Exercise Book for Teachers and Parents by Ecaterina Nechitescu

ERASMUS+ project No 2019-1-LV01-KA201-060355

EXERCISE BOOK da

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

TABLE OF CONTENTS Foreword ………………………………..............................…………………………......................………...3 Project partners …………………………...........................……………..……………..................………...7 Chapter I. Auditory memory exercises ………..……...............................…………........................8 Chapter II. Visual memory exercises …………….............................……............................…..…31 Chapter III. Visual-spatial memory exercises ………...….............…....…….........................…54 Chapter IV. Spatial orientation exercises ………………......................……......................…..…79 Chapter V. Time orientation exercises……………………...................……..............................103 Chapter VI. Phonological skills exercises …........................................................................... 129 Chapter VII. Reading/ decoding exercises...............………..............................................….. 152

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 studies1 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. 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 1

https://pubmed.ncbi.nlm.nih.gov/20417459/

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

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 2. 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 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.

https://www.webmd.com/add-adhd/adhd-dyslexia-tell-apart

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

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 preschool children (the last year before school) at risk of dyslexia. According to the European Dyslexia Association3, 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 shows4 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. But what teachers 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 preschool 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 3 4

https://dyslexiaida.org/ https://dyslexia.yale.edu/resources/parents/what-parents-can-do/suspect-dyslexia-act-early/

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

the application of these questionnaires, the following conclusions were reached in relation to these issues: -

a very large number of preschool 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.

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 use it with their children at home) in order to improve the pupil’s phonological memory and to compensate for the deficit.

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

PROJECT PARTNERS 1.

REZEKNE ACADEMY OF TECHNOLGIES (RTA) – Rezekne, Latvia

ASOCIACIA DYSLEXIA (DABG) – Ruse, Bulgaria

KOCAELİ MİLLİ EĞ İTİM MÜ DÜ RLÜ Ğ Ü (KPDONE) – Izmit, Turkey

GEDON SOFT – Bremen, Germany

GRIGORE MOISIL THEORETICAL HIGHSCHOOL (LTGM) – Timisoara, Romania

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

CHAPTER I

AUDITORY MEMORY EXERCISES da

CHAPTER I: AUDITORY MEMORY Aims and objectives: to train child’s ability to remember auditory stimuli in the correct order. 8

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

EXERCISE 1: suggested by Asociacia Dyslexia–Bulgaria (DABG), Bulgaria Name of the exercise: Continue the sequence Type of activity: group y/o

Age group: 6-8

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: none

CHAPTER I: AUDITORY MEMORY

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

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), Bulgaria 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.” 10

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

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

CHAPTER I: AUDITORY MEMORY

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

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), Bulgaria 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.”

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

“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.”

CHAPTER I: AUDITORY MEMORY 13

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

Aims and objectives: to train child’s ability to remember auditory introduced information and to reproduce the facts. EXERCISE 4: suggested by Asociacia Dyslexia–Bulgaria (DABG), Bulgaria Name of the exercise: Remember and answer Type of activity: small group

Age group: 6-8 y/o

Rules: The group should consist of 3-4 children. At the beginning, the teacher asks 2 or 3 questions (number of questions depends on the children’s age) to each of the children. They answer and the other children should try to remember the information. Then the teacher asks a question to all children regarding some of the information and children should try to answer before the others. Materials required: none Sample Part 1:

Part 2:

Teacher: What is your name?

Teacher: What’s Victor’s favourite colour?

My name is Maria. My name is Victor. My name is Lisa.

Teacher: What is your favourite colour?

Teacher: What does Maria like doing?

Maria: My favourite colour is green. Victor: My favourite colour is red. Lisa: My favourite colour is purple. Teacher: What do you like doing? Maria: I like singing. Victor: I like playing football.

Lisa: I like drawing.

Teacher: What colour does Lisa like?

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

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: Chain of words Type of activity: individual

Age group: 6-9 y/o

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

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

CHAPTER I: AUDITORY MEMORY Aims and objectives: to train child’s ability to hear and perceive audial information. EXERCISE 6: suggested by Rezekne Academy of Technologies (RTA), Latvia Name of the exercise: Which word is missing? Type of activity: individual, group y/o

Age group: 6-9

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 7: suggested by Rezekne Academy of Technologies (RTA), Latvia Name of the exercise: Sentence Type of activity: individual, group

Age group: 6-9 y/o

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.

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 8: suggested by Rezekne Academy of Technologies (RTA), Latvia Name of the exercise: Remember the order Type of activity: individual

Age group: 6-7 y/o

Rules: Teacher reads 10 words. The child's task is to memorize the words in the order in which they were read. The teacher hands out cards with pictures. The child has to put picture cards in the empty table in the correct order. List of the words: 1. a ball 2. a flower 3. a pencil 4. a snowman 5. a circle 6. a dog 7. a cake 8. a candle 9. a lion 10. cherries

Materials required: a table with 10 empty squares, picture cards

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

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

CHAPTER I: AUDITORY MEMORY Aims and objectives: to train child’s ability to remember and reproduce auditory stimuli in the correct order. EXERCISE 9: suggested by Liceul Teoretic Grigore Moisil (LTGM), Romania 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. Materials required: cards with words.

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

HAS

APPLES

MARY

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

HAS

MARY

APPLES

YELLOW

FRIEND

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

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 10: suggested by Liceul Teoretic Grigore Moisil (LTGM), Romania 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 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 11: suggested by Liceul Teoretic Grigore Moisil (LTGM), Romania Name of the exercise: The series Type of activity: individual, group y/o

Age group: 6-8

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: none

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

CHAPTER I: AUDITORY MEMORY Aims and objectives: to develop active listening skills. EXERCISE 12: suggested by Liceul Teoretic Grigore Moisil (LTGM), Romania Name of the exercise: Listen and draw Type of activity: individual

Age category: 6-9 y/o

Rules: "Listen and Draw" is a 10-15 minute activity that involves the following didactic steps: reading a procedural text created by the teacher, which requires the construction of a mental image of objects or geometric figures, following precise instructions. "Imagine a white wall: on the right there is a shelf, above the shelf there is a picture of a squirrel, in the top left corner there are: a bear, a doll and a ball". The text will then be re-read and the drawing will be made, and finally the drawings made by the pupils will be compared and the correct representations identified.

Materials required: sheets of paper/cardboard, coloured pencils

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

CHAPTER I: AUDITORY MEMORY Aims and objectives: improving perception against auditory stimuli and auditory memory. EXERCISE 13: suggested by KOCAELİ MİLLİ EĞ İTİM MÜ DÜ RLÜ Ğ Ü (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 required: the list of words (25 - 40 - 55, depending on the age of the children), charts, pencils.

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

Sample List of words

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. 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

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

CHAPTER I: AUDITORY MEMORY Aims and objectives: improving the child's ability to hear and perceive auditory information. EXERCISE 14: suggested by KOCAELİ MİLLİ EĞ İTİM MÜ DÜ RLÜ Ğ Ü (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 15: suggested by KOCAELİ MİLLİ EĞ İTİM MÜ DÜ RLÜ Ğ Ü (KPDONE), Turkey Name of the exercise: Listen and draw Type of activity: individual

Age group: 5-6 y/o

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 required: the worksheet and pencils in different coulours/pastel.

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

CHAPTER I: AUDITORY MEMORY Aims and objectives: to improve children’s auditory memory EXERCISE 16: suggested by KOCAELİ MİLLİ EĞ İTİM MÜ DÜ RLÜ Ğ Ü (KPDONE), Turkey Name of the exercise: Find the colors Type of activity: individual

Age group: 5-6 y/o

Rules: Give the child a pen case with colored pencils in it and start naming different colours. As your are telling the name of the colour, let the student find the same coloured pen from the pencil case and line them up.

Materials required: coloured pens or pencils, a pencil case.

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

CHAPTER II

VISUAL MEMORY EXERCISES da

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

CHAPTER II: VISUAL MEMORY Aims and objectives: to train child’s visual memory. EXERCISE 1: suggested by Asociacia Dyslexia–Bulgaria (DABG), Bulgaria 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.

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

Sample

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

CHAPTER II: VISUAL MEMORY Aims and objectives: to train child’s visual memory. EXERCISE 2: suggested by Asociacia Dyslexia–Bulgaria (DABG), Bulgaria Name of the exercise: Look, remember, draw Type of activity: individual, group

Age group: 6-8 y/o

Rules: The teacher demonstrates a worksheet 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: a worksheet 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

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Sample 2

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

CHAPTER II: VISUAL MEMORY Aims and objectives: to train child’s visual memory. EXERCISE 3: suggested by Asociacia Dyslexia–Bulgaria (DABG), Bulgaria 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

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

CHAPTER II: VISUAL MEMORY Aims and objectives: to train child’s visual memory. EXERCISE 4: suggested by Asociacia Dyslexia–Bulgaria (DABG), Bulgaria Name of the exercise: How many? Type of activity: individual, group

Age group: 6-8 y/o

Rules: The teacher shows to children a worksheet with several images (the number of images depends on children’s age). Children have to count the items in each image and to try to remember it. After some time (20-30 sec) the teacher hides the worksheet and gives the children another one, where images are replaced with empty squares. In each square, the children have to write the digit that represent the number of items in that respective image. Materials required: worksheets with images, worksheets with empty squares; pencils. Sample

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

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: 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.

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

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: Everything in its place! Type of activity: pair, group

Age group: 6-9 y/o

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. Materials required: bases, identical sets of objects, boxes with sand/semolina.

Samples of bases

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

CHAPTER II: VISUAL MEMORY Aims and objectives: to train child’s ability to perceive and remember visual information. EXERCISE 7: suggested by Rezekne Academy of Technologies (RTA), Latvia Name of the exercise: Insert the colour Type of activity: individual, pair

Age group: 5-7 y/o

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

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

Samples of pictures:

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

CHAPTER II: VISUAL MEMORY Aims and objectives: to train child’s ability to perceive and remember visual information. EXERCISE 8: suggested by Rezekne Academy of Technologies (RTA), Latvia Name of the exercise: Remember the word Type of activity: individual

Age group: 7-8 y/o

Rules: The child receives a card with a foreign word written on it. He/she needs to memorize this word. The teacher prepares a second card where 3-4 words are written with mistakes. The child needs to find the word that is written correctly and highlight it with a different colour.

Materials required: cards with words, a coloured pen or pencil.

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Sample

CARDS ----------------------------------------------------

----------------------------------------------------

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CORRECT ANSWER

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CHAPTER II: VISUAL MEMORY Aims and objectives: to train a child’s ability to memorize the objects perceived visually. EXERCISE 9: suggested by Liceul Teoretic Grigore Moisil (LTGM), Romania 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.

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

CHAPTER II: VISUAL MEMORY Aims and objectives: to train a child’s ability to remember and reproduce the place of several visual stimuli. EXERCISE 10: suggested by Liceul Teoretic Grigore Moisil (LTGM), Romania Name of the exercise: The game of arrows Type of activity: pair, group y/o

Age group: 6-8

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.

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

CHAPTER II: VISUAL MEMORY Aims and objectives: to train and improve the ability to memorize through the perception of some visual stimuli. EXERCISE 11: suggested by Liceul Teoretic Grigore Moisil (LTGM), Romania Name of the exercise: 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.

Materials required: different images with varied topics. Sample

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? 48

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CHAPTER II: VISUAL MEMORY Aims and objectives: to develop visual memory in pupils. EXERCISE 12: suggested by Liceul Teoretic Grigore Moisil (LTGM), Romania Name of the exercise: Colour the letters according to the colour code Type of activity: individual

Age category: 6 y/o

Rules: The student is given a worksheet as in the model provided. The teacher explains the colouring rule, without leaving the instructions at hand. Materials required: coloured pencils, the worksheet.

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

CHAPTER II: VISUAL MEMORY Aims and objectives: to improve children’s visual memory. EXERCISE 13: suggested by KOCAELİ MİLLİ EĞ İTİM MÜ DÜ RLÜ Ğ Ü (KPDONE), Turkey Name of the exercise: Memory card game Type of activity: individual, group

Age group: 6 y/o

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

Materials required: memory cards.

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

*The picture is taken from the internet as a sample: https://www.growingplay.com/2018/05/camping-memorygame-free-camping-game-to-print-and-play

CHAPTER II: VISUAL MEMORY Aims and objectives: to improve children’s visual memory. EXERCISE 14: suggested by KOCAELİ MİLLİ EĞ İTİM MÜ DÜ RLÜ Ğ Ü (KPDONE), Turkey Name of the exercise: Picture study Type of activity: individual

Age group: 6 y/o

Rules: At the beginning of the activity, ask the child to look at pictures of art and study each one for 30 seconds. Then ask the child questions about what he/she 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.

Materials required: worksheets with different pictures and stories.

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

*This picture is taken from the internet as a sample: https://depositphotos.com/287792766/stock-photo-forestcastle-mountain-river-fiction.html

CHAPTER II: VISUAL MEMORY Aims and objectives: developing the child's visual memory skills. EXERCISE 15: suggested by KOCAELİ MİLLİ EĞ İTİM MÜ DÜ RLÜ Ğ Ü (KPDONE), Turkey Name of the exercise: Find 5 differences Type of activity: individual/ group

Rules: Find five differences between two pictures. Materials required: the worksheet, a pen or pencil. Sample

Age group : 5-9 y/o

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

*The image was taken from the internet to be used as an example: https://www.dreamstime.com/easter-finddifferences-game-children-holiday-educational-activity-funny-bunny-planting-carrot-printable-worksheet-cuteimage209129272

CHAPTER II: VISUAL MEMORY Aims and objectives: to improve children’s visual memory. EXERCISE 16: suggested by KOCAELİ MİLLİ EĞ İTİM MÜ DÜ RLÜ Ğ Ü (KPDONE), Turkey Name of the exercise: Different squares Type of activity: individual, pair

Age group: 7-8 y/o

Rules: Mark the groups of squares that are different in the directories. Materials required: the worksheets, a pen or pencil. Sample

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CHAPTER III 54

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VISUAL-SPATIAL MEMORY EXERCISES da

CHAPTER III: VISUAL-SPATIAL MEMORY 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), Bulgaria 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 55

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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

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 2: suggested by Asociacia Dyslexia–Bulgaria (DABG), Bulgaria Name of the exercise: Put in place Type of activity: individual, pair, group y/o 56

Age group: 6-8

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

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: a picture of the room with objects and a picture of the “empty” room, pictures of different objects.

Sample

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

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 3: suggested by Asociacia Dyslexia–Bulgaria (DABG), Bulgaria Name of the exercise: Answer the questions Type of activity: individual, pair, group 58

Age group: 6-8 y/o

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

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: the picture of the table with objects (or another one with the same idea), images of the objects (for pre-school children), the worksheet with questions and a pen or pencil (for pupils). Sample:

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

CHAPTER III: VISUAL-SPATIAL MEMORY Aims and objectives: to train child’s ability to perceive, store and reproduce visual stimuli in the correct order and position. EXERCISE 4: suggested by Asociacia Dyslexia–Bulgaria (DABG), Bulgaria Name of the exercise: Look, remember, place Type of activity: individual, pair, group

Age group: 6-8 y/o

Rules: The teacher shows the children a card in which there is a grid with some shapes (3-45, depending on children’s age) distributed in the cells (see the Sample 1). After some time (20-30 sec) the teacher hides the card and children have to place/draw the shapes in the same pattern on the empty grid.

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

To increase the difficulty, shapes can be in different colours, different shapes or variety of shapes and colours in the same grid. (Sample 2) Materials required: Cards with different patterns; empty grids; colour pencils or crayons. Sample 1

Sample 2

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: Go to your friend’s place! Type of activity: pair

Age group: 6-9 y/o

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 61

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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.

Materials required: sets of graphic cards and a flag

Sample 2 steps

1 step

3 steps

2 steps

3 steps

2 steps 2 steps

1step 3 steps

2 steps 1 step

1 step

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: Put the objects! Type of activity: pair, group

Age group: 5-7 y/o

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

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

CHAPTER III: VISUAL-SPATIAL MEMORY Aims and objectives: To train child’s ability to perceive and remember location and movements in space EXERCISE 7: suggested by Rezekne Academy of Technologies (RTA), Latvia Name of the exercise: Find the objects! Type of activity: pair, group

Age group: 5-7 y/o

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 63

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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.).

CHAPTER III: VISUAL-SPATIAL MEMORY Aims and objectives: to train child’s ability to perceive and remember location. EXERCISE 8: suggested by Rezekne Academy of Technologies (RTA), Latvia Name of the exercise: Put the picture in the correct place Type of activity: individual

Age group: 5-7 y/o

Rules: The teacher takes the worksheet and places pre-cut cards with different pictures on it. The child observes the placement of the images for some time. The cards are then removed. The child's task is to place the cards according to the layout shown by the teacher. By putting cards, the child can describe his/her actions. 64

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Example I put the book on the table. I put the cat in the bed. I put the bag on the left of the bookshelf. Materials required: the worksheet, scissors.

Worksheet No 1

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Worksheet No 2

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Aims and objectives: to train a child’s ability to perceive, store and reproduce visual stimuli in the correct order and position. EXERCISE 9: suggested by Liceul Teoretic Grigore Moisil (LTGM), Romania 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, a worksheet with variations, a pencil to put a tick.

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

Sample

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

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 10: suggested by Liceul Teoretic Grigore Moisil (LTGM), Romania Name of the exercise: Put me near 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: the picture of houses and animals, the picture with only the houses, pictures of different animals.

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

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 11: suggested by Liceul Teoretic Grigore Moisil (LTGM), Romania 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: a 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.

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

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.

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

CHAPTER III: VISUAL-SPATIAL MEMORY Aims and objectives: to train the child's ability to perceive, store and reproduce visual stimuli. EXERCISE 12: suggested by Liceul Teoretic Grigore Moisil (LTGM), Romania Name of the exercise: Monkey in the mirror Type of activity: individual

Age category: 6-7 y/o

Rules: Children are presented with a mirror image of a funny monkey. The teacher lets the children look at the picture for 15 seconds, then hides it. The children are shown an upside down picture of the monkey and asked to match the picture to one of the two pictures they originally saw. The exercise can be done at different levels of difficulty - the monkey can be upside down, or turned backwards. Materials required: mirror images of the monkey, an individual image that can be rotated

*The images were taken from internet as a sample: https://oro.open.ac.uk/56036/1/56036.pdf

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

CHAPTER III: VISUAL-SPATIAL MEMORY Aims and objectives: strengthening visual spatial memory. EXERCISE 13: suggested by KOCAELİ MİLLİ EĞ İTİM MÜ DÜ RLÜ Ğ Ü (KPDONE), Turkey Name of the exercise: Match the same objects Type of activity : individual

Age group : 5 y/o

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

Materials required: the worksheet, a pen or pencil.

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

Sample 1

Sample 2

*The images were taken from internet as a sample: www.pinterest.com

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

CHAPTER III: VISUAL-SPATIAL MEMORY Aims and objectives: to strengthen the child’s ability to observe and differentiate visual stimuli in different order. EXERCISE 14: suggested by KOCAELİ MİLLİ EĞ İTİM MÜ DÜ RLÜ Ğ Ü (KPDONE), Turkey Name of the exercise: Find the different object! Type of activity: individual

Age group: 5 y/o

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. Materials required: the worksheet, a pen or pencil.

Sample

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

CHAPTER III: VISUAL-SPATIAL MEMORY Aims and objectives: strengthening children’s visual-spatial memory. EXERCISE 15: suggested by KOCAELİ MİLLİ EĞ İTİM MÜ DÜ RLÜ Ğ Ü (KPDONE), Turkey Name of the exercise: Find the same! Type of activity: individual

Age group: 6-7 y/o

Rules: Pupils need to find the same shape. Materials required: the worksheet as in the sample or a similar one, a pen or pencil.

Sample

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

CHAPTER III: VISUAL-SPATIAL MEMORY Aims and objectives: strengthening children’s visual-spatial memory. EXERCISE 16: suggested by KOCAELİ MİLLİ EĞ İTİM MÜ DÜ RLÜ Ğ Ü (KPDONE), Turkey Name of the exercise: Shadow of the rooster Type of activity: individual, pair

Age group: 6-7 y/o

Rules: Children need to find which of the following can be the shadow of the rooster in this image. Materials required: the worksheet as in the sample or a similar one, a pen or pencil.

Sample

*The images were taken from internet as a sample: https://spsy6.wordpress.com/2020/05/08/answers-tothursdays-brain-teasers-and-puzzles/

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CHAPTER IV

SPATIAL ORIENTATION EXERCISES da

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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), Bulgaria 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 that children have enough time to think and draw the line, following instructions. At the end, they check the result together. Materials required: a 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?

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

/The correct answer: Supermarket/

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), Bulgaria 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 right - Two down - Four to the right - One down - One to the left - Three up…

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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 84

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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), Bulgaria 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: none

Sample

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

CHAPTER IV: SPATIAL ORIENTATION Aims and objectives: to improve spatial orientation skills of children. EXERCISE 4: suggested by Asociacia Dyslexia–Bulgaria (DABG), Bulgaria Name of the exercise: Colour, count, write Type of activity: individual, group

Age group: 6-8 y/o

Rules: The teacher reads slowly the instructions, giving children enough time to complete the task. The number and complexity of instructions depends on children’s age. NB: In order to increase the difficulty, arrows of different size could be included. Materials required: worksheets, colour pencils or crayons. Sample: -

Colour the arrows pointing to the right in yellow, count and write the number Colour the arrows pointing up in green, count and write the number Colour the arrows pointing down and to the right in blue, count and write the number …………………..

………………..

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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 5: suggested by Rezekne Academy of Technologies (RTA), Latvia Name of the exercise: Find the same Type of activity: individual y/o

Age group: 6-7

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: a worksheet with the drawing as in the sample, a coloured pencil. Sample

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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 6: suggested by Rezekne Academy of Technologies (RTA), Latvia Name of the exercise: Follow the arrows and draw Type of activity: individual

Age group: 6-8 y/o

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 88

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The expected result

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 7: suggested by Rezekne Academy of Technologies (RTA), Latvia Name of the exercise: Listen and draw Type of activity: group or individual

Age group: 5-7 y/o

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 89

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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.

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 8: suggested by Rezekne Academy of Technologies (RTA), Latvia Name of the exercise: Listen/read and draw Type of activity: group or individual

Age group: 6-7 y/o

Rules: The child is given a sheet of graph paper. Older children read and follow the instructions themselves. For younger children, the teacher reads aloud. Materials required: a sheet of graph paper, pencil and red crayon. 90

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Instructions: Place the starting point in the left corner of one of the squares and draw lines along the edges of squares as follows: 1) One to the right 2) One up 3) Two to the right 4) One down 5) One to the right 6) One down 7) Two to the right 8) One up 9) One to the right 10) One up 11) Two to the right 12) One down 13) One to the right 14) Four down 15) One to the left 16) One down Colour the drawing in red.

The drawing should look like this.

17) 18) 19) 20) 21) 22) 23) 24) 25) 26) 27) 28) 29) 30) 31) 32)

One to the left One down One to the left One down One to the left One down Two to the left One up One to te left One up One to te left One up One to te left One up One to te left Four up

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CHAPTER IV: SPATIAL ORIENTATION Aims and objectives: to develop better spatial orientation skills (left - right, up - down). EXERCISE 9: suggested by Liceul Teoretic Grigore Moisil (LTGM), Romania Name of the exercise: Feed the dog Type of activity: individual, group

Age group: 6-8 y/o

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

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: the worksheet with a dog and his food, a pencil, a list of instructions. Sample Instructions - 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

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 10: suggested by Liceul Teoretic Grigore Moisil (LTGM), Romania Name of the exercise: Colour as you are told Type of activity: individual, group 93

Age group: 6-8 y/o

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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: a 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.

CHAPTE SPATIAL

R IV: ORIENTATION

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Aims and objectives: to improve spatial orientation skills of children. EXERCISE 11: suggested by Liceul Teoretic Grigore Moisil (LTGM), Romania 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.

Sample 95

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Mary is to the right of the snowman.

Ann is to the right of John.

The snowman is between Mary and Andrew.

John is to the right of Mary. Andrew is to the left of the snowman.

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Aims and objectives: to improve children’s perceptual-motor spatial orientation structures, develop body schema skills. EXERCISE 12: suggested by Liceul Teoretic Grigore Moisil (LTGM), Romania Name of the exercise: Do like this Type of activity: individual, group

Age category: 6-8 y/o

Rules: The teacher describes and performs in front of the pupils certain movements, which the children are to perform. Pupils practise the movements with the teacher and then continue to perform them themselves, following the teacher's verbal instructions. Note: For increased difficulty, the teacher intentionally shows the wrong movements, asking the pupil to perform them correctly, according to the verbal instructions given.

Materials required: none

Sample 1. Raise your right hand! 2. Cover your left eye with your right hand! 3. Touch your right knee with your left hand! 4. Touch your nose with your right index finger! 5. Touch your right toe with your left hand!

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Aims and objectives: it allows children to imagine themselves in different ways through examination and measurement. EXERCISE 13: suggested by KOCAELİ MİLLİ EĞ İTİM MÜ DÜ RLÜ Ğ Ü (KPDONE), Turkey Name of the exercise: Let’s measure! Type of activity: individual, group

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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Aims and objectives: Developing wayfinding skills EXERCISE 14: suggested by KOCAELİ MİLLİ EĞ İTİM MÜ DÜ RLÜ Ğ Ü (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 his/her direction according to the map given to him/her.

Materials required: paper, glue, a coloured pencil.

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Aims and objectives: developing spatial orientation skills. EXERCISE 15: suggested by KOCAELİ MİLLİ EĞ İTİM MÜ DÜ RLÜ Ğ Ü (KPDONE), Turkey Name of the exercise: Dance! Type of activity: individual, group

Age group: 6-8 y/o

Rules: The teacher says: “Now we will read you instructions. You have to act according to these 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 the list of instructions.

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 down

13. Raise your arms

14. Sit down on the chair

15. Clap your hands

16. Raise your arms

17. Stand up

18. Clap your hands

19. Go to the left

20. Raise your arms

21. Turn around yourself

22. Sit down

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

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29. Raise your arms

30. Clap your hands

31. Stand up

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. Stand up

45. Clap your hands

46. Raise your arms

47. Turn right

48. Turn left

49. Sit down

50. Raise your arms

51. Stand up

52. Clap your hands

53. Sit down

54. Stand up

55. Clap your hands

56. Raise your arms

57. Clap your hands

58. Sit down

CHAPTER IV: SPATIAL ORIENTATION Aims and objectives: to improve children’s spatial orientation skills. 101

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EXERCISE 16: suggested by KOCAELİ MİLLİ EĞ İTİM MÜ DÜ RLÜ Ğ Ü (KPDONE), Turkey Name of the exercise: Let’s draw! Type of activity: individual

Age group: 6-7 y/o

Rules: Complete the picture in accordance with the following instructions. 1. Draw a small ball in front of the tree. 2. Draw a carrot to the right of the rabbit. 3. Draw a circle-shaped sun in the upper left corner of the page. Let the sun have 8 rays. 4. Write your name on the left of the tree. 5. Draw a heart shape to the right of the tree. 6. Draw two clouds to the right of the sun.

Materials required: the worksheet as in the sampla, pencils and/or crayons.

Sample

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103

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CHAPTER V

TIME ORIENTATION EXERCISES da

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), Bulgaria Name of the exercise: Draw the clock hands Type of activity: individual, group 104

Age group: 6-8 y/o

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

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

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), Bulgaria Name of the exercise: Put in order Type of activity: individual, group 105

Age group: 7-8 y/o

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

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 timeline, 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.

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), Bulgaria Name of the exercise: Answer the questions Type of activity: individual, group 107

Age group: 7-8 y/o

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

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: a worksheet as in the Sample, a pen or a pencil. Sample

CHAPTER V: TIME ORIENTATION Aims and objectives: to develop better perception of time and improving time orientation skills. EXERCISE 4: suggested by Asociacia Dyslexia–Bulgaria (DABG), Bulgaria Name of the exercise: Months of the year Type of activity: group 108

Age group: 7-8 y/o

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

Rules: There are two boxes with cards with the names of the months (in each box – the names of the all months). Children are divided into two teams. Each team stays in a row. The first child of each team goes to the box, takes one card and stick it on the board, then goes back and passes the turn to the next second child of the team. He/she takes a card and has to stick it on the board in a correct position in relation to the first card. Then goes back and passes the turn to the next child, and so on. The winner is the team which managed to place all cards on the board faster and in the correct order. Magnet cards and respectively magnet board can also be used. Materials required: cards, a board.

CHAPTER V: TIME ORIENTATION Aims and objectives: to train child’s ability to find a picture corresponding to the season EXERCISE 5: suggested by Rezekne Academy of Technologies (RTA), Latvia Name of the exercise: Which season? Why? Type of activity: individual

109

Age group: 6-8 y/o

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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: a worksheet with drawings, coloured pencils. Sample

CHAPTER V: TIME ORIENTATION Aims and objectives: to train child’s ability to arrange pictures in a logical order. EXERCISE 6: suggested by Rezekne Academy of Technologies (RTA), Latvia Name of the exercise: Arrange the pictures Type of activity: individual 110

Age group: 6-7 y/o

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

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: a 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). 112

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EXERCISE 7: 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: 5-7 y/o

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: a worksheet with pictures, a pen or pencil. The pictures

CHAPTER V: TIME ORIENTATION Aims and objectives: to train child’s ability to find a picture corresponding to the season and justify his/her opinion. 113

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EXERCISE 8: suggested by Rezekne Academy of Technologies (RTA), Latvia Name of the exercise: Which season? Why? Type of activity: individual

Age group: 5-8 y/o

Rules: The child sees different images that characterize one of the four seasons. His/her task is to associate the image with the name of the season and to justify his/her choice orally or in writing.

Materials required: a worksheet with drawings, coloured pencils.

IMAGES

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115

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116

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Aims and objectives: to match the actions with the appropriate time period; to understand better the differences between the different units of time. EXERCISE 9: suggested by Liceul Teoretic Grigore Moisil (LTGM), Romania Name of the exercise: Find and match Type of activity: individual, group y/o

Age group: 7-8

Rules: Each child receives a worksheet with a table on it. Different periods of time are written in the table, and in 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: the worksheet, pencils.

Sample 118

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Find and match!

30 min

One hour

A day

A week

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…

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A month

A year

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Aims and objectives: to understand the calendar and to be able to read it. EXERCISE 10: suggested by Liceul Teoretic Grigore Moisil (LTGM), Romania Name of the exercise: Let’s find out! Type of activity: individual, group y/o

Age group: 7-8

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: a page from calendar, pencils.

Sample 120

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Questions: 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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Aims and objectives: to develop better perception of time and to improve time orientation skills. EXERCISE 11: suggested by Liceul Teoretic Grigore Moisil (LTGM), Romania 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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Aims and objectives: to name the days of the week; to match the days of the week with the actions indicated. EXERCISE 12: suggested by Liceul Teoretic Grigore Moisil (LTGM), Romania Name of the exercise: What day is it? Type of activity: individual, group, pair

Age category: 6-8 y/o

Rules: The teacher says several statements. The pupil listens and has to state the name of the day requested. For an average level, the first question is asked after the second statement, the second after the third statement, the last question after the last statement. For a high level, questions are asked after reading the four statements. 1. Today is Wednesday. 2. Yesterday I read a book. 3. Tomorrow I'm going to the ballet. 4. The day after tomorrow I'll bake a cake for my mother. Questions: I. On which day did I read a book? II. What day will I go to the ballet? III. What day will I bake a cake for my mother?

Materials required (optional): cards with the names of the days of the week, a table with seven columns and two rows, cards with illustrated actions

Table 123

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Cards with the days of the week

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

SATURDAY

Cards with illustrated actions

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SUNDAY

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Aims and objectives: to develop better perception of time and improving time orientation skills. EXERCISE 13: suggested by KOCAELİ MİLLİ EĞ İTİM MÜ DÜ RLÜ Ğ Ü (KPDONE), Turkey Name of the exercise: What time is it? Type of activity: individual, group

Age group : 7-8 y/o

Rules: Read the reading passage to the students and then let them choose the time they hear in the text. The number of the sentences is up to the teacher. Materials required: the worksheet, a pencil and a rubber.

Sample 125

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The text Hello, my name is Elvan. I am five years old. I wake up at 07:30 every morning to go to school. I have my breakfast and leave the house at 08:30. At 09:15 my class at school starts. My lunchtime at school starts at 11:15. 1. When does Elvan wake up to go to school?

2. When does Elvan leave the house to go to school?

3. When does the class start?

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Aims and objectives: to develop better perception of time and improving time orientation skills. EXERCISE 14: suggested by KOCAELİ MİLLİ EĞ İTİM MÜ DÜ RLÜ Ğ Ü (KPDONE), Turkey Name of the exercise: The correct time Type of activity: individual, group

Age group: 6-8 y/o

Rules: The 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.

Materials required: the worksheet, a pen or pencil.

Sample

Time :…….

CHAPTER V: TIME ORIENTATION 127

Time :…….

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Aims and objectives: to develop better perception of time and improving time orientation skills. EXERCISE 15: suggested by KOCAELİ MİLLİ EĞ İTİM MÜ DÜ RLÜ Ğ Ü (KPDONE), Turkey Name of the exercise: What time is it? Type of activity: individual

Age group: 6-7 y/o

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.

Materials required: the worksheet, a pen or pencil.

Sample

Time: ……................................

Sentences: ...................

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Aims and objectives: to improve time orientation skills. EXERCISE 16: suggested by KOCAELİ MİLLİ EĞ İTİM MÜ DÜ RLÜ Ğ Ü (KPDONE), Turkey Name of the exercise: What’s next? Type of activity: individual, pair

Age group: 7-8 y/o

Rules: Let's read the story below. Let's write the numbers sequentially in the box under the pictures according to the sequence of events. Materials required: the worksheet, a pen or pencil.

Sample Sule and Busra went to the park together. They started swinging. Then they bought a candy and ate it. Then they played a ball. When it started raining they went home.

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CHAPTER VI

PHONOLOGICAL SKILLS EXERCISES da

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CHAPTER VI: PHONOLOGICAL SKILLS Aims and objectives: to train child’s ability to define the first sound in words. EXERCISE 1: suggested by Asociacia Dyslexia–Bulgaria (DABG), Bulgaria 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). Sample

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CHAPTER VI: PHONOLOGICAL SKILLS Aims and objectives: to train child’s rhyming ability. EXERCISE 2: suggested by Asociacia Dyslexia–Bulgaria (DABG), Bulgaria 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: a worksheet with pictures and words in two columns, a pencil. Samples

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CHAPTER VI: PHONOLOGICAL SKILLS Aims and objectives: to train child’s syllabification ability. EXERCISE 3: suggested by Asociacia Dyslexia–Bulgaria (DABG), Bulgaria Name of the exercise: Syllables Bingo game Type of activity: group y/o

Age group: 7-8

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 phonological awareness. EXERCISE 4: suggested by Asociacia Dyslexia–Bulgaria (DABG), Bulgaria Name of the exercise: A letter – a word – a sentence Type of activity: group y/o

Age group: 7-8

Rules: Children are divided into two teams. One of the children of A-team chooses randomly one card from a set of alphabetical cards. The children from the B-team have to think of and write down as many word starting with the respective letter as they can for 1-2 minutes (the time should be settled beforehand). After the time is over, B-team reads aloud words they wrote and the А-team has to create at least one sentence choosing among these words.

Materials required: a set of alphabetical cards; paper, pencils/pens.

Sample: A-team chooses the letter “B”. B-teams writes down words, e.g.: bear, break, ball, brown, berry, bring, basket, bell…. A-team creates a sentence, e.g.: Brown Bear Brings a Basket with Berries.

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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: 5-7 y/o

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.

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Cards with pictures

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mouse

door

apple

leaf

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strawberry

bed

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banana

pumpkin

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sun

bird

CHAPTER VI: PHONOLOGICAL SKILLS Aims and objectives: to train child’s ability to identify the first sound of a word. EXERCISE 6: 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: 5-7 y/o

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 (in the sample below letters T-D)

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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 7: 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: 6-8 y/o

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: none

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CHAPTER VI: PHONOLOGICAL SKILLS Aims and objectives: to train the child’s ability to determine the first letter of the work and read words. EXERCISE 8: 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: 6-8 y/o

Rules: The child receives a card that is divided into two parts. There are pictures on one side and empty boxes below them. The other side shows images without boxes. The child must first recognize and name what is shown in the pictures and write the first letter of each picture in the empty box. Reading the letters in the box will bring up a word that corresponds to one of the images on the other side. The created word must be associated with the corresponding image. Materials required: worksheets with pictures.

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Example

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CHAPTER VI: PHONOLOGICAL SKILLS Aims and objectives: to identify the syllables that make up a word, to point their position inside the word. EXERCISE 9: suggested by Liceul Teoretic Grigore Moisil (LTGM), Romania 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 Aims and objectives: To train child’s ability to identify the last sound of a word. EXERCISE 10: suggested by Liceul Teoretic Grigore Moisil (LTGM), Romania 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 Aims and objectives: to identify the position of a sound in a word. EXERCISE 11: suggested by Liceul Teoretic Grigore Moisil (LTGM), Romania Name of the exercise: 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.

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Sample

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CHAPTER VI: PHONOLOGICAL SKILLS Aims and objectives: correct naming of words containing a specific sound, identifying the position of that sound in the verbalized words, enriching the lexical background with new words and activating the existing lexical background. EXERCISE 12: suggested by Liceul Teoretic Grigore Moisil (LTGM), Romania Name of the exercise: The sound is playing (here we can replace”the sound” with the actual sound we are trying to work on) Type of activity: individual, group, pair

Age category: 6-8 y/o

Rules: Prepare a game board with various pictures (see the sample below). The word that denotes the picture may or may not contain the sound given, the aim being to put the child in a position to perceive/identify the presence of the sound in words. The child is asked to roll a die and move the pawn as many boxes as the number on the die indicates. In order to move forward they have to name the picture in the box, break the word into syllables, indicate whether the word contains the specific sound and its position (at the beginning, middle or end of the word). Whether playing in pairs or in groups, each child waits their turn. If one of the pupils has given an incorrect answer, they are corrected and stay on the same word until it is their turn in the next round.

Materials required: the game board, pawns, dice.

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Sanple (found on the internet for the letter J, in Romanian)

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CHAPTER VI: PHONOLOGICAL SKILLS Aims and objectives: improving the child's ability to hear and perceive auditory information. EXERCISE 13: suggested by KOCAELİ MİLLİ EĞ İTİM MÜ DÜ RLÜ Ğ Ü (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 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. Sample

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CHAPTER VI: PHONOLOGICAL SKILLS Aims and objectives: improving child’s phonological awareness. EXERCISE 14: suggested by KOCAELİ MİLLİ EĞ İTİM MÜ DÜ RLÜ Ğ Ü (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. Sample

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CHAPTER VI: PHONOLOGICAL SKILLS Aims and objectives: improving chidren’s phonological awareness. EXERCISE 15: suggested by KOCAELİ MİLLİ EĞ İTİM MÜ DÜ RLÜ Ğ Ü (KPDONE), Turkey Name of the exercise: Fill in the boxes Type of activity: individual, pair, group Rules: Complete the missing letters. Materials required: worksheets with pictures and letters.

Sample

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Age group: 7 y/o

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CHAPTER VI: PHONOLOGICAL SKILLS Aims and objectives: to improve children’s phonological skills. EXERCISE 16: suggested by KOCAELİ MİLLİ EĞ İTİM MÜ DÜ RLÜ Ğ Ü (KPDONE), Turkey Name of the exercise: Find the initial of the object you are viewing Type of activity: individual

Age group: 7-8 y/o

Rules: Let's look at the images below! Let's find the initial letter of the image's name and circle it! Materials required: a worksheet as in the sample, a pen or pencil. Sample

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CHAPTER VII

READING/DECODING EXERCISES da

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CHAPTER VII: READING/DECODING SKILLS Aims and objectives: to train child’s decoding skills. EXERCISE 1: suggested by Asociacia Dyslexia–Bulgaria (DABG), Bulgaria 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: a copy of the exercise and a pencil.

Sample

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CHAPTER VII: READING/DECODING SKILLS Aims and objectives: to train child’s decoding and reading skills, knowledge about the sentence structure. EXERCISE 2: suggested by Asociacia Dyslexia–Bulgaria (DABG), Bulgaria 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 letterchains (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: a 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), Bulgaria 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 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: a worksheet as in the sample, a pencil or a pen. 157

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Sample

CHAPTER VII: READING/DECODING SKILLS Aims and objectives: to train child’s decoding and reading skills. EXERCISE 4: suggested by Asociacia Dyslexia–Bulgaria (DABG), Bulgaria Name of the exercise: Read, think, colour Type of activity: individual

Age group: 6-8 y/o

Rules: Each child receives a print copy of the exercise. There is a short text (4-5 sentences), which child has to read independently. Based on what is described in the text, the child has to colour the pictures. Materials required: a worksheet as in the Sample, colour pencils or crayons. Sample:

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Mary, Lora and Sara are friends. One day they decided to go for a walk in the park and put their most beautiful dresses. The girls look like beautiful flowers. Mary’s favourite colour was yellow, but for the walk she chose a blue dress. Lora doesn’t like the green colour, so she doesn’t have a green dress at all. Sara’s dress wasn’t red, but green. And the girl in the middle was in pink.

Mary

Lora

Sara

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 and colour Type of activity: individual

Age group: 6-8 y/o

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. 159

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Materials required: a 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.

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 the sentence Type of activity: individual y/o

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Age group: 6-7

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

TODAY

IS SHINNG AND THE CHILDREN ARE PICKING

THE SISTER IS CUTTING PAPER SNOWFLAKES WITH

I LIKE

AND

SALAD.

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 7: suggested by Rezekne Academy of Technologies (RTA), Latvia Name of the exercise: Read, draw and tell Type of activity: individual y/o

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Age group: 8

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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 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.

CHAPTER VII: READING/DECODING SKILLS Aims and objectives: to train child’s ability to identify words. EXERCISE 8: suggested by Rezekne Academy of Technologies (RTA), Latvia Name of the exercise: Domestic animals Type of activity: individual

Age group: 7-8 y/o

Rules: The student has to find the words in the grid. The words in the grid can be found in both horizontal and vertical direction. 162

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Materials required: the worksheet, a pencil or marker.

K F G K E P K I X E L G Y L

P P I G L E T Y G J P O T A

W I V V R O P E D F O A L Y

O G B P A R C A I C N T B R

T L O U B D O N K E Y U Q U

S G X P B U W L E C H I C K

D O T P I E P I F I R B U L

O O E Y T R L N K I T T E N

G S H O R S E G W S U X J P

F E I L S H A J L A M B Y D

Y I R T L E V H S A D U K W

L T U R K E Y E R C A L F U

D U C K W P T N X L T L G S

O C A T P S D U C K L I N G

The words to look for:

COW;

BULL;

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HORSE;

DONEKY;

PIG;

PIGLET;

PONY;

SHEEP;

CALF;

LAMB;

FOAL;

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YEANLING;

GOAT;

DUCK;

DOG;

PUPPY;

TURKEY;

RABBIT;

CAT;

HEN;

CHICK;

KITTEN;

GOOSE;

DUCKLING

CHAPTER VII: READING/DECODING SKILLS Aims and objectives: to identify the necessary letters to write different words. EXERCISE 9: suggested by Liceul Teoretic Grigore Moisil (LTGM), Romania Name of the exercise: Cluttered letters Type of activity: individual 164

Age group: 7-8 y/o

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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: a bag/bowl with cards, plastic caps with letters on them.

Sample

CHAPTER VII: READING/DECODING SKILLS Aims and objectives: to read the words and the sentences they form. EXERCISE 10: suggested by Liceul Teoretic Grigore Moisil (LTGM), Romania Name of the exercise: Mysterious boxes 165

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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.

CHAPTER VII: READING/DECODING SKILLS

Aims and objectives: to identify certain words. EXERCISE 11: suggested by Liceul Teoretic Grigore Moisil (LTGM), Romania Name of the exercise: Crossword 166

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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: to show curiosity to decode the meaning of messages expressed in visual media; to recognise common words from familiar surroundings, written in capital letters. EXERCISE 12: suggested by Liceul Teoretic Grigore Moisil (LTGM), Romania 168

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Name of the exercise: Chained words Type of activity: individual, pair

Age category: 6-7 y/o

Rules: Each pair/student receives the worksheet and separates the words with a vertical line, then rewrites them separately in the adjacent table. The text on the worksheet can be adapted to different levels of difficulty. Materials required: worksheet, writing tools.

Sample

CHAINED WORDS Words are the friend of BIRDS and they want to save themselves from the eagle's path. Every word you release from the invisible chain that binds the letters together means one more friend for the WONDERFUL BIRDS! You can write the words in the box, with a comma between them.

SWALLOWSTORKCUCKOONIGHTINGALESWANPELICANSPARROWLARK

OWLCRANEEGRETPIGEONSTARLINGCORMORANTSEAGULL

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 13: suggested by KOCAELİ MİLLİ EĞ İTİM MÜ DÜ RLÜ Ğ Ü (KPDONE), Turkey 169

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

Name of the exercise: My alphabet Type of activity: individual, group

Age group: 6-7 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 does it look 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.

CHAPTER VII: READING DECODING Aims and objectives: to learn sounds by decoding. EXERCISE 14: suggested by KOCAELİ MİLLİ EĞ İTİM MÜ DÜ RLÜ Ğ Ü (KPDONE), Turkey 170

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

Name of the exercise: Let's find the sound! Type of activity: individual, group

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: a pencil and an image (number of images can be increased), aboard of about nine letters or pictures for each child, paper to cover letters

CHAPTER VII: READING DECODING Aims and objectives: improving child's decoding and grouping skills. EXERCISE 15: suggested by KOCAELİ MİLLİ EĞ İTİM MÜ DÜ RLÜ Ğ Ü (KPDONE), Turkey 171

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

Name of the exercise: Find the similar one(s) Type of activity: individual, group

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? A grape, a beet, a plum, an orange?

Materials required: a pencil and worksheet like the one below (you can increase the number of words).

Sample 1

Toy

Ball

Baby

Funny

Kite

Animal

Horse

Cat

Clown

Chicken

Hot

Soup

Summer

Fire

Cloud

Cold

Ice

Smoke

Winter

Ice-cream

CHAPTER VII: READING/DECODING SKILLS Aims and objectives: to improve children’s reading skills. EXERCISE 16: suggested by KOCAELİ MİLLİ EĞ İTİM MÜ DÜ RLÜ Ğ Ü (KPDONE), Turkey 172

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

Name of the exercise: My breakfast Type of activity: individual, pair

Age group: 7-8 y/o

Rules: Read the story below and answer the questions according to the story. Materials required: a worksheet with a text

Sample MY BREAKFAST I got up early today. Yesterday I was very tired and went to sleep without having dinner. So, I was very hungry this morning. ’Mom, I'm hungry as a wolf," I said and found myself at my breakfast table. My mom's great! Thinking I was going to get hungry, she had made the breakfast early in the morning. I looked at the table. What a mess! Look, I even left my scissors on the table yesterday evening!

1. When did I get up? 2. When did mom make breakfast? 3. Why was I so hungry? 4. Where did I forget my scissors?

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Exercise Book for Teachers and Parents

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