping list. * * Introduce tricky words. Explain why they are tricky. * Make a word wall with tricky words in alphabetical order. * After learning some tricky words, and experiencing numerous successful opportunities to read decodable sentences, read simple decodable * stories. Learn how to print tricky words. * After developing fine motor control and many experiences printing sounds and recording dictated words, write short, dictated sentences. * * * * * * Write a story! * * * Encourage the child to retell a story in their own words. * * Using pictures from the story, sequence story details. * * Tell jokes and riddles! * * Ask questions and expect answers! * * Print words on index cards. Ask the child to unscramble the words to make a sentence. (i.e. I see a big tree. Look at the fat cat.) Create building word steps. Draw one step. Under the first stair write a common noun. Ask the child to think of a word to describe the noun. Add up to 5 adjectives and stairs. (i.e. Ball. Big ball. Big, red ball. Big, red, bouncy ball. Big, red, bouncy spotted ball. Talk about parts of speech when you read stories. * Talk about punctuation when you read stories. * * * * Compiled by L. Fyke 2006 5
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