EXERCISE BOOK - DYSLEXIA ASSESSMENT PROTOCOL by Ecaterina Nechitescu

EXERCISE BOOK

“DYSLEXIA ASSESSMENT PROTOCOL” 2019-1-LV01-KA201-060355

TABLE OF CONTENTS 1. Foreword…………………………………………………………… page 2 2. Project partners …………………………………………………… page 7 3. Chapter I: Auditory memory exercises ………………………………………. page 8 4. Chapter II: Visual memory exercises ………………………………………….. page 25 5. Chapter III: Visual-spatial memory exercises …………………………………. page 44 6. Chapter IV: Spatial orientation exercises ……………………………………… page 63 7. Chapter V: Time orientation exercises ………………………………………... page 81 8. Chapter VI: Phonological skills exercises ……………………………………… page 94 9. Chapter VII: Reading decoding exercises ………………………………………. page 108

“DYSLEXIA ASSESSMENT PROTOCOL” 2019-1-LV01-KA201-060355

FOREWORD

Dyslexia affects between 15-20% of the population, making it the most commonly diagnosed learning disability. Although dyslexia has a strong impact on many students, it remains one of the least understood disabilities. Not many people know that dyslexia is brain-based. Brain imaging studies show clear differences between the brains of people with and without dyslexia. These differences occur in the areas of the brain responsible for key reading skills. In people with dyslexia, the areas of the brain responsible for reading may work differently from people who do not have this difficulty. The key features of dyslexia are that people with this disability have problems with phonological processing, spelling and/or rapid naming. They lack reading fluency, as evidenced by slow, inaccurate or slurred oral reading. Phonological processing difficulty means the inability to effectively decode letters into compound sounds to form words. A fundamental phonological processing problem can block access to other more advanced aspects of reading, such as word identification and comprehension. Difficulties with spelling stem from an inability to write efficiently from memory the letters that make up words. In this case, an increase in the time it takes to spell words as well as spelling mistakes may be noticeable. Difficulty in rapid naming may be evident when it is increasingly difficult to quickly retrieve speech sounds and the correct letter order patterns needed to read and write efficiently. Facts about dyslexia a) Dyslexia affects the areas of the brain associated with detecting and processing speech sounds and their corresponding letters. These connections between letters and sounds are fundamental to reading. Reading development is impaired when those areas of the brain do not function effectively to make these connections.

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b) Dyslexia can be inherited. It has environmental and genetic contributions. If a child has a family member with some form of dyslexia, the chances of them being affected by the disorder increase exponentially. c) Dyslexia is invisible. Identification of this disorder requires evaluation and assessment. It is difficult to identify students with dyslexia on the surface. Often, lack of effort and avoidance of the reading task may actually hide fatigue due to difficulties in processing information differently from their peers. D) Dyslexia has varying levels of severity. Difficulties due to dyslexia can range on a scale from mild to very severe. Mildly affected students may compensate for their inability to read accurately, resulting in later or missed identification compared to more severely affected students. e) Dyslexia is often present in combination with other learning difficulties. In addition to reading challenges, attention disorders such as ADD (attention deficit disorder) or ADHD (attention deficit hyperactivity disorder) can be mentioned. According to the most recent studies, about 25% of dyslexia sufferers are affected by ADHD. Myths about dyslexia a) Dyslexia is a visual problem. In fact, dyslexia is associated with phonological deficiencies with a basis in the brain, so it is more of a language problem and not a visual one. Dyslexia is not associated with reversal of letters or numbers. b) People with dyslexia cannot learn to read. In fact, most individuals with dyslexia learn to read. Dyslexics usually require explicit educational support and find reading in particular particularly difficult. c) Dyslexia has an impact on an individual's intellect or imaginative and emotional functioning. The reading disorders associated with dyslexia are unexpected in that dyslexics generally demonstrate both normal intellectual functioning and developmental growth. One in five pupils suffer from dyslexia. In a pupil with dyslexia, we can see some strengths such as creativity and imagination, communication skills, solving problems in a novel way, talent in construction and design, strong 3 D visual skills and never giving up. On the other hand, his weaknesses are reading and making rhymes, writing 3

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and taking notes, confusion between left and right, organization and time management, following instructions, memorization (as in math and spelling).

As teachers, our task is to provide the necessary support to dyslexic students. How can we do this? Firstly, we can learn about dyslexia and disseminate information to all colleagues, parents and interested students. This is the main motivation behind the ERASMUS + project DYSLEXIA ASSESSMENT PROTOCOL (DAP), as the vast experience of the Dyslexia Association in Ruse, Bulgaria, has shown that both parents and teachers want to know more and have tools to help them in the early detection of signs that may predict the onset of dyslexia. During lessons, we can track indicators - is the pupil acting or being discouraged by some work tasks? We cannot apply the wait and see principle, as early intervention is extremely important for improving outcomes. The project focuses on a very specific problem - the early identification of dyslexia among pupils in the initial acquisition of literacy (grades 1 and 2); and the identification of pre-school children (the last year before school) at risk of dyslexia. According to the European Dyslexia Association, dyslexia affects 25 million people in Europe (figures from the International Dyslexia Association show that 10-12% of the world's population suffer from dyslexia to some degree). Research shows that the earlier the problem is identified, the sooner intervention begins and the more likely the positive results. There is a lack of effective assessment methods and tools that teachers could easily use in the classroom to identify symptoms of dyslexia. Teachers lack effective practical skills to recognise the reasons for children's literacy difficulties. All these factors are among the main reasons for many pupils' low academic achievement in later stages of the educational process, as well as for their unsatisfactory long-term social integration and employment. Most of the previous projects deal with raising awareness and understanding of different aspects of education and provide theoretical knowledge about different approaches and techniques, as well as the support that needs to be provided to pupils with reading/writing difficulties. All this knowledge is very important. What teachers 4

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also need is to know how to find out the reason behind pupils' learning problems from the very beginning. This is what the DAP project aims to do. In the partner countries, there is no standardised, quick and easy assessment tool for dyslexia/dyslexia risk. Different specialists dealing with this problem use different tests, which they select and interpret according to their own understanding. For specific reading and writing skills, no specific tests are used. The specialists are the ones who decide to what extent an individual's literacy skills correspond to their age. The aim of the DAP project is to help primary school educators and teachers who are confronted in the classroom with possible problems in correctly identifying pupils with learning difficulties, especially dyslexia. The subsequent outcomes of pupils depend largely on early identification of risk factors for reading disabilities. If individuals at risk of dyslexia are not identified and supported in an appropriate and timely manner, there is a greater chance that subjects will develop anxiety, depression, and/or behavioural problems. In the early stages of this project, from the first meetings of the participating country teams, a set of questionnaires were developed and applied to both primary school teachers and pre-school teachers. The questionnaire items aimed, among other things, to identify and quantify whether tools, programmes or strategies exist to detect children at risk of dyslexia. Following the application of these questionnaires, the following conclusions were reached in relation to these issues: - a very large number of pre-school and primary school teachers (over 70%) said that they did not know about or use tools to help them detect future reading problems in children; - very many of the teachers interviewed say they do not feel prepared to recognise, work with or help children who are at risk of dyslexia; - the majority of teachers who responded to the questionnaires do not know whether there are any programmes or tools to help children at risk of dyslexia to be detected; - the problem of children at risk of dyslexia is the exclusive responsibility of the speech and language teachers, who, being very few in number, need to be supported and to work as a team with the class teacher, whether an educator or a teacher.

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This book is one of the Intellectual Outputs of the project. It is prepared by the project team in collaboration with teachers who will take part in the Piloting (Output 4). The aim is to provide teachers with a practical tool they can use with pupils with dyslexia and other related learning difficulties in order to develop the skills they have deficits in, so they could better perform at school. The Exercise Book is divided into chapters/sections and in each of them exercises address one or more skills. These chapters/sections will be related to the areas assessed by the Dyslexia Assessment Protocol application, developed by the Partnership (Output 2). For example, if the Protocol defines deficits in phonological memory, teachers will be able to find in the book exercises they can use (or suggest parents to use with the children at home) in order to improve pupil’s phonological memory and to compensate the deficit. Each of the partners has developed three exercises for each of the assessed/problematic areas. These exercises will be used as a training material during the Pilot trainings in all partner countries. Teachers who will take part in the Piloting are asked to add three more exercises to the collection. They are also included in the final version of the Exercise Book. The final version of the Book will be published (in electronic version) on partners’ websites and on project FB page. A limited number of paper based copies will be published for future use.

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PROJECT PARTNERS: 1. Rezekne Academy of Technologies (RTA) – Latvia 2. Asociacia Dyslexia (DABG) – RUSE, Bulgaria 3. KOCAELİ MİLLİ EĞİTİM MÜDÜRLÜĞÜ, iZMIT (KPDONE) – Turkey 4. GEDON SOFT, BREMEN – GERMANY 5. GRIGORE MOISIL THEORETICAL HIGHSCHOOL (LTGM), TIMISOARA ROMANIA

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CHAPTER ONE AUDITORY MEMORY EXERCISES

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CHAPTER I: AUDITORY MEMORY

Aims and objectives: To train child’s ability to remember auditory stimuli in the correct order EXERCISE 1: suggested by Asociacia Dyslexia – Bulgaria /DABG/ Name of the exercise: Continue the sequence Type of activity: group

Age group: 6-8 y/o

Rules: All children and the teacher stay in a circle. They all together choose a topic (e.g. “animals”; each time the topic can be different: fruit, vegetables, girls’ names, etc.). The teacher says one animal (e.g. “dog”), the child who stays next to the teacher repeats the word and adds another animal (e.g. “dog, horse”); then the next child repeats two words and adds another one (e.g. “dog, horse, bear”), etc. Important thing is that the words should be repeated in the correct order. The game ends when somebody can’t repeat the words in the correct order, or can’t think off a new word. Then the group can choose another topic and the game starts from the beginning.

Materials required: Nothing

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CHAPTER I: AUDITORY MEMORY

Aims and objectives: To train child’s ability to remember auditory stimuli and to reproduce/implement the perceived auditory information. EXERCISE 2: suggested by Asociacia Dyslexia – Bulgaria /DABG/ Name of the exercise: Listen and colour Type of activity: individual, group

Age group: 6-8 y/o

Rules: Each child receives a simple picture for colouring (sample 1). The teacher reads aloud the description. Children need only to listen carefully and not to start colouring before the end of the description. After the description is read, the teacher says “Start!” and children need to colour the picture the way it was said in the description. It is good, if possible, to place the children in the room the way so they can’t copy from each other – this will decrease the effectiveness of the exercise. The teacher can set a time limit, too (depending on the child/children’s age). You may decide to make the exercise more difficult giving confusing instructions (sample 2) Materials required: Printed simple pictures, colour pencils or crayons (colours should be more than needs, so the child can choose). Sample 1: “On our street there is a small yellow house. The roof of the house and the chimney are red, the door is brown. There are two windows: the curtains on one window are green, and on the other window are orange.”

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Sample 2: “Mary has a bowl with strange fruit: purple apple, red banana, green orange, blue pear and pink grape.”

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CHAPTER I: AUDITORY MEMORY

Aims and objectives: To train child’s ability to remember auditory information and to reproduce the main facts. EXERCISE 3: suggested by Asociacia Dyslexia – Bulgaria /DABG/ Name of the exercise: Listen and Fill the Blanks Type of activity: individual, group

Age group: 7-8 y/o

Rules: The teacher reads the text aloud (may decide to read the text twice). The child (children) listen carefully, trying to remember the information. After that the child (children) receive the same text but with some key words missing. They need to fill the blanks. The exercise can be done in two variations: 1/ the missing words are provided, and the child just need to find the correct place for each of them; 2/ the child needs to fill the blanks based on what he has remembered. NB The number of the missing words (blanks) depends on the age and abilities of the child (children) and should be decided by the teacher. Materials required: Text (to be read by the teacher) and the same text with blanks; pen or pencil. Sample: “Pippi Longstocking lived in an old house on the edge of a small town. Around the house there was an old overgrown garden. Pippi was nine years old and she lived there all alone. Of course, Pippi had a Mom and a Dad, who she loved very much. Unfortunately, her Mom died when Pippy was a tiny baby, so she almost couldn’t remember her. But Pippi believed that her Mom was on the sky looking at her daughter from above. Pippi’s Dad was a sea captain who sailed the great seas until one day a big storm blew him overboard and he disappeared. However, the girl was sure her Dad was alive, living on an island with a native tribe, had become their king and was walking around with a golden crown on his head.”

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“Pippi Longstocking lived in an old house on the edge of a …………town. Around the house there was an old overgrown ………….. Pippi was …………… years old and she lived there all alone. Of course, Pippi had a Mom and a Dad, who she loved very much. Unfortunately, her Mom died when Pippy was a ………… baby, so she almost couldn’t ……………………. her. But Pippi believed that her Mom was on the ……………. looking at her daughter from above. Pippi’s Dad was a sea …………….. who sailed the great seas until one day a big ……………… blew him overboard and he ………………………. However, the girl was sure her Dad was alive, living on an ………………. with a native tribe, had become their …………………… and was walking around with a golden ………………….. on his head.”

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CHAPTER I: AUDITORY MEMORY

Aims and objectives: To train child’s ability to hear and perceive audial information EXERCISE 4: suggested by Rezekne Academy of Technologies (RTA) (Latvia) Name of the exercise: Chain of words Type of activity: individual

Age group: 6-9 years old

Rules: The child is given some time (approximately 1 min) to look around at nearby objects. The teacher claps hands to draws child’s attention and slowly, clearly names five objects that can be seen. The child listens carefully. The child should name the objects keeping the order of words chosen by the teacher. Suggestion: The number of words can be reduced or increased (3-5-7-9 words).

Materials required: None

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CHAPTER I: AUDITORY MEMORY

Aims and objectives: To train child’s ability to hear and perceive audial information EXERCISE 5: suggested by Rezekne Academy of Technologies (RTA) (Latvia) Name of the exercise: Which word is missing? Type of activity: individual or group work

Age group: 6-9 years old

Rules: The teacher and child choose a general word or topic (e.g. furniture, dishes, clothes, trees, etc.). The teacher draws child’s attention to him/herself and slowly, clearly names five objects according to the topic. The child listens carefully. The teacher calls the same objects once again, in a mixed order, and omits one word (the name of one object). The child should tell which word is missing. If the activity is performed in a group, the winner is the child who says the correct answer first. Suggestion: The number of words can be reduced or increased (3-5-7-9 words). When children are well acquainted with the activity, they can work independently in groups or pairs.

Materials required: None

“DYSLEXIA ASSESSMENT PROTOCOL” 2019-1-LV01-KA201-060355

CHAPTER I: AUDITORY MEMORY

Aims and objectives: To train child’s ability to hear, perceive and memorize audial information EXERCISE 6: suggested by Rezekne Academy of Technologies (RTA) (Latvia) Name of the exercise: Sentence Type of activity: individual or group work

Age group: 6-9 years old

Rules: The child comes up with a simple short sentence according to the chosen topic. Then the teacher adds one word to this sentence, the child has to remember and repeat the extended sentence. Each time the sentence is extended by one word, thus becoming longer. The child should repeat the extended sentence, following the exact word order. If the activity is performed in a group, all children can recite the sentences together. Example: Mom reads a fairy tale. - My mom reads a fairy tale. – My mom reads a long fairy tale. – My mom silently reads a long fairy tale. – My mom silently reads a long, interesting fairy tale. – Today, my mom silently reads a long, interesting fairy tale. Suggestions: If the child has difficulty memorizing the sentence, the teacher can offer a supportive picture or to display graphically the number of words in the sentence. Children can also come up with sentences themselves, expand them and work in pairs.

Materials required: None or simple pictures on various topics.

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CHAPTER I: AUDITORY MEMORY Aims and objectives: To train child’s ability to remember and reproduce auditory stimuli in the correct order EXERCISE 7: suggested by Liceul Teoretic Grigore Moisil, Timișoara, Romania (LTGM) Name of the exercise:

You tell it as well!

Type of activity: individual/group

Age group: 6-8 y/o

Rules: The child is read a sentence that is formed of minimum three words. The teacher offers a set of cards that contain the words to be found in the read sentence. The child is asked to arrange in correct order the cards that contain the words in the sentence he / she has just heard. Then the child is told to read the sentence he has formed. We can increase the difficulty level of the exercise by formulating sentences that contain a larger number of words, or by offering additional cards with words, more than the number of words in the sentence.

Example: Low level of difficulty: The read text: Mary has apples. Cards : APPLES

HAS

MARY

Higher level of difficulty : The read text: My friend Mary has red apples. Cards:

APPLES RED

HAS

MARY

Materials required: Cards with words

YELLOW

FRIEND

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CHAPTER I: AUDITORY MEMORY

Aims and objectives: To train a child’s ability to remember spoken words in the correct order; to associate them with real objects EXERCISE 8: suggested by Liceul Teoretic Grigore Moisil, Timișoara- Romania (LTGM) Name of the exercise:

Treasure Hunt/ Find the object!

Type of activity: individual/ group

Age group: 6-8 y/o

Rules: The child is asked to find and bring different objects from a room. In order to train and to improve the auditory memory, the given task has to contain a medium to high level of difficulty. The child will be given the task to find at least two – three objects. The difficulty level can increase slowly by adding more and more objects he/ she needs to find. You can start with the task of finding two objects: a pencil and an eraser. You can continue with a larger number of objects, at the same time adding some of their characteristics, for example, a red pencil, the rubber shaped like a unicorn, the colouring book with princesses, the green marker, etc.

Materials required: any useful objects available at a certain time.

“DYSLEXIA ASSESSMENT PROTOCOL” 2019-1-LV01-KA201-060355

CHAPTER I: AUDITORY MEMORY

Aims and objectives: To train the ability to remember the auditory stimuli and to reproduce the perceived auditory information. EXERCISE 9: suggested by Liceul Teoretic Grigore Moisil, Timișoara, Romania (LTGM) Name of the exercise:

The Series

Type of activity: individual/group

Age group: 6-8 y/o

Rules: This exercise can be done by using numbers, letters or even words. The teacher has to say out loud a series of four numbers/ letters/ numbers and letters together/ words, and the pupil has to memorize them, then to reproduce them by uttering them out loud. The level of difficulty can be increased by adding more elements to the series. The teacher can also make it more challenging by giving various tasks, such as asking the pupil to identify the position of a certain element in the respective series, or to reproduce the elements of the series in reverse order.

Materials required: no specific materials

“DYSLEXIA ASSESSMENT PROTOCOL” 2019-1-LV01-KA201-060355

CHAPTER 1 – AUDITORY MEMORY

Aims and objectives: Improving perception against auditory stimuli and auditory memory. EXERCISE 10: suggested by KOCAELİ MİLLİ EĞİTİM MÜDÜRLÜĞÜ - KPDONE, Turkey Name of the activity: Count and jump Type of activity: individual, group work

Age group : 6-8 y/o

Rules: The teacher gives the students a sheet of paper with a chart with three columns. He then explains that he is going to read out a group of words. The students will have to tick off their chart (respective column) whenever they hear a name of an animal, insect or fish, and give the teacher a number of objects in each group at the end. At the same time, the teacher will ask them to get up from their seats and jump whenever they hear a clap. If the students already know how to read and write, they will be asked to write the words they hear in the respective column and count them at the end.

Materials: List of words (25 - 40 - 55, depending on the age of the children) , charts, pencils

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Sample : WORD LIST

1. Horse

2. House

3. Chair

4. Wood

5. Pen

6. Bookworm

7. Garden

8. Cat

9. Eraser

10. Key

11. Gate

12. Shoes

13. Banana

14. Glasses

15. Telephone

16. Mouse

17. Machine

18. Snow

19. Nose

20. Silk

21. Finger

22. Voice

23. Wall

24. Forest

25. Worm

26. Bottle

27. Notebook

28. Glass

29. Human

30. Gift

31. Spider

32. Milk

33. Monkey

34. Leg

35. Finger

36. Crocodile

37. Tower

38. King

39. Train

40. Board

41. Flour

42. Location

43. Street

44. Rhino

45. Eye

46. Mouth

47. The cow

48. Seat

49. Slow

50. Tail

51. Candle

52. Matches

53. Snake

54. Bed

55. Rabbit

56. Cube

57. Finger

58. Spider web

59. Tea

60. Salt

61. Stick

62. Spider

63. Flower

64. Turkey

65. Horn

66. Bird

67. Mildew

68. Chin

69. Bird house

70. Fish

71. Drop

72. Wing

73. Seagull

74. Ink

75. Cucumber

76. Cherry

77. Strawberry

78. Lemon

79. Tiger

80. Glass

81. Cat's Eye

82. Rabbit

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CHAPTER 1: AUDITORY MEMORY Aims and objectives: Improving the child's ability to hear and perceive auditory information Exercise 11: - suggested by KOCAELİ MİLLİ EĞİTİM MÜDÜRLÜĞÜ , KPDONE, Turkey Name of the exercise: Blocks Type of activity: individual, group

Age Group : 5-9 y/o

Rules: The teacher gives the following instructions to the students: - Take the single red block and put it next to the single white block. -Take the single red block, then put it on top of the double yellow block together with the single white block. -Put the double yellow block on top of the triple green block. Next, place the single white block on top of the double yellow block to make a ladder. You can give these instructions in different ways.

Materials required: Coloured blocks.

“DYSLEXIA ASSESSMENT PROTOCOL” 2019-1-LV01-KA201-060355

CHAPTER I: AUDITORY MEMORY Aims and objectives: to improve auditory memory Exercise 12: - suggested by KOCAELİ MİLLİ EĞİTİM MÜDÜRLÜĞÜ , KPDONE, Turkey Name of the exercise: LISTEN-DRAW Type of activity: individual

Age Group : 5 -6 years old

Rules: Each set of instructions is read to the child only once. At the beginning of the activity, ask him to tell you when he wants you to continue. For example, when you draw the ball, let him tell you that he is waiting for your next instructions with an answer such as 'yes' or 'ok'. If the child makes a mistake during the drawing, it is not corrected, and there is no reaction to the correct or incorrect drawing. Guidelines: 1. Draw a small ball in front of the tree and write your name to the left of the tree. 2. Draw a carrot to the right of the rabbit and don’t colour it. 3. Draw a circular sun in the upper left corner of the page and make sure there are eight rays of the sun. 4. Draw a heart shape to the right of the tree and colour the sun orange. 5. Draw two clouds to the right of the sun and don’t colour them. 6. Colour the ball blue and the heart shape red.

Materials: Worksheet and pencils in different coulours/pastel

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CHAPTER TWO VISUAL MEMORY EXERCISES

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CHAPTER II: VISUAL MEMORY EXERCISES

Aims and objectives: To train child’s visual memory. EXERCISE 1: suggested by Asociacia Dyslexia – Bulgaria /DABG/ Name of the exercise: Memory game Type of activity: pair, group

Age group: 6-8 y/o

Rules: The rules are the same as for the traditional memory game. The cards are placed on the table with the backside up. Players open two cards – if they are identical, the child gets them and has the right to open another two cards. If the opened cards are different, the child turns them back, and next child enters the game. Specific thing here is that child should be carefully about the geometric shape, but also of the colour. Materials required: Set of cards, like the ones in the Sample. Sample:

“DYSLEXIA ASSESSMENT PROTOCOL” 2019-1-LV01-KA201-060355

CHAPTER II: VISUAL MEMORY EXERCISES

Aims and objectives: To train child’s visual memory. EXERCISE 2: suggested by Asociacia Dyslexia – Bulgaria /DABG/ Name of the exercise: Look, Remember, Draw Type of activity: individual, group

Age group: 6-8 y/o

Rules: The teacher demonstrate a sheet with two groups of images divided into two columns. In the left column there are images of different objects (see the Sample 1), in the right column – images of simple shapes (a circle, a square and a triangle) in different colours (it is recommended to use only red, blue, yellow, green). Children look at the images for some time (depends on children’s age and the number of images; for 6-8 years old children 5-7 images), trying to remember the pairs (which images from the left column to which image of the right column is connected). Then children get a worksheet where the same images are displayed in the same order on the left column. In the right column, there are the respected number of empty squares, where children are asked to draw the shape that matches each image and to colour it as it was in the sheet displayed by the teacher at the beginning of the exercise. NB: If you find it difficult for the children, you can start with just three image and steadily to increase the number of the images. If you want to make the exercise more difficult, you can connect images from the left column with image that are not at the same row in the right column (Sample 2). In this case, you should choose less number of images. Materials required: Sheet with two groups of images divided into two columns (objects in the left; shapes in the right column); worksheets with the same left column and empty squares in the right column; a pencil, coloured pencils or crayons.

“DYSLEXIA ASSESSMENT PROTOCOL” 2019-1-LV01-KA201-060355 Sample 1:

“DYSLEXIA ASSESSMENT PROTOCOL” 2019-1-LV01-KA201-060355

Sample 2

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CHAPTER II: VISUAL MEMORY EXERCISES

Aims and objectives: To train child’s visual memory. EXERCISE 3: suggested by Asociacia Dyslexia – Bulgaria /DABG/ Name of the exercise: Look, Remember, Circle Type of activity: individual, group

Age group: 6-8 y/o

Rules: The teacher shows to children an image like the one in the Sample (im.1). Children look at it trying to remember the figure. After some time (20-30 seconds), the teacher hides the image and gives the children a worksheet like the one in the Sample (im.2). Each time the “target” figure can be different among those displayed on the worksheet Children have to circle only the figures that are the same as the one demonstrated by the teacher. NB: Depending on the children’s age and skills, the teacher chooses the complexity of the figure, as well as the number of the figures displayed in the worksheet. Materials required: Cards with figures (each figure on a separate card); worksheets like the one in the Sample; pencils. Sample:

Im.1

Im.2 31

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CHAPTER II: VISUAL MEMORY

Aims and objectives: To train child’s ability to perceive and remember visual information EXERCISE 4: suggested by Rezekne Academy of Technologies (RTA) (Latvia) Name of the exercise: What has changed? Type of activity: pair, group

Age group: 6-9 years old

Rules: One child is chosen to be the leader of the game. He/she is given 5-7 cards with pictures of different objects starting with the same sound. The child names the objects and places the cards on the board or table. Other children watch and listen carefully. Then they close their eyes. The leader changes the order of the cards. The winner is the child who first remembers the initial order of the cards. Suggestion: At the beginning, the activity can be performed by the teacher and children. When the children have mastered the game, they can work on their own, in a group or in pairs. Materials required: Sets of cards with images beginning with the same sound

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CHAPTER II: VISUAL MEMORY Aims and objectives: To train child’s ability to perceive and remember visual information EXERCISE 5: suggested by Rezekne Academy of Technologies (RTA) (Latvia) Name of the exercise: Everything in its place! Type of activity: pair, group

Age group: 6-9 years old

Rules: Children are given two identical squared bases and boxes with small objects hidden in sand or semolina. One child takes objects out of sand and places them on his/her base. When this activity is completed, the other child is given one minute to observe the base and placement of the objects. Then the base with objects is covered/ hidden. The other child takes the objects out of his/her box and ties to repeat the placement chosen by the first child. When the work is completed, both children compare the placement of the objects and the second child corrects his/her mistakes. Children change roles. Suggestion: At the beginning, choose small number of objects (3-5) and bases with 4-6-9 squares. Samples of bases:

Materials required: Bases, identical sets of objects, boxes with sand/semolina 33

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CHAPTER II: VISUAL MEMORY Aims and objectives: To train child’s ability to perceive and remember visual information EXERCISE 6: suggested by Rezekne Academy of Technologies (RTA) (Latvia) Name of the exercise: Insert the colour! Type of activity: individual, pair

Age group: 5-7 years old

Rules: The child is given a picture. The teacher places small objects of different colours (e.g., balls, pawns, pieces of paper, etc.) on the picture. The child is given one minute to observe the picture. Then the teacher covers/ hides the picture. The child should place the colours according to the pattern shown by the teacher. Suggestion: Begin with two colours Samples of pictures:

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Materials required: Pairs of pictures, small objects of various colours (e.g., balls, pawns, pieces or paper, etc.)

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CHAPTER II: VISUAL MEMORY

Aims and objectives: To train a child’s ability to memorize the objects perceived visually EXERCISE 7: suggested by Liceul Teoretic Grigore Moisil, Timisoara, Romania (LTGM) Name of the exercise: What is missing? Type of activity: pair, group

Age group: 6-8 y/o

Rules: On the worktable there are several tokens shaped like flowers of different colours and sizes, and a chart with a tree drawn on it. The teacher arranges the flowers on the tree’s crown, and the child is asked to carefully look at the newly formed image in front of him. Then, the child will look aside for a couple of seconds while the teacher removes one or more flowers, or he/she changes the flowers’ position to arrange them in a different way. The child is asked to say what is missing, or if he/she notices any difference between the initial image he saw and the current image of the tree with flowers on it. Materials required: a chart with a tree drawn on it, tokens with flowers

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CHAPTER II: VISUAL MEMORY

Aims and objectives: To train a child’s ability to remember and reproduce the place of several visual stimuli EXERCISE 8: suggested by Liceul Teoretic Grigore Moisil, Timisoara, Romania (LTGM) Name of the exercise: The game of the arrows Type of activity: pair, group

Age group: 6-8 y/o

Rules: On the worktable the teacher places several tokens/ cards in the shape of arrows. They will have the tips oriented in different directions. The child will look at the arrows for a certain amount of time, trying to memorize them as correctly as possible, and then the tokens/ cards will be shuffled. The teacher then asks the child to place the arrows in the initial order.

The level of difficulty of this exercise can be increased if the teacher uses arrows of different colours and sizes, or more tokens/ cards than the initial number. Materials required: tokens/ cards shaped like arrows

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CHAPTER II: VISUAL MEMORY

Aims and objectives: To train and improve the ability to memorize through the perception of some visual stimuli EXERCISE 9: suggested by Liceul Teoretic Grigore Moisil, Timisoara, Romania (LTGM) Name of the exercise: The Detective Type of activity: pair, group

Age group: 6-8 y/o

Rules: The teacher uses charts with different images, charts that can be found on line. The child is asked to look at these images very carefully and to remember as many details as possible from them. The image is taken away and the child has to answer some questions about different elements present in the image they have looked at. There can be questions about a single element of each image, or the level of difficulty can be increased by adding questions about several aspects of the given images. Example: The image: Questions : How many rackets are there in the image? How many flying saucers are in the image? What colour are the flying saucers? What elements are drawn in the picture?

Materials required: different images with varied topics. 39

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CHAPTER 2: VISUAL MEMORY Aims and objectives: to improve visual memory Exercise 10: - suggested by KOCAELİ MİLLİ EĞİTİM MÜDÜRLÜĞÜ , KPDONE, Turkey Name of the exercise: Memory Card Game Type of activity : individual/ group

Age Group : 6 years old

Rules: Memory cards are lined up on the table. The player whose turn it is turns over 2 cards from wherever he wants. If the cards are the same, he takes 2 cards with him and opens 2 more cards, if the cards are not matched, the cards are turned away and the turn goes to the clockwise player, the player whose turn turns 2 cards. The game goes on like this. Materials : Memory Cards

*The picture is taken from the internet as a sample 40

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CHAPTER 2: VISUAL MEMORY Aims and objectives: to improve visual memory Exercise 11: - suggested by KOCAELİ MİLLİ EĞİTİM MÜDÜRLÜĞÜ , KPDONE, Turkey Name of the exercise: Picture Study Type of activity: individual

Age Group : 6 years old

Rules: At the beginning of the activity, ask him to look at pictures of art and study each one for 30 seconds. Then ask your child questions about what they saw. Here are some examples of what to ask about: . shapes . lines . colours . actions . characters . time of day . season . a story about the pictures You can ask any questions you like. They will then have to recall what they saw previously to answer each question.

Materials : Worksheets with different pictures and stories

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*This picture is taken from the internet as a sample

“DYSLEXIA ASSESSMENT PROTOCOL” 2019-1-LV01-KA201-060355

CHAPTER 2: VISUAL MEMORY Aims and objectives: Developing the child's visual memory skills Exercise 12: - suggested by KOCAELİ MİLLİ EĞİTİM MÜDÜRLÜĞÜ , KPDONE, Turkey Name of the exercise: Find 5 differences Type of activity: individual/ group

Rules: Find five differences between two pictures. Materials required: Worksheet

*Image taken from the internet to be used as an example

Age Group : 5-9 y/o

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CHAPTER Three VISUAL – spatial MEMORY EXERCISES

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CHAPTER III: VISUAL-SPATIAL MEMORY EXERCISES

Aims and objectives: To train child’s ability to perceive, store and reproduce visual stimuli in the correct order and position EXERCISE 1: suggested by Asociacia Dyslexia – Bulgaria /DABG/ Name of the exercise: Find the same tile (Type of activity: individual, pair, group)

Age group: 6-8 y/o

Rules: There is a tile with three images (in the sample below – squirrels); in each image, there is a different element. The teacher shows to the child/children the tile for 10-15 seconds, and then hides it. The children have five options – five different tiles – the images are the same, but their order or orientation (left-right) is different; and only one of these five tiles is absolutely the same as the “original” one. Children need to find this “the same” tile. The exercise can be done in different levels of difficulty – with less or more images on the tiles. Materials required: Tiles with different images. Worksheet with variations, a pencil to put a tick. Sample:

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CHAPTER III: VISUAL-SPATIAL MEMORY EXERCISES

Aims and objectives: To train child’s attention, focus on details, ability to perceive, store and reproduce visual stimuli in the correct place and position EXERCISE 2: suggested by Asociacia Dyslexia – Bulgaria /DABG/ Name of the exercise: Put on place (Type of activity: individual, pair, group)

Age group: 6-8 y/o

Rules: The teacher shows children a picture of a room in which there are some objects (in the sample – a ball, a teddy-bear, a ship and a flower). The children look at the picture for some time (a minute). Then they receive another picture of the same room but the objects mentioned above are missing. They also get several images (might be 5-7 or more) – among them should be the images of the four missing objects. Children need to place the correct object on the correct place in the room. The exercise can be done in different levels of difficulty – with less or more missing objects; or more or less images of different object to choose. Materials required: Picture of the room with objects; picture of the “empty” room; pictures of different objects. Sample:

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CHAPTER III: VISUAL-SPATIAL MEMORY EXERCISES

Aims and objectives: To train child’s attention, focus on details, ability to perceive, store and reproduce visual stimuli in the correct place and position EXERCISE 3: suggested by Asociacia Dyslexia – Bulgaria /DABG/ Name of the exercise: Answer the questions (Type of activity: individual, pair, group)

Age group: 6-8 y/o

Rules: The teacher shows children a picture of a table on which there are some objects (it can be any other picture with certain number of objects). The children look at the picture for some time (time depends on the number of objects and children’ age). Then children need to answer some questions (for pre-school children, the teacher reads the question, pupils read the questions themselves). Pre-school children use images of the objects to answer the questions, pupils write their answers. The position of the first object should be fixed. Materials required: Picture of the table with objects (or another one with the same idea); Images of the objects (for pre-school children); worksheet with questions and a pen or pencil (for pupils). Sample:

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CHAPTER III: VISUAL-SPATIAL MEMORY

Aims and objectives: To train child’s ability to perceive and remember location and movements in space EXERCISE 4: suggested by Rezekne Academy of Technologies (RTA) (Latvia) Name of the exercise: Go to your friend’s place! (Type of activity: pair)

Age group: 6-9 years

Rules: According to the given graphic card, the child (or teacher) takes the indicated number of steps from the starting point to a certain place in the room and puts a red flag there. The other child watches it carefully. When the child (or teacher) returns to the starting point, the other child tries to go to the flag by imitating the actions of the first child (or teacher). Suggestion: At the beginning, use simple graphic cards and verbalisation. An example:

2 steps

1 step

3 steps

2 steps

3 steps

2 steps 2 steps

1step 3 steps

2 steps 1 step

1 step

Materials required: Sets of graphic cards and a flag

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CHAPTER III: VISUAL-SPATIAL MEMORY

Aims and objectives: To train child’s ability to perceive and remember location and movements in space EXERCISE 5: suggested by Rezekne Academy of Technologies (RTA) (Latvia) Name of the exercise: Put the objects! (Type of activity: pair, group)

Age group: 5-7 years

Rules: The teacher places 3-5 large objects in the room. Children observe carefully the room or a part of the room, close their eyes, the teacher changes the placement of the objects. Children need to identify what has been changed and place the objects in the starting position. Suggestion: At the beginning, the teacher can change the placement of only one object and then gradually increase the number of objects.

Materials required: None

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CHAPTER III: VISUAL-SPATIAL MEMORY

Aims and objectives: To train child’s ability to perceive and remember location and movements in space EXERCISE 6: suggested by Rezekne Academy of Technologies (RTA) (Latvia) Name of the exercise: Find the objects! (Type of activity: pair, group)

Age group: 5-7 years

Rules: The child is given a photo or a graphic image of the room. There are red circles marking the location of sticky notes/ other materials. The child should say where the sticky notes/ other materials are located in the room, go there and make sure the sticky notes/ other materials are really there. Examples: a cone under the table, a sticky note on the windowsill. Suggestion: At the beginning, there are only three sticky notes or other materials, later the number can be gradually increased.

Materials required: A photo or a graphic image of the room, sticky notes or other materials (e.g., cones, animal figures, etc.)

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CHAPTER III: VISUAL - SPATIAL MEMORY

Aims and objectives: To train a child’s ability to perceive, store and reproduce visual stimuli in the correct order and position EXERCISE 7: suggested by Liceul Teoretic Grigore Moisil, Timisoara, Romania (LTGM) Name of the exercise: Where did the little frog hide? (Type of activity: individual, pair, group)

Age group: 6-8 y/o

Rules: The children are presented an image with three little frogs arranged in different positions from the three flowerpots that have different colours. The teacher allows the children 15 seconds to look at the picture then he/ she hides it. The children have to choose the initial image from the five options available. All the other images contain the same elements, but in different positions – in the right, the left and behind the flowerpot coloured in a different way. The correct chosen image respects both the position of the little frog and the colour of the pot. The exercise can be done in different levels of difficulty – with fewer or more images on the tiles. Materials required: Tiles with different images. Worksheet with variations, a pencil to put a tick. Sample:

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CHAPTER III: VISUAL-SPATIAL MEMORY

Aims and objectives: To train child’s attention, focus on details, ability to perceive, store and reproduce visual stimuli in the correct place and position EXERCISE 8: suggested by Liceul Teoretic Grigore Moisil, Timisoara, Romania (LTGM) Name of the exercise: Put me at my house! (Type of activity: individual, pair, group)

Age group: 6-8 y/o

Rules: The children are presented an image that contains five different animals, each of them being placed near a house of a certain colour (the tiger lives in the black house, the zebra lives in the blue house, the camel lives in the red house, the cat in the green house, and the bear in the yellow house). The children look carefully at the image for a minute, and then the teacher hides this image. Afterwards, they will receive another image with the same houses, but the animals have got lost and they cannot succeed in finding their houses. Their task is to place the animal near its house. The exercise can be done in different levels of difficulty – with fewer or more missing animals; or with images of different animals to choose from. Materials required: Picture of houses and animals; picture with only the houses; pictures of different animals. Sample:

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CHAPTER III: VISUAL-SPATIAL MEMORY

Aims and objectives: To train child’s attention, focus on details, ability to perceive, store and reproduce visual stimuli in the correct place and position EXERCISE 9: suggested by Liceul Teoretic Grigore Moisil, Timisoara – Romania (LTGM) Name of the exercise: True or false (Type of activity: individual, pair, group)

Age group: 6-8 y/o

Rules: An image that contains a series of objects is presented to the children. They look at the image carefully for one minute, and then the teacher hides the image. The children receive an image of an empty room and some small pictures of the objects in the room. The teacher reads some statements aloud. The children’s task is to establish the true/ false value of the statements they hear. If a statement is true, they place the object on the empty room image. If a statement is false, they say it is not correct and wait for another statement to be uttered. The number of objects and that of the statements can vary according to the children’s age. Materials required: Picture of a room with different objects in it (or another one with the same idea); an image of an empty room, images of the objects Sample: 1. 2. 3. 4. 5. 6. 7.

The mouse is behind the cat. The painting is above the bed. The flowerpots are on the bedside table. The teddy bear is on the bed. The red box is on the carpet. The cat is behind the mouse. The books are on the floor.

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CHAPTER 3: VISUAL-SPATIAL MEMORY

Aims and objectives: Strengthening visual spatial memory Exercise 10: - suggested by KOCAELİ MİLLİ EĞİTİM MÜDÜRLÜĞÜ , KPDONE, Turkey Name of the exercise: Match the same objects Type of activity : individual

Age Group : 5 years old

Rules: Tell the students to match the shadows of the objects to the actual objects. Ex.1:

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Ex. 2:

*This photo was taken from internet as a sample.

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CHAPTER 3: VISUAL-SPATIAL MEMORY

Aims and objectives: To strengthen the child’s ability to observe and differentiate visual stimuli in different order. Exercise 11: - suggested by KOCAELİ MİLLİ EĞİTİM MÜDÜRLÜĞÜ, KPDONE, Turkey Name of the exercise: Find the different object! Type of activity: individual

Age Group: 5 years old

Rules: One of the shapes in the four options below is different from the shapes in the collection. Tell the student to find which one it is.

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CHAPTER 3: VISUAL-SPATIAL MEMORY

Aims and objectives: Strengthening visual spatial memory Exercise 12: - suggested by KOCAELİ MİLLİ EĞİTİM MÜDÜRLÜĞÜ , KPDONE Name of the exercise: Find the same! Type of activity: Individual

Rules: Pupils need to find the same shape.

Materials required: The worksheet sample or a similar one.

Age Group: 6-7 years old

“DYSLEXIA ASSESSMENT PROTOCOL” 2019-1-LV01-KA201-060355

CHAPTER FOUR SPATIAL ORIENTATION EXERCISES

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CHAPTER IV: SPATIAL ORIENTATION

Aims and objectives: To develop better spatial orientation skills (left-right). EXERCISE 1: suggested by Asociacia Dyslexia – Bulgaria /DABG/ Name of the exercise: Where did you get? (Type of activity: individual, group)

Age group: 6-8 y/o

Rules: Each child receives a worksheet with a city plan. The starting point is fixed (a red point). The teacher reads the instructions slowly, so children have enough time to think and draw the line, following instructions. At the end, they check the result together. Materials required: Worksheet with a city plan; a pencil, list of instructions. Sample:  Go straight.  At the corner turn left.  At the next corner turn right.  Go straight and then turn left.  Go straight until the streetlight and then turn right. What do you see on your left side? /Correct answer: Supermarket/

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CHAPTER IV: SPATIAL ORIENTATION

Aims and objectives: To develop better spatial orientation skills, but also attention; child’s ability to follow instructions , coordination, fine motor skills. EXERCISE 2: suggested by Asociacia Dyslexia – Bulgaria /DABG/ Name of the exercise: Graph Dictation (Type of activity: individual, group)

Age group: 6-8 y/o

Rules: Each child receives a worksheet with a grid of squares (as in the Sample). Level 1: The line has been started. The child has to continue the line following the pattern. Level 2: Only the starting point is fixed on the grid. The teacher slowly reads the instructions and the child should draw a line following the instructions. The pattern should be relatively simple. Level 3: The same as Level 2, but here after the child complete the task, he should have on his grid a figure (in the Sample it is a house) Materials required: A grid of squares; a pencil; a rubber; coloured pencils. Sample: Level 1:

“DYSLEXIA ASSESSMENT PROTOCOL” 2019-1-LV01-KA201-060355 Level 2:

Instructions: - Three to the right; - Three down; - Two to the left; - Two up; - Four to the right; - One up; - One to the left; - Three down; - Four to the right; - Three up; - Two to the left; - Two down; - Four to the right; - One down; - One to the left; - Three up….

Level 3: Instructions: - Five up; - One to the left; - One up; - One to the right; - One up; - One to the right; - One up; - Three to the right; - Two up; - One to the right; - Two down; - One to the right; - One down; - One to the right; - One down; - One to the right; - One down; - One to the left; - Five down; - Seven to the left. 66

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CHAPTER IV: SPATIAL ORIENTATION

Aims and objectives: To improve spatial orientation skills of children. EXERCISE 3: suggested by Asociacia Dyslexia – Bulgaria /DABG/ Name of the exercise: Do like me (type of activity: individual, group)

Age group: 6-8 y/o

Rules: The teacher stands in front of the students and shows each movement slowly (if necessary repeats it twice), saying the instructions at the same time. Then the children need to do the exercise themselves, first 2-3 times together with the teacher, then the teacher stops doing movements, but the children should continue. The teacher should carefully observe, so all the children do the exercise correctly. NB: In order to increase the difficulty, the teacher may decide not to show the exercise but conduct it by just giving oral instructions. Materials required: No materials are needed. Sample:

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CHAPTER IV: SPATIAL ORIENTATION

Aims and objectives: To train child’s ability to find a corresponding object in a drawing. EXERCISE 4: suggested by Rezekne Academy of Technologies (RTA) (Latvia) Name of the exercise: Find the same! (Type of activity: individual)

Age group: 1st-2nd grade

Rules: The child is given a worksheet with a drawing. The child should find and encircle the objects similar to the sample image. Materials required: Worksheet with the drawing, coloured pencil The drawing:

“DYSLEXIA ASSESSMENT PROTOCOL” 2019-1-LV01-KA201-060355

CHAPTER IV: SPATIAL ORIENTATION Aims and objectives: To train child’s spatial orientation and ability to create a drawing in accordance with the given instructions. EXERCISE 5: suggested by Rezekne Academy of Technologies (RTA) (Latvia) Name of the exercise: Follow the arrows and draw! (Type of activity: individual)

Age group: 1st-2nd grade

Rules: The child is given a worksheet with instructions. He/she should follow the directions indicated by arrows and create a drawing. Materials required: a worksheet with instructions, a sheet of grid paper, a pencil The instructions:

The expected result:

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CHAPTER IV: SPATIAL ORIENTATION

Aims and objectives: To train child’s spatial orientation and ability to listen and create a drawing in accordance with the given instructions. EXERCISE 6: suggested by Rezekne Academy of Technologies (RTA) (Latvia) Name of the exercise: Listen and draw! (Type of activity: group or individual)

Age group: preschool and 1st grade

Rules: This exercise can be done by children of different age; the teacher can change (increase or decrease) the number of tasks accordingly. The child is given a sheet of paper A4, coloured pencils, crayons or markers. The teacher should give the instructions and the child should draw following these instructions. Materials required: paper A4, coloured pencils, crayons or markers Instructions (sample): Listen carefully and draw on the paper what I will tell you: -

In the middle of the page draw a house with two windows, one window is above the other window; Draw the roof and colour it brown; Draw a chimney on the roof; Draw the smoke coming from the window blown by the wind to the right/ to the left/ up (the teacher should choose one); Draw a door with a handle (there may be also instructions about the location of the handle); There is a path from the door to the left until the edge of the sheet of paper; Two trees are growing to the left side of the house; one tree is big, the other one is smaller; Draw a red rose bush to the right side of the house.

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CHAPTER IV: SPATIAL ORIENTATION

Aims and objectives: To develop better spatial orientation skills (left - right, up - down). EXERCISE 7: suggested by Liceul Teoretic Grigore Moisil, Timișoara – România (LTGM) Name of the exercise:

Feed the dog!

(Type of activity: individual, group)

Age group: 6-8 y/o

Rules: Each child receives a worksheet with a dog and his food. The starting point is fixed (a blue point). The teacher reads the instructions slowly, so children have enough time to think and colour the squares, following instructions. At the end, they check the result together. Their task is to mark the way the dog has to follow in order to eat. For pre-schoolers, the kindergarten teacher will read the tasks aloud, and the children will colour the squares according to the instructions. Materials required: Worksheet with a dog and his food; a pencil, list of instructions. Sample: Draw: - Two squares up - Four squares to the right - Three squares down - One square to the left - One square down - Two squares to the right - Two squares up - Two squares to the right

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CHAPTER IV: SPATIAL ORIENTATION

Aims and objectives: To develop better spatial orientation skills, as well as attention; to develop a child’s ability to follow instructions, his/ her coordination, his/ her fine motor skills. EXERCISE 8: suggested by Liceul Teoretic Grigore Moisil, Timisoara, Romania (LTGM) Name of the exercise:

Colour as you are told!

(Type of activity: individual, group)

Age group: 6-8 y/o

Rules: Each child will receive a worksheet with a drawing with different elements: house(s), child(ren), trees, flowers, butterflies, sun, clouds, cars, etc. The teacher reads the instructions aloud. The children listen and colour certain elements in the drawing according to their spatial position in relation to other elements in the image. At the end, the teacher and children will check the results together. Materials required: worksheets with different elements drawn on it; coloured pencils. Sample: Instructions: - Colour the flowers in front of the tree; - Circle the boy to the left of the house; - Colour the boy to the right of the house; - Colour the butterfly under the sun; - Cut with one straight line the flower to the left of the boy; - Colour one element that is above the butterflies.

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CHAPTER IV: SPATIAL ORIENTATION

Aims and objectives: To improve spatial orientation skills of children. EXERCISE 9: suggested by Liceul Teoretic Grigore Moisil, Timisoara, Romania /LTGM/ Name of the exercise:

Who am I?

(Type of activity: individual, group)

Age group: 6-8 y/o

Rules: Each pupil will receive the image of a winter landscape that contains different elements: children, snowman, labels with the children’s names and the position they have in space. The teacher asks the pupils to identify the name of each child in the image taking into consideration the spatial position they hold in relation to the other elements of the image. The pupils’ task is to match the child in the image to the corresponding label. At the end, the results will be checked together. For preschoolers, the kindergarten teacher will read the instructions on the label, and the pupil will point to the corresponding child, according to the instructions. The exercise can be done in different levels of difficulty – with fewer or more elements in the image. Materials required: images with different elements placed in different spatial positions.

“DYSLEXIA ASSESSMENT PROTOCOL” 2019-1-LV01-KA201-060355 Sample:

Mary is to the right of the snowman.

The snowman is between Andrew and Mary.

Ann is to the right of John.

John is to the right of Mary.

Andrew is to the left of the snowman.

“DYSLEXIA ASSESSMENT PROTOCOL” 2019-1-LV01-KA201-060355

CHAPTER 4: SPATIAL ORIENTATION

Aims and objectives: it allows children to imagine themselves in different ways through examination and measurement. Exercise 10: - suggested by KOCAELİ MİLLİ EĞİTİM MÜDÜRLÜĞÜ , KPDONE, Turkey Name of the exercise: Let’s measure! Type of activity: Both

Age Group: 5-6 y/o

Rules: As the first stage, the students decide with what they will measure the object (finger, brow, etc.) and they start to measure the class and school. Teachers should encourage them with comments and observations at this stage. After measuring the environment around them, they should also measure themselves and their belongings and note them. This activity should continue periodically so that the child understands the logic of space and space while learning the concepts related to growth. Materials required: Objects at school and in the classroom, personal belongings of students and standard meter

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CHAPTER 4: SPATIAL ORIENTATION

Aims and objectives: Developing wayfinding skills Exercise 11: - suggested by KOCAELİ MİLLİ EĞİTİM MÜDÜRLÜĞÜ , KPDONE, Turkey Name of the exercise: Finding the Direction Type of activity: Individual

Age Group : 5 y/o

Rules: In the area created with different geometric shapes drawn on the ground, the student will try to find her direction according to the map given to her.

Materials required: paper, glue , coloured pencil

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CHAPTER 4: SPATIAL ORIENTATION

Aims and objectives: Developing spatial orientation skills Exercise 12: - suggested by KOCAELİ MİLLİ EĞİTİM MÜDÜRLÜĞÜ, KPDONE, Turkey Name of the exercise: Dance! Type of activity: Both

Age Group: 7 y/o

Rules: Teacher says: Now we will read you the instructions. You have to act according to those instructions. As you dance, you will count how many times you need to raise your arms and how many times you need to go to the chairs. Materials required: Music and instruction list below

1.Clap your hands

2. go to the right side of the chair

3. Clap your hands

4. turn around yourself

5. Clap your hands

6. Clap your hands

7. go to the left side of the chair

8. sit down

9. Clap your hands

10. raise your arms

11. stand up

12. sit

13. raise your arms

14. Sit on the chair

15. Clap your hands

16. raise your arms

17. sit

18. Clap your hands

19.go to the left

20. raise your arms

21. turn around yourself

22. sit down

“DYSLEXIA ASSESSMENT PROTOCOL” 2019-1-LV01-KA201-060355 23. Clap your hands

24. raise your arms

25. Clap your hands

26. go to the right side of the chair

27. sit down

28. turn left

29. raise your arms

30. Clap your hands

31. sit down

32. Clap your hands

33.go to the left

34. raise your arms

35. Clap your hands

36. go to near the chair

37. Clap your hands

38. raise your arms

39. Clap your hands

40. turn left

41. turn right

42. sit down

43. Clap your hands

44. sit down

45. Clap your hands

46. raise your arms

47. turn right

48. turn left

49. sit down

50. raise your arms

51. turn around yourself

52. Clap your hands

53. sit down

54. sit down

55. Clap your hands

56 raise your arms

57. Clap your hands

58 sit down

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CHAPTER FIVE TIME ORIENTATION EXERCISES

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CHAPTER V: TIME ORIENTATION

Aims and objectives: To develop better perception of time and improving time orientation skills. EXERCISE 1: suggested by Asociacia Dyslexia – Bulgaria /DABG/ Name of the exercise: Draw the Clock Hands (Type of activity: individual, group)

Age group: 6-8 y/o

Rules: The exercise can be done in two variations/two levels of difficulty. For pre-school children: The teacher reads the sentences one by one (if necessary twice) and gives the child/children enough time to think and to draw the hand of the clock. The time mentioned in all sentences to be like 9 am, 3 pm, etc. For 1st – 2nd grade pupils: The teacher can read the sentences, or can give the pupils worksheet where the sentences are written, so they read them by themselves. Then – to give enough time for thinking and drawing. NB The number of the sentences is up to the teacher. Materials required: several sentences (similar to the ones in the Sample), a pencil and a rubber. Sample:

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CHAPTER V: TIME ORIENTATION

Aims and objectives: To develop better perception of time and improving time orientation skills. EXERCISE 2: suggested by Asociacia Dyslexia – Bulgaria /DABG/ Name of the exercise: Put in Order (Type of activity: individual, group)

Age group: 7-8 y/o

Rules: The teacher prepares several sentences like the ones in the Sample below. Each child gets a worksheet where the sentences are written. The child has to read the sentences, then to write the times in the correct order on the time-line, and to put the respective number in the circle next to the sentence. NB: The number of the sentences is up to the teacher.

Materials required: Several sentences (similar to the ones in the Sample, a pen or a pencil.

“DYSLEXIA ASSESSMENT PROTOCOL” 2019-1-LV01-KA201-060355 Sample:

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CHAPTER V: TIME ORIENTATION

Aims and objectives: To develop better perception of time and improving time orientation skills. EXERCISE 3: suggested by Asociacia Dyslexia – Bulgaria /DABG/ Name of the exercise: Answer the Questions (Type of activity: individual, group)

Age group: 7-8 y/o

Rules: Each pupil receives a worksheet in which there are some statements and a question after each statement. Pupils need to read the statements carefully and, based on them, to answer the questions. Materials required: Worksheet as in the Sample, a pen or a pencil. Sample:

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CHAPTER V: TIME ORIENTATION Aims and objectives: To train child’s ability to find a picture corresponding to the season EXERCISE 4: suggested by Rezekne Academy of Technologies (RTA) (Latvia) Name of the exercise: Which season? Why? (Type of activity: individual)

Age group: preschool-2nd grade

Rules: The child is given a worksheet with pictures. Each picture corresponds to a season. The child should observe the pictures and determine which season is shown in each of the pictures. Below each picture the child should write the name of the corresponding season and justify his/her choice in oral or written form (according to the child’s age). Materials required: Worksheet with drawings, coloured pencils Sample:

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CHAPTER V: TIME ORIENTATION Aims and objectives: To train child’s ability to arrange pictures in a logical order. EXERCISE 5: suggested by Rezekne Academy of Technologies (RTA) (Latvia) Name of the exercise: Arrange the pictures! (Type of activity: individual)

Age group: preschool-2nd grade

Rules: The child is given a worksheet with four pictures. The child should observe the pictures and number them in the correct order. According to age, the child can be asked to answer various questions, e.g. What happened before the situation shown in the first picture? What will happen after the situation shown in the fourth picture? Materials required: Worksheet with pictures, coloured pencils Sample:

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CHAPTER V: TIME ORIENTATION Aims and objectives: To train child’s sentence formation skills and ability to use various tenses (past, present, future) EXERCISE 6: suggested by Rezekne Academy of Technologies (RTA) (Latvia) Name of the exercise: What were they doing? What did they do? What will they do? (Type of activity: individual)

Age group: preschool - 2nd grade

Rules: The child is given a worksheet with three pictures. The child should answer the questions asked by the teacher, e.g. What is dad doing? What is mom doing? What is the little brother doing? The next questions are the following: What did dad do yesterday? What did mom do yesterday? What did the little brother do yesterday? The next questions are the following: What will dad do tomorrow? What will mom do tomorrow? What will the little brother do tomorrow? The answers can be given in oral or written form according to the child’s age. Materials required: Worksheet with pictures, pen or pencil The pictures:

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CHAPTER V: TIME ORIENTATION Aims and objectives: To match the actions with the appropriate time period; to understand better the differences between the different units of time. EXERCISE 7: suggested by Liceul Teoretic Grigore Moisil, Timisoara, Romania (LTGM) Name of the exercise:

Find and match!

(Type of activity: individual/ group)

Age group: 7-8 y/o

Rules: Each child receives a worksheet with a table on it. Different periods of time are written on the columns of the table, and on each horizontal row, there is an incomplete sentence. The child needs to read the sentence and to tick the correct answer in the respective column, thus identifying the correct time period. Materials required: worksheet, pencils Find and match! I usually do my homework for ….. 12 months make …. A half an hour has … Having lunch lasts for…. 7 days make… 4 seasons make….. 60 minutes make… Two halves an hour make… 24 hours make… Getting from home to school lasts for about…

30 minutes

One hour

A day

A week

A month

A year

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CHAPTER V: TIME ORIENTATION Aims and objectives: To understand the calendar and to be able to read it. EXERCISE 8: suggested by Liceul Teoretic Grigore Moisil, Timisoara, Romania (LTGM) Name of the exercise:

Let’s find out!

(Type of activity: individual/ group)

Age group: 7-8 y/o

Rules: Each child receives a worksheet with a calendar page on it. The teacher has a set of questions that he/ she will read aloud. The child needs to pay attention to the calendar in front of him/ her and give the correct answer. (Note: In English, the week starts with Sunday in a calendar, pay attention to the national languages variant). Materials required: worksheet, pencils Sample:

Questions: 1. Which day of the week is June 7? 2. Which day of the week is June 25? 3. How many Mondays are in June? 4. What is the third Tuesday of June? 5. What is the fourth Thursday? 6. What date falls 11 days before June 23? 7. What day falls 16 days before June 30? 8. Name the three other months that have only 30 days.

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CHAPTER V: TIME ORIENTATION

Aims and objectives: To develop better perception of time and to improve time orientation skills. EXERCISE 9: suggested by Liceul Teoretic Grigore Moisil, Timisoara – România (LTGM) Name of the exercise:

BINGO!

(Type of activity: individual/ group)

Age group: 7-8 y/o

Rules: Each child will receive a card on which he/she can find, written in boxes, the answers to a series of nine questions. The teacher reads the questions aloud, and the children will mark the correct box by putting a tick in it or cutting it with a line. When a child manages to tick all the boxes on the card, he/ she will say “Bingo!” The answers are in random order on each different card distributed to the children. The game is over when all the children will put a tick in all the boxes on the card. Materials required: Cards with the answers to the questions, a pen or a pencil. Sample: 1) If today is Monday, tomorrow it will be…..? 2) How many minutes are there in half an hour? 3) How many hours are there in a day? 4) What day will be the day after tomorrow if yesterday was Thursday? 5) How many days are there in a week? 6) If yesterday was Sunday, today is….? 7) How many weeks are there in a month? 8) How many months are there in a year? 9) If today is Tuesday, the 26th of May, tomorrow it will be…? 10) How many minutes are there in an hour?

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CHAPTER 5: TIME ORIENTATION Aims and objectives: To develop better perception of time and improving time orientation skills. Exercise 10: - suggested by KOCAELİ MİLLİ EĞİTİM MÜDÜRLÜĞÜ , KPDONE, Turkey Name of the exercise: What time is it? Type of activity : Both

Age Group : 7-8 y/o

Rules: Read the reading passage to the students and then let them choose the time they hear in reading passage. The number of the sentences is up to the teacher. Reading passage : Hello, my name is Elvan. I am five years old. I wake up at 08:00 every morning to go to school. I have my breakfast and leave the house at 08:30. At 09:00 my class starts at school. My feeding time at school starts at 10:30. According to the story: 1. What time does Elvan get up to go to school?

2. What time does Elvan leave home to go to school?

3. What time does class start ?

Materials required: The worksheet sample, a pencil and a rubber. Materials : Worksheet paper

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CHAPTER 5: TIME ORIENTATION

Aims and objectives: To develop better perception of time and improving time orientation skills. Exercise 11: - suggested by KOCAELİ MİLLİ EĞİTİM MÜDÜRLÜĞÜ , KPDONE, Turkey Name of the exercise: The correct time Type of activity: Both

Age Group : 7-8 y/o

Rules: Students will write the time drawn in all examples to be like 4 am, 5 pm, etc. The number of the sentences is up to the teacher.

Time :…….

Materials : Worksheet paper

Time :…….

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CHAPTER 5- TIME ORIENTATION

Aims and objectives: To develop better perception of time and improving time orientation skills. Exercise 12: - suggested by KOCAELİ MİLLİ EĞİTİM MÜDÜRLÜĞÜ , KPDONE, Turkey Name of the exercise: What time is it? Type of activity : Individual

Age Group : 6-7 years old

Rules: Pupils need to write the correct time and use it in several sentences e.g: I have lunch at 12 o’clock every day.

Time:…….

Sentences :

Materials required : The worksheet sample

Time:…….

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CHAPTER SIX PHONOLOGICAL SKILLS EXERCISES

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CHAPTER VI: PHONOLOGICAL SKILLS EXERCISES

Aims and objectives: To train child’s ability to define the first sound in words. EXERCISE 1: suggested by Asociacia Dyslexia – Bulgaria /DABG/ Name of the exercise: Divide the objects into groups depending on the first sound (Type of activity: individual, pair, group)

Age group: 6-8 y/o

Rules: You see some pictures of objects you know well. Think about the names of the objects and the first sound of each name. Then put in one group all objects whose names start with … (e.g. “b”) and in another group all objects whose names start with … (e.g. “p”) The exercise can be done in different levels of difficulty: L1 – objects with two different first sounds; L2 – objects with three different first sounds, etc. The difficulty will also depend on the number of the images you will offer to children. 1-2 graders can be asked to write down the names of the objects in two (three) columns depending on the first sound. Pre-school children will need just to divide the pictures in two groups. Materials required: Pictures with different objects whose names start with chosen letters (at least 3 images per letter). See the samples below:

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CHAPTER VI: PHONOLOGICAL SKILLS EXERCISES

Aims and objectives: To train child’s rhyming ability EXERCISE 2: suggested by Asociacia Dyslexia – Bulgaria /DABG/ Name of the exercise: Match the rhyming words (type of activity: individual, pair, group)

Age group: 6-8 y/o

Rules: It can be done in two variations – with pictures (for those who can’t or have difficulties with reading) and with words. There are two columns or pictures (or words), and the child needs to match (draw a line) each picture (word) from the left column with a picture (word) from the right column the way to receive rhyming pairs (see the Sample). If you work in a group, to make the exercise more interesting or compatible, you can set a time limit. Materials required: Worksheet with picture and words in two columns, a pencil. Samples:

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CHAPTER VI: PHONOLOGICAL SKILLS EXERCISES

Aims and objectives: To train child’s syllabification ability. EXERCISE 3: suggested by Asociacia Dyslexia – Bulgaria /DABG/ Name of the exercise: Syllables Bingo Game (Type of activity: group)

Age group: 7-8 y/o

Rules: Each child gets a card with nine 2-3-syllables words (words on each card are different or placed in different place). The teacher has three dice of different colours (yellow – for the first syllable; green – for the second syllable; red- for the third syllable). On each side of the dice, one syllable is written. The teacher throws one of the dice; children see which syllable is on the top and try to find its place in the words on his/her card. When found, he/ she writes the syllable to complete the word. After that, the teacher throws another dice and the game goes on until at least one of the children complete all the words on his/her card. Materials required: Cards with 2-3-syllables words (nine different words on each card); with one missing syllable; three dice (yellow, green, red) with a syllable on each side. Sample:

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CHAPTER VI: PHONOLOGICAL SKILLS Aims and objectives: To train child’s ability to identify the first sound of a word. EXERCISE 4: suggested by Rezekne Academy of Technologies (RTA) (Latvia) Name of the exercise: What is the first sound of the word? Age group: preschool – 1st grade

(Type of activity: individual)

Rules: The teacher reads a sequence of 10 words and shows pictures. The child should listen and say the first sound of each word. The words: mouse, door, apple, leaf, strawberry, banana, bed, pumpkin, sun, bird. (or any other list the teacher has pictures for)

Materials required: cards with pictures.

- mouse

- apple

- door

- pumpkin

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- leaf

- banana

- sun

- strawberry

- bed

- bird

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CHAPTER VI: PHONOLOGICAL SKILLS

Aims and objectives: To train child’s ability to identify the first sound of a word. EXERCISE 5: suggested by Rezekne Academy of Technologies (RTA) (Latvia) Name of the exercise: What is the first sound of the word? (Type of activity: individual)

Age group: preschool – 1st grade

Rules: The child is given two cards: one with the letter “T”, the other with the letter “D”. The teacher reads word pairs, the child chooses and shows the relevant card. Word pairs (example): two – do, town – down, try – dry, train – drain, tear – dear, etc. The same can be done with other letter pairs (e.g., K-G, S-Z, etc.) Materials required: cards with letters

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CHAPTER VI: PHONOLOGICAL SKILLS

Aims and objectives: To train child’s ability to determine the sequence of sounds in words EXERCISE 6: suggested by Rezekne Academy of Technologies (RTA) (Latvia) Name of the exercise: What is the sequence of sounds in the word? (Type of activity: individual)

Age group: 1st – 2nd grade

Rules: The teacher calls out various short words. The child has to repeat each word sound by sound. Words (example): let, sort, fold, pen, put, set, leg, fog, bag, ten, can, etc. The difficulty of words can increase according to the child’s age. Materials required: nothing

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CHAPTER VI: PHONOLOGICAL SKILLS EXERCISES

Aims and objectives: To identify the syllables that make up a word, to point their position inside the word. EXERCISE 7: suggested by Liceul Teoretic Grigore Moisil, Timisoara, Romania (LTGM) Name of the exercise: Search for the syllable! (Type of activity: individual/ group)

Age group: 7-8 y/o

Rules: The teacher has several envelopes that contain a card with an object drawn on it and a worksheet with several syllables written on it. Each child selects an envelope, then pronounces the name of the object drawn on the card, and identifies the syllables that make up that word by coloring the boxes where those syllables are. Then the child states the position of each syllable inside the word by writing the correct number in the box. Note: Each language has different hyphenation rules that need to be taken into consideration when making materials for this exercise. The example given here is meant only to show how it should look like. Materials required: envelopes, images with different objects, a card with syllables Sample (for Romanian language): MA

CHI

CHE

LARI

GHE

TIR

GLA

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CHAPTER VI: PHONOLOGICAL SKILLS EXERCISES Aims and objectives: To train child’s ability to identify the last sound of a word. EXERCISE 8: suggested by Liceul Teoretic Grigore Moisil, Timisoara, Romania (LTGM) Name of the exercise: Continue the series of words (Type of activity: group)

Age group: 6-7 y/o

Rules: VARIANT 1- The children are seated in a circle. The first child picks up a strip of paper with a letter on it. He/ She has to find a word that ends with the sound corresponding to the letter on the strip. Each child picks up a strip of pater and says a word aloud. VARIANT 2 – The children are seated in a circle. The first child says a word. The next child has to find a word that starts with the last sound of the previous word. The game continues till all the children have had their turns. The teacher may make the game more challenging by not letting them to repeat the same words.

Materials required: strips of paper with letters on them Sample

Lab – book- kid- dog- great- teacher….

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CHAPTER VI: PHONOLOGICAL SKILLS EXERCISES

Aims and objectives: To identify the position of a sound in a word EXERCISE 9: suggested by Liceul Teoretic Grigore Moisil, LTGM ROMANIA Name of the exercise: The Magician’s Hats (Type of activity: individual/group)

Age group: 6-7 y/o

Rules: Three coloured hats and the silhouette of a magician are placed on a table. The child extracts from the magician’s hat a card on which an object is drawn and a letter is written. The child pronounces the word and reads the letter on the card. If the sound corresponding to the given letter is in initial position, he/she will put the card in the red hat. If the sound is in an intermediary position, the card will be put in the yellow card, and if the sound is at the end of the word, in the blue hat. Materials required: a set of cards with images and letters, the silhouette of a magician, three coloured hats. Sample:

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CHAPTER VI: PHONOLOGICAL SKILLS EXERCISES

Aims and objectives: Improving the child's ability to hear and perceive auditory information EXERCISE 10: suggested by KPDONE/TURKEY Name of the exercise: Find the letter (Type of activity: individual, pair, group)

Age group: 5 – 6 y/o

Rules: The teacher allows the students to match the first letter of the animal the children see in the picture with the letters on the side. Materials required: Worksheets with pictures and letters See the samples below:

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CHAPTER VI: PHONOLOGICAL SKILLS EXERCISES

Aims and objectives: Improving phonological awareness EXERCISE 11: suggested by KPDONE/TURKEY Name of the exercise: Write the name (Type of activity: individual, pair, group)

Age group: 7 y/o

Rules: Write the name of the objects you see in the picture in the box and match it with its initial Materials required: Worksheets with pictures and letters See the samples below:

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CHAPTER VI: PHONOLOGICAL SKILLS EXERCISES

Aims and objectives: Improving phonological awareness EXERCISE 12: suggested by KPDONE/TURKEY Name of the exercise: Fill in the boxes (Type of activity: individual, pair, group)

Age group: 7 y/o

Rules: Complete the missing letters. Materials required: Worksheets with pictures and letters See the samples below:

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CHAPTER SEVEN READING DECODING EXERCISES

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CHAPTER VII: READING/DECODING SKILLS

Aims and objectives: To train a child’s decoding skills. EXERCISE 1: suggested by Asociacia Dyslexia – Bulgaria /DABG/ Name of the exercise: Word Chain (Type of activity: individual)

Age group: 7-8 y/o

Rules: Each child receives a print copy of the exercise. The word chain can be organised in different shape. Of course, if it is organised using a picture or figure, it will be more attractive and interesting for children. In the sample below the word chain is organised as a snake. The child needs to read (decode) the words in the chain and to divide them. The teacher can make the chain easier or more difficult depending on child’s age and abilities. Materials required: Print copy of the exercise, and a pencil. Sample:

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CHAPTER VII: READING/DECODING SKILLS

Aims and objectives: To train a child’s decoding and reading skills, knowledge about the sentence structure. EXERCISE 2: suggested by Asociacia Dyslexia – Bulgaria /DABG/ Name of the exercise: Find words, make a sentence. (Type of activity: individual)

Age group: 7-8 y/o

Rules: Each child receives a print copy of the exercise. There are certain number of letter-chains (12-15 characters in each chain). In each chain is “hidden” one word. Children should carefully follow the chain from beginning to end, find the hidden word and write it on the blank line below the chain. When they trace all the chains and find all the words, they have to arrange them in a meaningful sentence. At the next stage, this way can be “coded” a short text. Materials required: Worksheet with letter-chains, a pencil or a pen. Sample:

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CHAPTER VII: READING/DECODING SKILLS

Aims and objectives: To train a child’s decoding and reading skills. EXERCISE 3: suggested by Asociacia Dyslexia – Bulgaria /DABG/ Name of the exercise: Match the explanation with the image (Type of activity: individual)

Age group: 7-8 y/o

Rules: Each child receives a print copy of the exercise. There are several descriptions (in 1-2 sentences) of different objects and images of these objects. Children need to read the descriptions and to match each of them with the respective image. The exercise can be made more difficult if the number of images is higher than the number of descriptions. Materials required: Worksheet as in the sample, a pencil or a pen. Sample:

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CHAPTER VII: READING/DECODING SKILLS

Aims and objectives: To train a child’s decoding and reading skills, as well as comprehension of the idea expressed in the text EXERCISE 4: suggested by Rezekne Academy of Technologies (RTA) (Latvia) Name of the exercise: Read and colour (Type of activity: individual)

Age group: 1st-2nd grade

Rules: The child is given a black and white drawing and instructions on how to colour it. The child should read the instructions and colour the drawing accordingly. Materials required: Worksheet with a black and white drawing and instructions, as well as pencils or markers. Instructions: 1. The branch is green. 2. The hat is yellow. 3. The flower on the hat is red. 4. The flowers on the branch are blue. 5. The wings are brown. 6. The necklace is pink. 7. The face is grey. 8. The claws are black. 9. The beak is red.

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CHAPTER VII: READING/DECODING SKILLS

Aims and objectives: To train a child’s decoding and reading skills, as well as comprehension of the idea expressed in the text EXERCISE 5: suggested by Rezekne Academy of Technologies (RTA) (Latvia) Name of the exercise: Read the sentence! Age group: 1st grade

(Type of activity: individual)

Rules: The child is given sentences where some words are replaced by drawings. The child should read the sentences. Materials required: Worksheet with sentences.

The sentences :

TODAY

IS SHINNG AND THE CHILDREN ARE PICKING

THE SISTER IS CUTTING PAPER SNOWFLAKES WITH

I LIKE

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AND

SALAD.

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CHAPTER VII: READING/DECODING SKILLS

Aims and objectives: To train a child’s decoding and reading skills, as well as comprehension of the idea expressed in the text EXERCISE 6: suggested by Rezekne Academy of Technologies (RTA) (Latvia) Name of the exercise: Read, draw and tell! (Type of activity: individual)

Age group: 2nd grade

Rules: The child is given a text. Before the child starts reading, the teacher should explain that he/she will have to draw what has been read and later explain what has been drawn. Materials required: The text for reading, paper, pencils or markers.

The text:

“Ann is a very hard-working girl. She can do many things. Ann knows how to cook, she also knows how to sew and knit. While other girls say they have nothing to wear, she is proud of the new skirt she has made by herself. One day Ann decided to transform her summer hat. She found an old straw had, then took some colourful cloths and cut out beautiful flowers. Then she glued these flowers to the left edge of the straw hat. The hat looked very nice, but it seemed to be missing something. Ann decided to decorate her hat with a few buttons. The grandmother had given her a box with buttons. Ann put them all on the table to choose the most suitable and beautiful button. “I now have so many buttons that it 115

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would be enough for a whole sewing factory,” Ann thought. There were red, blue and black buttons. There were all colours of the rainbow. The shape of the buttons was also different: round and rectangular, short and long, big and small. There were twohole and four-hole buttons. There were so many buttons and all so beautiful! The girl sewed three red buttons to the right side of her hat. It looked great. Ann’s friends also liked the hat very much. They all decided to make similar hats for themselves too. “

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CHAPTER VII: READING/DECODING SKILLS

Aims and objectives: To identify the necessary letters to write different words EXERCISE 7: Suggested by Liceul Teoretic Grigore Moisil, LTGM Romania Name of the exercise: Cluttered Letters (Type of activity: individual)

Age group: 7-8 y/o

Rules: On a table, there are coloured plastic bottle caps on which letters are written. Each child that participates in the game has to extract from a bowl or a bag a card with a word written on it. He/ She has to select the letters that make up the word and to write it with the caps. To make it more complicated, the child can be asked to write the word on a sheet of paper. Materials required: bag/ bowl with cards, plastic caps with letters on them. Sample:

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CHAPTER VII: READING/DECODING SKILLS

Aims and objectives: To read the words and the sentences they form EXERCISE 8: Suggested by Liceul Teoretic Grigore Moisil, LTGM Romania Name of the exercise: The Mysterious boxes (Type of activity: individual/ group)

Age group: 7-8 y/o

Rules: Three coloured boxes are placed on a table. The first box contains papers/ cards with names of people on them. The second box contains cards with verbs, and the third box contains cards with adverbs/ adjectives. The child extracts one note from each box, reads the words on the notes, then tries to arrange them in a sentence.

Materials required: Three coloured boxes, cards with words written on them. Sample:

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CHAPTER VII: READING/DECODING SKILLS

Aims and objectives: To identify certain words EXERCISE 9: Suggested by Liceul Teoretic Grigore Moisil, LTGM Romania Name of the exercise: The crossword (Type of activity: individual)

Age group: 6-7 y/o

Rules: The child receives a card on which there is a square with letters and images of different objects at the end of each line. The child needs to identify the word suggested by the image and find the letters that make it up. To make it more complicated, the square may contain more letters, and the child needs to find the words associated with the images both horizontally and vertically. Materials required: cards with letters and images

Sample:

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CHAPTER VII: READING DECODING

Aims and objectives: By making the alphabet with the play dough in their hands, children will learn what they have learned more quickly and will not forget it easily. Exercise 10: - suggested by KOCAELİ MİLLİ EĞİTİM MÜDÜRLÜĞÜ , KPDONE, Turkey Name of the exercise: My Alphabet Type of activity: Both

Age Group : 7 y/o

Rules: First, get a set of colored plastic letters, pick some letters and give them to the students to look at or even play with. Tell them which letter corresponds to which sound and have them reflect on the shape of the letter - is it round or angled? What it looks like? Which superhero does he look like? Get creative and let kids have fun as they explore 3D colorful letters. After the children play for a while, have the children make their own 3D letters from clay or play dough. In this way, they will own the letters. Keep adding one more letter until you've taught the whole alphabet in the next phase.

Materials required: plastic letters, clay dough or play dough

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CHAPTER VII: READING DECODING

Aims and objectives: To learn sounds by decoding Exercise 11: - suggested by KOCAELİ MİLLİ EĞİTİM MÜDÜRLÜĞÜ , KPDONE, Turkey Name of the exercise: Let's find the sound! Type of activity: Both

Age Group: 7 y/o

Rules: The teacher tells the sound. Children also look at the board and look for the sound to identify it. If they find it, they cover the sound with the plug. The student who closes all the letters with chips shouts ‘’I won’’ Materials required: - Pencil and image (number of images can be increased) - Board of about nine letters or pictures for each child - Paper to cover letters

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CHAPTER VII: READING DECODING

Aims and objectives: Improving child's decoding and grouping skills Exercise 12: - suggested by KOCAELİ MİLLİ EĞİTİM MÜDÜRLÜĞÜ , KPDONE, Turkey Name of the exercise: Find the similar one(s) Type of activity: Both

Age Group: 9 y/o

Rules: The teacher hands the worksheets out to the students and tells them to find the ones that match the first word among the options read. Example: Which are fruits? grape beet plum orange Materials required: -

pencil and an image like the one below (you can increase the number of words)

Toy

Ball

Baby

Funny

Kite

Animal

Horse

Cat

Clown

Chicken

Hot

Soup

Summer

Fire

Cloud

Cold

Ice

Smoke

Winter

Ice-cream

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