This unit focuses on the offspring of organisms, variations and similarities within those offspring, and patterns of inheritance. Beginning with characteristics of living and nonliving things, across the unit students investigate seeds and plants, animals and offspring, characteristics of animals, and patterns of inheritance.
Handwriting and Dysgraphia and Visual-Perception too The bottom line: Very simply, dysgraphia means difficulty producing legible handwriting in the absence of intellectual impairment. Here is a link to the Wikipedia article on it.
There are a couple of types, which boil down to motor problems or visual-perceptual problems. It is often suggested to differentiate the motor from other types through finger-tapping speed, but I don't think that is necessarily the best way.
I think once you understand the background of fine motor skills and visual-perception difficulties, dysgraphia just beomes a fancy word for summarizing some combination of these that make handwriting difficult. Motor versus Visual-perception and handwriting: It has a main part and two supplements, and the supplements are designed to tease out whether difficulties copying the forms on the test circles, diamonds, crosses with arrow tips, and the like are due to motor or visual-perception difficulties.
Taken to the extremes, a child with only motor problems would be able to see and understand clearly the details of each form, and to see their own errors, but could not physically control the pencil to make accurate lines to replicate the forms.
The lines may instead by wobbly or wavery. Or the child may be unable to slow his or her movements as in a child with attention deficit hyperactivity disorder [ADHD]instead of dashing off hasty and inaccurate lines. Or they may be unable to figure out what direction to move the pencil to make the curves and angles that 1st grade handwriting assessment for kids can see see motor planning.
Motor skills are remediable through practice in many cases. If someone has weak muscles in their hands, those can be strengthened. If they have developed poor grasps as a habit, that can be addressed. Practicing controlling a tool will improve accuracy with that tool think tennis, wood working, or playing guitar.
Motor planning difficulties are a little more complex, but there is evidence that this area can be improved through remediation, especially before adolescence. Meanwhile, a child with purely visual-perceptual difficulties would be able to trace lines with accuracy, but they would not see or understand the details of the forms.
They may copy a triangle as a lumpy circle and not see any difference, or make all their letters different sizes and with no spaces between words and not understand why the teacher is correcting them. They may have visual memory problems and not be able to recall what each letter is supposed to look like.
How can we address weak visual-perception skills in school? Visual perception is a cognitive skill, like language processing, verbal memory, or problem-solving. Children with poor visual perceptual skills often also have difficulty with mathematics beyond memorizing math facts.
A subset or overlapping set? The usual approach to visual perceptual problems is to work around them, not to try to improve them. In the s and s it was thought that practice would improve visual pereception.
There was a spate of materials produced where children identified the missing part of a picture or tried to match what a shape would look like if it were flipped upside down.
In the end, research found that children got better at the very specific subtasks of these workbooks, but that it did not carry over to real world situations such as speeding up their copying of letters and numbers, or being able to find objects in a jumbled background.
I don't want to be taken as saying that there is no point in learning materials where children manipulate objects in space Tangrams, block design puzzles, measurement blocks, etc. Of course learning about visual-spatial concepts and the visual characteristic of the world around us is important and is developmental.
But when visual-perception is an area of weakness in a person, it will not become an area of strength through worksheets. Several people have contacted me to ask for a reference for the statement, "visual perception cannot be remediated through practice. If anyone knows of one, I'd love to have the reference.
This was information that I gained from class and other lectures, and it makes some sense if you logic it through. However, I have recently been looking at information about a resurgence of educational programs that break down practical skills into bits of cognitive function and then trains for those isolated functions, such as the Arrowsmith School in Toronto.
This program, for children with average or better intelligence but specific learning disabilities, has children spend a significant amount of time each day engaged in what seems to be nearly meaningless busy work, such as tracing nonrepresentational figures over and over, in order to improve specific brain functions.
It is also featured, along with Fast ForWord, and other approaches that seek to change neural pathways in specific sub-skills, in the book The Brain That Changes Itselfwritten by a psychiatrist.
SO, having re-thought all of this, here is my current thinking on it: For example, if you are not musically inclined, with some serious effort and time you could train your ear to hear pitches more accurately, your hands to play an instrument, and your body to move to rhythms.
Meanwhile, if we go back to visual perception as a weakness in handwriting, does it make sense to put other learning on hold in order to devote the time and energy to improve that specific area?Help Students Develop Standards for Evaluating Their Work By Jim Henry.
Portfolios have been part of my first-grade classroom for years, but recently I took portfolio assessment to the next stage by guiding my students to develop their own standards for evaluating their . First Grade Writing Curriculum Map Unit 1 August/September How can I write small moments with focus/detail and that have dialogue?
(Work towards building writing stamina! Older children with writing disabilities often continue to struggle with lower-level skill impairmentssuch as labored handwriting, poor spelling, or difficulties with punctuation and sentence structurethat tend to adversely affect content.
Free magnet worksheet for kids.
by Anna G May 12, 14 Today I’m sharing a free printable magnet worksheet to use when your kids test the magnetism of everyday objects.
I created this simple worksheet for some science fun with my Three. first grade, kindergarten, magnetic objects, magnets, printable, worksheet.
Teams of teachers authored units for each grade and content area of the Colorado Academic Standards. Below, are sample instructional units for 1st grade mathematics, reading, writing, and communicating, science, social studies, comprehensive health, visual arts, drama/theatre, dance, and music.
1 Page For All Subject Areas, For All Subjects Grade Levels Kindergarten, 1st, 2nd, 3rd, 4th, 5th, 6th, 7th, 8th Resource Types Assessment, Printables It includes space for students to reflect on things they do well and things they need to work on in reading, writing, and math, as well as effort and behavior.