Engaging Emergent Learners Through Sensory-Motor ... · PDF fileEngaging Emergent Learners Through Sensory-Motor Experiences: ... perform a task correctly. ... FAB 5 Early Learner

Engaging Emergent Learners

Through Sensory-Motor

Experiences: A School-Based

Approach

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Early Learner Fitness

Introduction/Warm-Up: • Crossing the Midline Exercises (5 min)

Lesson Focus: • Whole Body Handwriting (5 min) • Mat Exercises (5 minutes) • Gross Motor Patterns (5 min) • Sight Word Circle (5 min) • Balancing Challenges (5 min)

Wrap-Up/Cool Down: • Meeting back at center circle • Dots, Squeezies and Pretzel Arms for calming (3-5 min)

Method of Assessment: Reflective Questions • What could happen if you didn’t have safe spacing during exercises? • How does slowing your body down help train your brain to learn and practice a new skill? • How does using your whole body help you learn new information quicker? • What strategies can you use to help you learn new information or skills? • Where do you start your letters? • What is one exercise you can do to exercise your brain? Calm your body?

Goals: Combining fitness and physical movement with academic content prepares the brain to assimilate new information.

Intentionally teaching process and academic content for each area of focus helps students be more successful and independent during station work.

Day SevenBig Movements for Big Improvements

Balancing ChallengesLesson Plan

Key Vocabulary Words:Army Crawl, Balance, Circle, Crawl, Flexibility, Freeze, Go, Lazy Eight, Log Roll, Opposite/Opposition, Slapping Army Crawl, Sight Word, Switch, Top, Transitions

Equipment: • Class set of large letter (see Resource CD) • Poly spots • Floor mats (each 8 feet long) • FAB 5 Character Poster • Cones • Floor tape • Crayons • Directional arrow signs • Selected mat(s) or taped lines for Gross Motor Patterns • Station cards for Balance Challenges

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Content Introduction to Students:Exercise is important to maintain a healthy life style, but it is also important for your brain. Certain exercises or activities can help your brain focus better and calm your body so you will be ready to learn. They can also help train your body and your brain to work together.

Crossing the Midline Exercises – The midline is the imaginary line that splits your body in half. These exercises will help the right side of your body and the left side of your body work together.

Definition in Motion – By using words and actions to learn new vocabulary words you will remember them better and learn them faster.

Whole Body Handwriting – By using your whole body to learn how to write letters you will remember them better and learn them faster.

Mat Exercises – The mat exercises will help you in the same way the crossing the midline exercises help the right side of your body and the left side of your body work together. They will also help your brain process information efficiently, develop core strength and promote beginning motor skill development.

Gross Motor Patterns – When both sides of your brain work together you can process information more effectively. Moving in a lazy eight type pattern will help both sides of your brain learn to work together. Tracing these patterns helps develop eye fitness and helps you recognize patterns.

Sight Word Circle – When your brain and your body are asked to do two separate skills your brain is challenged! By doing two tasks at once you will learn both tasks quicker and they will both become automatic.

Balancing Exercises – These exercises will help you turn your thinking into action and help your body coordinate its movements. It will also help you begin to monitor yourself because in order to balance you have to know where your body is and how to correct its movement if needed.

Calming and Focusing Exercises – These exercises will help your body slow down so your brain can focus and be ready to learn new information or a new skill.

Instructions to Teacher (To do prior to lesson): • On 8½X14’’ paper copy today’s letter. See Resource CD for suggested order of letter

introduction or follow a district-adopted handwriting program. Make a copy for each student and post vertically on the wall.

• Select and print off Balance Challenge Station Cards for today’s lesson (see Resource CD).

• Post student-friendly “I Can” Statements for today’s lesson.

Management Tips: • Consistency and vocabulary are important. • In order to help students move safely during transitions and to build vocabulary, use

“Freeze” and “Go.”

IntroductionUnit Two • Big Movements for Big Improvements • Day Seven

continued…

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• To ensure students are moving safely from space to space, remind them how you want them to move.

• To help students understand learning expectations for the day post “I Can” Statements and refer to them during the lesson. A whiteboard with key vocabulary words can also be used.

CCSS:SL.2 Gr K, 1, 2

IntroductionUnit Two • Big Movements for Big Improvements • Day Seven

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Activity

Warm-Up

Grade: Pre K-2

Objectives: Students will be able to find the center circle and be ready for the warm-up with little transition time.

Students will understand safe spacing in a circular formation.

Students will be able to perform the basic crossing the midline exercises following a rhythmic pattern.

CCSS:RI.4 Gr K, 1, 2SL.2, 6 Gr K, 1, 2L.5 Gr K, 1, 2

Crossing the Midline – Brain Exercises“I Can” Statements:

• I can find the center circle. • I can show I know opposite. • I can show the definition of Flexibility.

Word of the Day: Flexibility

Definition in Motion: This is Flexy (show students FAB 5 Character Poster). She is going to teach us about Flexibility. Flexibility is bending (bend down at the waist), twisting (twist body from the waist left to right and then back), and stretching (stretch both arms up in the air as high as they will go).

Equipment: Flexy FAB 5 Character Poster

Explanation: Your muscles and your brain work together to help you perform a task correctly. Slowing your body down and thinking about what you are doing helps you learn the task more quickly.

Directions: 1. Students meet at the center circle with their toes on the curved line

and then step back 3 big steps.2. Have students get in “Ready Position”. 3. Do 10 repetitions of each of the following exercises (see Resource

CD). Use a slow controlled rhythm that emphasizes the act of crossing the midline. The goal is to stay with the teacher. Count the repetitions.

a. Toe Touches b. Knee Taps c. Standing Opposites Crunches (SOCs for short) d. Toe Points e. Heels f. Soft Crab Kicks g. ABC Push Ups h. Spelling Mountain Climbers i. Leg Stretches 4. On the signal “Word of the Day,” students return to the center

circle.

Variations/Teaching Tips:1. Language is important during the crossing the midline exercises. 2. Do not let the students practice the exercises wrong. 3. Perform crossing the midline exercises in the classroom. 4. To stress academic concepts, vary counting from one to ten. 5. When doing ABC Push Ups have the students spell their name

while touching their shoulders.

Unit Two • Big Movements for Big Improvements, Moving Towards Stations • Day Seven

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Crossing the Midline – Brain Exercises (continued)6. When doing ABC Push Ups have the students say a part of the alphabet. Don’t always

start at A. For older students, have them go backwards through the alphabet.7. When doing Spelling Mountain Climbers have the students spell aloud in unison and in

rhythm with their bodies, spelling words they are working on in the classroom.

Reflective Questions: • What could happen if you didn’t have safe spacing during crossing the midline

exercises? • How did slowing down help you during the crossing the midline exercises? • How does slowing down help train your brain to learn and practice a new skill? • How does adding movement help you learn your spelling words faster?

Diagram:See Resource CD for pictures of all Crossing the Midline Exercises

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Lesson Focus One

Grade: Pre K-2

Objectives: Students will use their whole body to practice forming letters correctly.

Students will match their body movements with their words.

CCSS:SL.2, 6 Gr K, 1, 2L.1 Gr K, 1L.4 Gr K, 1, 2

Whole Body Handwriting“I Can” Statements:

• I can slow down and stay on the line. • I can start the letter at the top. • I can make my words and my body match. • I can show the definition of Flexibility


Definition in Motion: Flexibility is bending (bend down at the waist), twisting (twist body from the waist left to right and then back), and stretching (stretch both arms up in the air as high as they will go). Equipment:

• Class set of large posted letter (see Resource CD)• Crayons

Explanation: Your muscles and your brain work together to help you perform a task correctly. Slowing your body down and adding big movements and words that match your body movements when learning to write letters helps you learn them quicker.

Directions: 1. On the signal “Word of the Day” students gather around the letters.

Read the “I Can” Statements. 2. Remind the students they always start their letters at the top. 3. Tell the students the words they will be using when tracing the

selected letter. 4. Demonstrate using your whole body to trace the letter. 5. On the signal “Word of the Day”, students find a letter. They should

put their crayon on the dot and be ready. 6. On “Go”, students slowly trace the letter while saying the words

that go with it. 7. Students move one over to the right. 8. Repeat this for up to 10 more rotations. 9. Collect the crayons and have students meet you back on the

center circle. Reflective Questions:

• How did slowing down help you stay on the line?• How does slowing down help train your brain to learn and

practice a new skill?• How does using your whole body help you learn letters more

quickly?


Activity

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Lesson Focus Two

Grade: Pre K-2

Objectives: Students will understand safe spacing and the rotation process during Mat Exercises.

Students will be able to move through several crawling progressions showing proper form while maintaining a steady pace.

CCSS:RI.3, 7 Gr K, 1, 2SL.2, 6 Gr K, 1, 2L.5 Gr K, 1, 2

Mat Exercises“I Can” Statements:

• I can Crawl. • I can Army Crawl. • I can do the Slapping Army Crawl. • I can Log Roll with my body in control. • I can show safe spacing during Mat Exercises. • I can show the definition of Flexibility.


Definition in Motion: Flexibility is bending (bend down at the waist), twisting (twist body from the waist left to right and then back), and stretching (stretch both arms up in the air as high as they will go).

Equipment: • Floor mats • Floor tape • Cones • Directional arrow signs

Explanation: Your muscles and your brain work together to help you perform a task correctly. Slowing your body down and thinking about what you are doing helps you learn the task more quickly. Practicing skills like crawling helps you move better and become a better learner.

Directions: 1. Connect two mats together and have a large piece of bright colored

floor tape running width wise down the middle of the mats (see diagram). Then set the mats set side by side with enough space so that an adult can assist on either side of the mats. Set one cone up at the end of each mat that has an arrow pointing in the direction in which students will return to the line (towards the outside).

2. Divide students into two different “teams” in front of the mats.3. Remind the students the line in the middle of the mat tells them

when it is their turn to go.4. Remind the students the arrows on the cones at the end of the

mats tell them which way to go to get back to their line. They should skip back to their line.

5. Remind the students this is not a race and their job is to slow their bodies down and do the Crawl, Army Crawl, Slapping Army Crawl and Log Roll using proper form.

6. You are also working towards independence with knowing what exercise comes next. Before beginning the mat exercises, verbally rehearse which exercise comes 1st, 2nd, 3rd, and 4th.

7. On the signal word “Word of the Day”, have the teams go through the progressions of the Mat Exercises and then skip back to the


Activity

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Mat Exercises (continued)


end of the line. (see Resource CD for more specific instructions). a. Crawl b. Army Crawl c. Slapping Army Crawl d. Log Roll8. On the signal “Word of the Day”, students return to the center circle.

Variations/Teaching Tips:1. Some students may be unable to do the exercises without physical assistance and

modeling by an adult. Do not let them practice the exercises wrong. If they cannot perform the movement they should be corrected to ensure proper brain development.

2. The word “team” directs the children easily to the mats and to helps with the rotation process.

3. Skipping is the skill students should use to get back to their line every time. 4. Younger students who lack strength may have a hard time with the Army Crawl.5. You may notice many of your students who could do the Army Crawl struggle with the

Slapping Army Crawl or visa versa. The goal is for students to become proficient at both skills.

6. Younger students will struggle with knowing where their bodies are during the Log Roll. Ask them to verbalize, “Where is my body?” as they are rolling to remind themselves to slow down and focus.

7. Do not get frustrated if students are not mastering the skills taught in this lesson right away.

Reflective Questions: • What could happen if you didn’t have safe spacing during Mat Exercises? • How did slowing down help you during the Mat Exercises? • How does slowing down help train your brain to learn and practice a new skill?

Diagram:See Resource CD for pictures of all Mat Exercises.

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Lesson Focus Three

Grade: Pre K-2

Objectives: Students will be able to move on through a lazy eight type pattern with proper form.

CCSS:RI.3, 4 Gr K, 1, 2SL.2 Gr K, 1, 2L.5 Gr K, 1, 2

Gross Motor Patterns“I Can” Statements:

• I can walk a Gross Motor Pattern. • I can make my body match my words. • I can show the definition of Flexibility.



Equipment: • Selected mat(s) formed to make a lazy eight type pattern. • If mats are not available, use floor tape to create a large Lazy

Eight, Hour Glass or Chain Link on the floor.

Explanation: When both sides of your brain work together you can process information more effectively. Moving in a lazy eight type pattern helps both sides of your brain learn to work together.

Directions: 1. Ask students to sit in front of the selected Gross Motor Pattern

(Lazy Eight, Hour Glass, Chain Link). 2. Model moving through the pattern saying words that will help them

remember which way to go. For instance, if using the lazy eight say, “Up and around, cross up and around and out.”

3. Students walk the lazy eight type pattern one at a time and then skip back. .

4. Repeat this at least two times.5. On the “Word of the Day,” students return to the center circle.

Variations/Teaching Tips:1. Create two lazy eight type patterns and divide the students into two

“teams”. Having two “teams” will help with the pace of the lesson and give the students more opportunity to practice walking the pattern.

2. You may have to walk some students who struggle through the pattern in a “follow me” fashion until they are able to do it on their own.

3. If students are struggling with the pattern, it may be helpful for them to trace the pattern in the air or on a piece of paper (draw the selected pattern ahead of time) with their finger before walking the pattern.

4. For more proficient or older students add optional gross motor movements such as hopping, skipping, galloping, crawling, bear walking, or crab walking.

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Gross Motor Patterns (continued)

Reflective Questions: • How did slowing down help you during the Gross Motor Patterns station? • How does slowing down help train your brain to learn and practice a new skill?


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Lesson Focus Four

Grade: Pre K-2

Objectives: Students will be able to move in a circular pattern using a two feet jump,

Students will understand the safety and performance expectations when doing the Sight Word Circle.


Sight Word Circle“I Can” Statements:

• I can do a two feet jump. • I can move slowly and concentrate while

jumping around the Sight Word Circle. • I can show the definition of Flexibility.



Equipment: • Poly spots

Explanation: When your brain and your body are asked to do two separate skills your brain is challenged! By doing two tasks at once you will learn both tasks quicker and they will both become automatic. Directions: 1. Prior to the students coming into the gym, create a circle with multi-

colored poly spots. 2. Ask the students to sit in front of the circle you have created. 3. Demonstrate using a two feet jump and jumping around the circle.

Model jumping with legs spread apart, feet landing on either side of the poly spot and saying the color of the poly spot.

4. Instruct the students to practice moving safely around the Sight Word Circle and saying the colors of the poly spots while doing a two feet jump.

5. Remind the students to go slowly, stop at each poly spot and concentrate on saying the colors.

6. When the students get to the last poly spot, they exit the Sight Word Circle and skip back to the end of the line.

7. If time permits have students go through the Sight Word Circle two times.

8. On the signal “Word of the Day”, students return to the center circle.

Variations/Teaching Tips:1. This station is name Sight Word Circle because during subsequent

lessons sight word cards will be added. To begin, you will just want to teach the routine and ensure all students can do a two feet jump.

2. Some students may not be able to do a two feet jump and focus on saying the colors of the poly spots. If they are unable to focus on both tasks or do not know their colors, at first have them only focus on using proper form to do a two feet jump.

3. Students will tend to want to rush around the Sight Word Circle. The key here is to have them go slowly. Do not let them rush!

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Sight Word Circle (continued)


4. If the circular pattern is too difficult or for younger students, you may want to set the poly spots up in a line at first.

Reflective Questions: • What did you have to do to stay balanced while saying the colors of the poly spots? • What helped you to do a two feet jump and say the colors of the poly spots at the

same time? • What made this task hard or easy for you?

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Lesson Focus Five

Grade: Pre K-2

Objectives: Students will understand the safety and performance expectations when doing the Balance Challenges.

Students will be able to self-monitor in order to maintain balance.

CCSS:RI.3, 4, 7 Gr K, 1, 2SL.2, 6 Gr K, 1, 2L.1, 5 Gr K, 1, 2

Balance Challenges“I Can” Statements:

• I can safely bring both feet back to the floor when I lose my balance.

• I can adjust my body in order to maintain balance.

• I can show the definition of Flexibility.



Equipment: • Balance Challenge Station Cards

Explanation: Your muscles and your brain work together to help you perform a task correctly. Slowing your body down and thinking about what you are doing helps you learn the task more quickly. Being aware of how your body is moving helps you adjust your body and maintain balance. Directions: 1. Prior to the students coming into the gym, print off selected Balance

Challenge Station Cards (see Resource CD).2. Have the students put their toes on the curved line of the center

circle and then step back three big steps.3. Show the students the selected Balance Challenge Station Card.

Demonstrate the Balance Challenge. Model losing your balance and softly returning both feet to the ground and then attempting to complete the Balance Challenge again. At this time you may also want to teach students how to chose a focal point in front of them and to engage their core muscles in order to maintain balance.

4. Have students practice the Balance Challenge. They should try to maintain a still pose for as long as they can.

5. Repeat with 2 or 3 more Balance Challenge Station Cards. 6. On the signal “Word of the Day”, students return to the center circle.

Variations/Teaching Tips:1. Students who struggle with balance will try to rush through these

challenges. It is important to remind them to slow down and keep their bodies as still as possible.

2. Do not let them hop around. If they lose their balance, they should place both feet safely on the ground to regain it.

3. If Balance Challenges are too difficult, modify them for safety reasons. For example, instead of standing on one leg, a child can place more weight on one foot and slightly lift up the other or stand

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Balance Challenges (continued)

on toes with the non weight bearing foot.4. Because you want the students to focus on their balance and work towards being able to

balance for longer periods of time, never have more than 2 or 3 Balance Challenges at one time.

5. For additional variations and adaptations see Unit 4.

Reflective Questions: • What strategies did you use to help yourself maintain balance? • What strategies did you use to safely regain balance when you lost it? • What made the Balance Challenges hard or easy for you?

Diagram:


= Student

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Dots, Squeezies, and Pretzel Arms – Calming and Focusing Exercises“I Can” Statement:

• I can use exercise as a strategy to calm and focus myself.

Equipment: no equipment is needed Explanation: There will always be times when we feel wiggly or like a volcano about to explode. We can use exercises to help calm our bodies and focus our minds.

Directions: 1. Students should be sitting around the center circle with their legs

crossed.2. Begin by telling the students to put the tip of their tongues on the

roof of their mouths. This will help with focus as well as create a quiet environment.

3. Guide the students through the following calming and focusing exercises. Use a slow, low steady voice as you are leading the students through the exercises. See Resource CD for more specific instructions.

a. Dots b. Squeezies c. Trap Squeezies d. Squeeze and Release e. Pretzel Arms

Variations/Teaching Tips:1. Calming and focusing exercises can be performed in the

classroom around a carpet or in an area large enough to provide safe spacing.

2. Calming and focusing exercises can be used at anytime during the school day when the need arises.

3. As students become proficient at the calming and focusing exercises students can be cued to use them when needed.

Reflective Questions:• How does your body feel after doing “Dots, Squeezies and Pretzel

Arms?”• What other times during the day might you use “Dots, Squeezies

and Pretzel Arms” to help you calm and focus yourself?

Diagram:See Resource CD for pictures of all Calming and Focusing Exercises.

Wrap Up/Cool Down

Grade: Pre K-2

Objectives: Students will be able to locate the center circle and have safe spacing during calming and focusing exercises.

Students will be able to follow teacher directions to correctly perform calming and focusing exercises.


Activity


Documents

Engaging Emergent Learners Through Sensory-Motor ... · PDF fileEngaging Emergent Learners Through Sensory-Motor Experiences: ... perform a task correctly. ... FAB 5 Early Learner