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A m
ult
isen
so
ry a
ctiv
ity p
ro
gram
me
fo
r t
he E
arly
Years
Han
ds o
n L
iteracy
Ap
pre
cia
tion
an
d th
an
ks g
o to
Pro
fesso
r An
gela
Faw
cett, C
hair o
f Ch
ild S
tud
ies, S
wan
sea U
niv
ersity
;
Th
e c
hild
ren
an
d sta
ff of:
Litc
hard
Prim
ary
Sch
oo
l
New
ton
Prim
ary
Sch
oo
l
Tre
main
s Prim
ary
Sch
oo
l
Myn
yd
d C
yn
ffig
Infa
nts S
ch
oo
l
Th
e sta
ff of th
e In
clu
sion
Serv
ice B
ridg
en
d L
EA
, in p
artic
ula
r, the
Sp
ecifi
c L
earn
ing
Diffi
cu
lties T
eam
Deb
bie
Avin
gto
n, S
pL
D C
on
sulta
nt, w
ho
co
mp
iled
this re
sou
rce
Desig
n b
y d
esig
nd
ou
gh
Co
nte
nts
Intro
du
ctio
n
Early
Inte
rven
tion
Pro
ject
Th
e H
an
ds o
n L
itera
cy P
rog
ram
me
Ho
w d
oes it w
ork
?
Han
ds o
n L
itera
cy A
ctiv
ities
Mu
ltisen
sory
Learn
ing
Cre
atin
g a
Mu
ltisen
sory
En
viro
nm
en
t
Exte
nsio
n A
ctiv
ities
Ap
pen
dic
es
Ap
pen
dix
1 - Case
Stu
dy
Ap
pen
dix
2 - E
xam
ple
s of C
hecklists fo
r reco
rdin
g p
rog
ress
Ap
pen
dix
3 - T
he W
ay F
orw
ard
– accessin
g su
pp
ort fo
r ch
ildre
n ‘a
t risk’ o
f Sp
LD
Ap
pen
dix
4 - R
ese
arc
h R
esu
lts
Ap
pen
dix
5 - R
efe
ren
ces a
nd
Reso
urc
es
1 - 2
3 - 4
56 - 12
13 - 3
2
33
34
- 44
45
- 62
63
- 64
65
- 68
69
- 74
75
- 88
89
- 92
01Introduction
The Hands On Multisensory Programme
It has b
een
ackn
ow
led
ged
for so
me y
ears th
at th
e e
arly
years in
sch
oo
l are
the k
ey to
late
r success in
learn
ing
. Th
e im
po
rtan
ce
of th
is stag
e h
as b
een
reco
gn
ised
in th
e re
cen
t intro
du
ctio
n o
f
a n
ew
Fo
un
datio
n P
hase
in W
ale
s, an
d th
e F
ou
nd
atio
n sta
ge in
the U
K.
Desp
ite th
e re
cen
t em
ph
asis o
n in
trod
ucin
g re
ad
ing
skills a
t an
early
stag
e, th
e p
rop
ortio
n o
f ch
ildre
n w
ho
strug
gle
to le
arn
to re
ad
has in
cre
ase
d. T
his h
as le
d to
a c
han
ge in
em
ph
asis in
early
sch
oo
ling
, wh
ich
no
w in
bo
th W
ale
s an
d th
e U
K is try
ing
to d
evelo
p stro
ng
fou
nd
atio
ns fo
r late
r mo
re fo
rmal sc
ho
olin
g.
In o
rder to
do
this, w
e m
ust e
mp
hasise
the sk
ills that c
hild
ren
need
to h
ave in
pla
ce b
efo
re th
ey a
re re
ad
y to
learn
.
In W
ale
s, we a
re in
trod
ucin
g a
cu
rricu
lum
that in
clu
des u
p to
50
% o
f ou
tdo
or p
lay th
at is a
imed
at d
evelo
pin
g th
e sp
oken
lan
gu
ag
e sk
ills that u
nd
erlie
successfu
l litera
cy.
Th
is is qu
ite a
ch
alle
ng
e fo
r the te
ach
ers in
vo
lved
, an
d so
,
as p
art o
f Brid
gen
d’s In
clu
sion
Stra
teg
y, th
e a
uth
ority
are
co
mm
itted
to d
evelo
pin
g e
ffectiv
e e
arly
iden
tificatio
n a
nd
inte
rven
tion
strate
gie
s wh
ich
can
be u
sed
by F
ou
nd
atio
n P
hase
teach
ers in
main
stream
sch
oo
ls. In th
is bo
ok w
e in
trod
uce o
ur
atte
mp
ts to h
elp
them
to id
en
tify th
e sk
ills wh
ich
are
need
ed
to b
e su
ccessfu
l, an
d p
ut in
pla
ce a
n in
terv
en
tion
pro
gra
mm
e
co
mp
rising
strate
gie
s that c
an
easily
be d
eliv
ere
d w
ithin
an
inclu
sive sc
ho
ol se
tting
, with
ou
t the n
eed
for e
xtra
reso
urc
es.
Th
e a
pp
roach
we u
sed
was b
ase
d o
n a
scre
en
ing
an
d su
pp
ort
syste
m d
evelo
ped
by A
ng
ela
Faw
cett a
nd
Ro
d N
ico
lson
, wh
ich
has b
een
use
d su
ccessfu
lly fo
r early
litera
cy d
evelo
pm
en
t in
ch
ildre
n a
ged
5-7
. (Nic
olso
n e
t al, 19
99
, Faw
cett e
t al, 2
00
0).
Th
e o
rigin
al v
ersio
n w
as u
sed
in n
urse
ry sc
ho
ol w
ith c
hild
ren
ag
ed
4, w
ho
were
follo
wed
up
at a
ges 5
an
d 5
.8 to
see w
heth
er
they h
ad
mad
e la
sting
imp
rovem
en
ts in c
om
pariso
n w
ith a
small g
rou
p o
f ch
ildre
n w
ithin
the sa
me n
urse
ry sy
stem
wh
o
had
no
t receiv
ed
this su
pp
ort.
Th
e in
terv
en
tion
of 2
00
0 w
as d
evelo
ped
in a
ssocia
tion
with
an
exp
erie
nced
teach
er, D
r Ray L
ee, w
ho
help
ed
to d
evelo
p te
sts
an
d g
am
es su
itab
le fo
r pre
-sch
oo
l ch
ildre
n (F
aw
cett, N
ico
lson
an
d L
ee, 2
00
0). T
his a
pp
roach
, deliv
ere
d in
3 se
ssion
s weekly
Intro
du
ctio
n
over a
10 w
eek p
erio
d, trie
d to
take th
e e
lem
en
ts of a
wh
ole
sch
oo
l ap
pro
ach
an
d m
ake it p
ossib
le to
deliv
er e
ffectiv
ely
an
d c
ost-e
ffectiv
ely
. Th
e g
am
es w
ere
mean
t to b
e fu
n, a
nd
all
the c
hild
ren
en
joyed
them
, bu
t it also
had
a la
sting
imp
act o
n
the c
hild
ren
’s develo
pm
en
t. Wh
en
the re
searc
h sta
rted
, all th
e
ch
ildre
n a
t 4 w
ere
sho
win
g m
ild risk
for fa
ilure
, bu
t at 5
an
d 5
.8,
they sh
ow
ed
no
risk a
t all. T
he sc
reen
ing
test u
sed
in th
e la
ter
stag
es o
f this re
searc
h w
as th
e D
ES
T, w
hic
h is n
ow
pu
blish
ed
in
a 2
nd
ed
ition
(Faw
cett a
nd
Nic
olso
n, 2
00
4)
Th
e re
searc
h re
po
rted
in th
is Han
db
oo
k, w
as b
ase
d o
n w
ork
un
derta
ken
by B
ridg
en
d L
EA
in tw
o lo
cal sc
ho
ols in
20
09
.
Here
we u
sed
DE
ST
-2, in
co
nju
nctio
n w
ith L
an
gu
ag
e L
inks
an
d te
ach
er a
ssessm
en
ts an
d c
om
men
ts to id
en
tify c
hild
ren
wh
o w
ou
ld b
en
efi
t from
sup
po
rt, bu
t oth
er sc
reen
ing
tests
co
uld
also
be u
sed
. Th
e D
ES
T-2
scre
en
ing
test w
as n
orm
ed
on
over 10
00
ch
ildre
n, c
an
be d
eliv
ere
d in
30
min
ute
s an
d
was d
esig
ned
for te
ach
ers a
nd
teach
ing
assista
nts to
deliv
er.
It allo
ws th
e te
ster to
see h
ow
each
ch
ild p
erfo
rms in
a ra
ng
e
of te
sts, pre
cu
rsors o
f learn
ing
diffi
cu
lties, in
co
mp
ariso
n w
ith
oth
er c
hild
ren
of th
e sa
me a
ge. It g
ives a
n o
vera
ll risk le
vel,
with
0.6
mild
risk, a
nd
0.9
stron
g risk
. Th
e a
reas c
overe
d a
re
lan
gu
ag
e, p
ho
no
log
y a
nd
au
dito
ry sk
ills; speed
, mem
ory
an
d
mo
tor sk
ills.
In B
ridg
en
d th
e c
hild
ren
were
sele
cte
d fo
r the in
terv
en
tion
if they h
ad
an
‘at risk
’ sco
re o
f 0.6
or m
ore
, ind
icatin
g m
ild
risk, w
ith 0
.9 in
dic
atin
g h
igh
risk. A
fter th
e in
terv
en
tion
all th
e
ch
ildre
n h
ad
imp
roved
an
d 7
5%
were
no
lon
ger in
the a
t risk
cate
go
ry – a
very
po
sitive re
sult.
Th
e re
searc
h c
on
tinu
es, in
clu
din
g a
Welsh
versio
n o
f
the sc
reen
ing
test th
at h
as b
een
specia
lly a
dap
ted
, an
d
inte
rven
tion
s in th
e W
elsh
lan
gu
ag
e.
Pro
fesso
r An
gela
Faw
cett
If yo
u w
an
t to re
ad
mo
re a
bo
ut th
e re
searc
h in
Brid
gen
d y
ou
will fi
nd
deta
ils an
d re
sults in
Ap
pen
dix
4.
02Introduction
The Hands On Multisensory Programme
All c
hild
ren
in th
e re
cep
tion
year o
f the th
ree p
ilot sc
ho
ols w
ere
scre
en
ed
usin
g D
ES
T a
nd
the re
sults c
om
pare
d w
ith o
ther d
ata
(base
line a
ssessm
en
t, Lan
gu
ag
e L
ink). C
hild
ren
, wh
o sc
ore
d 0
.6
or a
bo
ve in
the D
ES
T-2
an
d b
elo
w 3
8 o
n L
an
gu
ag
e L
ink, w
ere
ch
ose
n fo
r the in
terv
en
tion
from
the tw
o p
roje
ct sc
ho
ols.
Where
staff h
ad
the o
pp
ortu
nity
to u
nd
erta
ke th
e a
ssessm
ents
them
selv
es th
ere
was g
reate
r co
nfi
dence in
und
ersta
nd
ing
the p
rincip
les o
f early
identifi
catio
n a
nd
inte
rventio
n a
nd
the
small ste
p a
pp
roach to
the d
evelo
pm
ent o
f early
litera
cy a
nd
physic
al sk
ills. Sta
ff felt th
at th
ere
had
been so
me su
rprise
s in th
e
child
ren’s’ re
spo
nse
s to sk
ills testin
g a
nd
the a
ct o
f asse
ssment
had
giv
en th
em
an in
valu
ab
le in
sight in
to in
div
idual d
evelo
pm
ent.
Th
e in
terv
en
tion
was d
evelo
ped
in c
on
sulta
tion
with
the
teach
ers w
ho
were
to d
eliv
er it, fo
llow
ing
an
intro
du
ctio
n to
the
prin
cip
les o
f structu
red
mu
ltisen
sory
teach
ing
thro
ug
h g
am
es
an
d a
ctiv
ities w
hic
h w
ere
base
d o
n fi
ve a
reas o
f develo
pm
en
t,
ph
on
olo
gic
al a
ware
ness, v
isual, sp
atia
l an
d a
ud
itory
mem
ory
an
d se
qu
en
cin
g. It a
lso d
raw
s up
on
fin
e a
nd
gro
ss mo
tor
skill d
evelo
pm
en
t as d
ocu
men
ted
in th
e p
ub
licatio
n ‘D
o a
nd
Disc
over - F
un
activ
ities to
develo
p p
hysic
al sk
ills in th
e e
arly
years’, w
hic
h w
as p
rep
are
d b
y B
ridg
en
d L
EA
in c
olla
bo
ratio
n
with
Sh
aro
n D
rew
.
Sta
ff ask
ed
for m
od
ellin
g o
f activ
ities so
that th
ey c
ou
ld fe
el
co
nfi
den
t that th
ey w
ere
giv
ing
ch
ildre
n th
e b
est p
ossib
le
ch
an
ce to
develo
p a
pp
rop
riate
skills. R
eco
mm
en
datio
ns fo
r
partic
ula
r reso
urc
es w
ere
req
ueste
d a
nd
a d
eta
iled
syn
op
sis of
ideas fo
r develo
pin
g m
ultise
nso
ry b
oxes/ sto
rag
e a
nd
disp
lay
are
as fo
r the p
roje
ct.
Pro
gre
ss was e
valu
ate
d fo
llow
ing
the in
terv
en
tion
in
co
mp
ariso
n w
ith c
hild
ren
wh
o h
ad
no
t partic
ipate
d in
the
inte
rven
tion
in th
e c
on
trol sc
ho
ol. F
ollo
win
g fe
ed
back fro
m
pro
ject te
ach
ers it w
as fe
lt that it w
ou
ld b
e b
ette
r to lim
it
som
e o
f the a
ctiv
ities in
trod
uced
in th
e e
arly
stag
es o
f the
pro
gra
mm
e so
that th
ere
was m
ore
‘pra
ctic
e tim
e’ a
nd
that
new
activ
ities sh
ou
ld b
e in
trod
uced
on
a fo
rtnig
htly
basis to
allo
w fo
r assim
ilatio
n a
nd
tran
sfere
nce o
f skills. S
taff fe
lt it was
diffi
cu
lt to le
ave o
ut a
ny a
ctiv
ities, h
ow
ever, a
s they w
ere
all
po
pu
lar w
ith th
e c
hild
ren
an
d a
pp
eare
d to
have a
po
sitive e
ffect.
Th
e E
arly
Inte
rve
ntio
n P
roje
ct
Th
e H
an
ds o
n L
itera
cy P
roje
ct
03The Early Intervention Project
The Hands On Multisensory Programme
Th
e in
terv
en
tion
was e
xte
nd
ed
to tw
elv
e w
eeks a
nd
mo
re
activ
ities w
ere
ad
ded
, ho
nin
g th
e in
terv
en
tion
pro
gra
mm
e to
meet th
e c
on
tinu
ing
need
s of th
e id
en
tified
ch
ildre
n in
the p
ilot
sch
oo
ls.
In fe
ed
back in
terv
iew
s teach
ers fe
lt they h
ad
gain
ed
kn
ow
led
ge
an
d a
ware
ness o
f sign
s of sp
ecifi
c le
arn
ing
diffi
cu
lties. T
he
exp
erie
nce h
ad
hig
hlig
hte
d th
e im
po
rtan
ce o
f early
inte
rven
tion
an
d th
ey w
ere
no
w m
ore
co
nfi
den
t in re
co
gn
ising
an
d
ad
dre
ssing
the d
evelo
pm
ent o
f early
litera
cy a
nd
mo
vem
ent sk
ills.
Th
ey a
pp
recia
ted
the in
flu
en
ce a
nd
sup
po
rt of sp
ecia
list staff
wh
o c
on
tribu
ted
to th
e p
rog
ram
me th
rou
gh
ou
t the p
roje
ct.
Th
e in
terv
en
tion
there
fore
fulfi
lled
its aim
s in e
nab
ling
inp
ut
from
specia
list staff w
hic
h w
ill co
ntrib
ute
to th
e c
ap
acity
,
susta
inab
ility o
f kn
ow
led
ge a
nd
pra
ctic
e in
partic
ipatin
g sc
ho
ols.
All th
e c
hild
ren
invo
lved
in th
e p
roje
ct e
njo
yed
the m
ultise
nso
ry
activ
ities a
nd
mad
e p
rog
ress b
ut w
atc
hin
g th
e c
hild
ren
develo
p
co
nfi
den
ce a
nd
en
thu
siasm
gave th
e g
reate
st rew
ard
. Th
e
teach
ers th
ou
gh
t that th
e p
roje
ct w
as in
tere
sting
, info
rmativ
e
an
d re
levan
t an
d th
at th
e in
terv
en
tion
pro
gra
mm
e c
ou
ld b
e
tran
sferre
d in
to g
oo
d w
ho
le c
lass p
ractic
e.
Evid
en
ce fro
m te
ach
ers’ a
nd
ch
ildre
n’s q
uestio
nn
aire
s,
asse
ssmen
t resu
lts an
d o
vera
ll statistic
al c
alc
ula
tion
s po
int to
an
en
do
rsem
en
t of th
e in
terv
en
tion
pro
gra
mm
e in
successfu
lly
facilita
ting
accele
rate
d d
evelo
pm
en
t of e
arly
skills w
ithin
the
Fo
un
datio
n P
hase
cla
ssroo
m e
nviro
nm
en
t.
Th
is han
db
oo
k p
rovid
es a
n o
verv
iew
of so
me m
ultise
nso
ry
activ
ities, th
e p
rincip
les b
eh
ind
them
an
d th
e fu
ll ‘Han
ds O
n
Lite
racy’ p
rog
ram
me w
ith d
eta
ils of th
e a
ctiv
ities w
hic
h w
e
have d
evelo
ped
an
d w
e h
op
e th
at y
ou
will fi
nd
it use
ful a
nd
ad
ap
tab
le in
yo
ur o
wn
sch
oo
ls
04The Early Intervention Project
The Hands On Multisensory Programme
Man
y in
terv
en
tion
pro
gra
mm
es p
rod
uced
for e
arly
years
teach
ers fo
cu
s on
early
read
ing
develo
pm
en
t an
d in
clu
de
specifi
c a
ctiv
ities a
nd
gam
es re
latin
g to
lette
r kn
ow
led
ge,
hig
h fre
qu
en
cy w
ord
s an
d se
nte
nce b
uild
ing
usin
g w
ord
s
an
d p
ictu
res. T
his re
sou
rce is a
imed
at su
gg
estin
g a
ran
ge
of m
ultise
nso
ry a
ctiv
ities w
hic
h u
tilise c
on
cre
te o
bje
cts
an
d e
very
day to
ols to
pro
vid
e p
ractic
e in
skills a
t the p
re-
litera
cy sta
ge. A
s ch
ildre
n m
atu
re th
ey m
ay in
cre
ase
their
un
dersta
nd
ing
of sy
mb
ols, m
ovin
g fro
m th
e c
on
cre
te to
the
mo
re a
bstra
ct a
nd
they c
an
then
accep
t pic
ture
s for g
am
es
inste
ad
of o
bje
cts a
nd
even
tually
writte
n w
ord
s.
Th
e p
rog
ram
me w
ill ad
dre
ss all a
spects o
f early
litera
cy,
ph
ysic
al d
evelo
pm
en
t an
d re
ad
iness to
learn
an
d w
ill be
a u
sefu
l reso
urc
e fo
r teach
ers w
ho
iden
tify c
hild
ren
wh
o
are
strug
glin
g to
inte
ract in
dep
en
den
tly in
their le
arn
ing
en
viro
nm
en
t with
in th
e F
ou
nd
atio
n P
hase
.
Th
e a
im o
f this re
sou
rce is to
giv
e te
ach
ers th
e o
pp
ortu
nity
to
focu
s on
key d
evelo
pm
en
tal sk
ills an
d to
bu
ild a
n a
ware
ness
an
d c
on
fid
en
ce in
un
dersta
nd
ing
an
d id
en
tifyin
g th
e u
nd
erly
ing
specifi
c n
eed
s of so
me c
hild
ren
.
Early
iden
tificatio
n c
an
then
be su
pp
lem
en
ted
with
a sh
ort te
rm
inte
rven
tion
wh
ich
en
gag
es th
e w
ho
le c
hild
in le
arn
ing
thro
ug
h
pla
y in
acco
rdan
ce w
ith th
e F
ou
nd
atio
n P
hase
ped
ag
og
ical
prin
cip
les. It a
llow
s teach
ers to
focu
s on
ind
ivid
ual p
rog
ress a
nd
the d
evelo
pm
en
t of e
ach
ch
ild.
Th
e a
ctiv
ities a
re d
esig
ned
to in
co
rpo
rate
gam
es w
hic
h a
re
fun
for th
e c
hild
ren
to p
artic
ipate
in a
nd
wh
ich
will e
ng
ag
e
them
in a
ctiv
ity-b
ase
d le
arn
ing
wh
ich
they w
ill an
ticip
ate
with
en
thu
siasm
an
d e
xcite
men
t with
in a
structu
red
pla
n. T
hey w
ill
have th
e o
pp
ortu
nity
to e
stab
lish se
cu
re le
arn
ing
path
ways,
talk
ab
ou
t wh
at th
ey a
re d
oin
g a
nd
so c
on
solid
ate
the p
atte
rns
an
d p
rocesse
s of sk
ill develo
pm
en
t in w
hic
h th
ey a
re e
ng
ag
ed
.
Th
e p
rog
ram
me h
as b
een
develo
ped
with
the su
pp
ort o
f
teach
ers in
the F
ou
nd
atio
n P
hase
wh
o h
ave p
ilote
d th
e
structu
red
activ
ities a
nd
have g
iven
po
sitive fe
ed
back a
nd
reco
mm
en
datio
ns.
Wh
y a
no
the
r pro
gra
mm
e fo
r the
early
ye
ars?
Th
e H
an
ds o
n L
itera
cy P
rog
ram
me
05The Hands on Literacy Programme
The Hands On Multisensory Programme
Ho
w d
oe
s it wo
rk?
Th
e p
rog
ram
me o
f activ
ities h
as b
een
develo
ped
to p
rovid
e a
ran
ge o
f op
po
rtun
ities to
pro
mo
te a
nd
pra
ctise
vario
us a
spects
of e
arly
pre
-litera
cy sk
ills. Each
activ
ity is p
rese
nte
d u
nd
er a
head
ing
wh
ich
defi
nes th
e a
rea o
f develo
pm
en
t to w
hic
h it
rela
tes.
Ph
on
olo
gic
al A
ware
ne
ss
Au
dito
ry M
em
ory
Visu
al M
em
ory
Man
ual D
exte
rity
Gro
ss Mo
tor
Th
e a
reas a
re c
olo
ur c
od
ed
an
d fo
r ease
of u
se, th
e c
olo
ur
follo
ws th
rou
gh
into
the p
ag
es w
hic
h e
xp
lain
the a
ctiv
ities.
Th
e a
ctiv
ities sh
ou
ld b
e a
dap
ted
to fi
t them
es a
nd
pla
nn
ing
no
tes so
that th
e a
ctiv
ities c
om
ple
men
t cla
ssroo
m le
arn
ing
.
Ideas c
an
be c
han
ged
sligh
tly b
ut sh
ou
ld still m
ain
tain
their
structu
red
, cu
mu
lativ
e se
qu
en
ce. A
ll the e
qu
ipm
en
t an
d g
am
es
sho
uld
be e
asily
fou
nd
or m
ad
e in
a re
cep
tion
cla
ssroo
m a
nd
they a
re a
ll desig
ned
to b
e in
tere
sting
, mo
tivatin
g a
nd
en
joyab
le.
Th
e a
ctiv
ities a
re c
are
fully
structu
red
to p
rovid
e a
bala
nce
of sk
ill develo
pm
en
t an
d e
nco
ura
ge m
ulti ta
skin
g. T
hey b
uild
in a
small ste
p b
y ste
p a
pp
roach
so th
at c
hild
ren
are
assu
red
success a
nd
pro
gre
ss slow
ly a
nd
stead
ily. It is a
ntic
ipate
d th
at
the se
ssion
s sho
uld
take p
lace a
t least th
ree tim
es e
ach
week,
that th
ey sh
ou
ld b
e a
pp
roxim
ate
ly tw
en
ty m
inu
tes lo
ng
an
d
that th
e c
hild
ren
sho
uld
be e
xp
erie
ncin
g th
e p
rog
ram
me in
gro
up
s of fo
ur a
t on
e tim
e. T
he m
ake-u
p o
f the g
rou
ps sh
ou
ld
be d
yn
am
ic a
nd
sho
uld
be re
vie
wed
reg
ula
rly in
ord
er to
maxim
ise le
arn
ing
an
d to
allo
w fo
r socia
l co
hesio
n a
nd
peer
sup
po
rt.
Th
e a
ctiv
ities fo
r the fi
rst week a
re d
esig
ned
to in
trod
uce
mate
rials a
nd
ap
pro
ach
es to
the c
hild
ren
in a
n in
form
al w
ay.
Th
e fo
llow
ing
activ
ities w
ere
desig
ned
for p
ractise
du
ring
the n
ext o
ne to
fou
r weeks, d
ep
en
din
g o
n th
e c
hild
ren
’s
develo
pm
en
t an
d p
rog
ress. R
ep
etitio
n a
nd
over le
arn
ing
are
an
esse
ntia
l ele
men
t of th
e p
rog
ram
me w
ith c
hild
ren
exp
lorin
g
fully
the g
am
es a
nd
activ
ities, e
xte
nd
ing
exp
erie
nce w
ith th
e
ad
ditio
nal su
gg
estio
ns w
here
ap
pro
pria
te.
Th
e n
ext se
t of a
ctiv
ities a
re fo
r weeks fi
ve to
eig
ht a
nd
the
next, fo
r weeks n
ine to
twelv
e b
ut th
e a
ctiv
ities sh
ou
ld a
lways
be c
hild
-cen
tred
an
d th
e p
rog
ram
me sh
ou
ld o
nly
pro
gre
ss at
the o
ptim
um
pace fo
r the c
hild
.
*Th
ese
fou
r pag
es a
re p
ho
toco
pia
ble
for u
se in
yo
ur sc
ho
ol
Th
e H
an
ds o
n L
itera
cy P
rog
ram
me
06How Does It work?
The Hands On Multisensory Programme
Ph
on
olo
gic
al a
ware
ness o
r sen
sitivity
to th
e so
un
d stru
ctu
re
of w
ord
s has b
een
sho
wn
to b
e a
po
werfu
l an
d sta
ble
lon
g
term
pre
dic
tor o
f read
ing
ach
ievem
en
t an
d a
very
imp
orta
nt
co
mp
on
en
t of su
ccessfu
l litera
cy d
evelo
pm
en
t. On
ce c
hild
ren
are
aw
are
of th
e p
atte
rns o
f sou
nd
s in w
ord
s they h
ear, it
is easie
r for th
em
to d
evelo
p th
eir k
no
wle
dg
e o
f ho
w th
ese
patte
rns a
re re
pre
sen
ted
in w
riting
.
Rese
arc
h su
gg
ests th
at sp
ecifi
c e
arly
inte
rven
tion
pro
gra
mm
es
base
d o
n a
ll asp
ects o
f ph
on
olo
gic
al a
ware
ness h
ave a
lastin
g
infl
uen
ce o
n p
rog
ress. T
here
fore
the p
rog
ram
me in
‘Han
ds
on
Lite
racy’ fo
cu
ses o
n sy
llab
les, rh
ym
e, a
nd
allite
ratio
n a
nd
sug
gests a
serie
s of g
am
es w
hic
h sh
ou
ld e
nh
an
ce th
e c
hild
ren
’s
ph
on
olo
gic
al a
ware
ness.
Sylla
ble
s are
intro
du
ced
first a
s they a
re th
e la
rgest u
nits o
f
sou
nd
an
d sy
llab
le se
gm
en
tatio
n h
as b
een
sho
wn
to b
e e
asie
r
for c
hild
ren
to d
evelo
p th
an
ph
on
em
e se
gm
en
tatio
n.
Yo
un
g c
hild
ren
en
joy rh
ym
e, m
akin
g u
p n
ew
an
d n
on
sen
se
wo
rds, sin
gin
g so
ng
s with
rep
etitiv
e tu
nes a
nd
tellin
g o
r sing
ing
nu
rsery
rhym
es. T
hey m
ay e
njo
y th
e m
usic
of th
e w
ord
s for
their o
wn
sake b
ut th
ey a
re a
lso tu
nin
g in
to p
atte
rns in
wo
rds
an
d d
evelo
pin
g th
eir a
ud
itory
seq
uen
tial sk
ills. Rh
ym
e is a
n
esse
ntia
l featu
re o
f the p
rog
ram
me a
nd
, alo
ng
with
on
set a
nd
rime g
am
es, sh
ou
ld b
uild
up
co
nfi
den
ce in
an
en
joyab
le w
ay.
Ch
ildre
n m
ay u
se a
visu
al a
pp
roach
to re
co
gn
ising
wh
ole
wo
rds
qu
ite n
atu
rally
bu
t man
y h
ave d
ifficu
lty in
distin
gu
ishin
g sh
ap
e
an
d p
atte
rn. A
n a
ware
ness o
f on
set a
nd
rime a
llow
s them
to
ap
ply
an
alo
gie
s in o
rder to
learn
new
wo
rds.
Alth
ou
gh
there
is a stro
ng
em
ph
asis o
n d
evelo
pin
g p
ho
nem
e
kn
ow
led
ge in
early
years’ c
lassro
om
s there
are
still som
e
ch
ildre
n w
ho
sho
w sig
ns o
f un
dera
ch
ievin
g in
this a
rea a
nd
wh
o fa
il to a
cq
uire
the a
lph
ab
etic
prin
cip
les i.e
. lette
r nam
ing
in p
artic
ula
r. Th
ere
fore
, a ra
ng
e o
f mu
ltisen
sory
ap
pro
ach
es to
lette
r kn
ow
led
ge is su
gg
este
d.
Ph
on
olo
gic
al A
ware
ne
ssH
ow
do
es it w
ork
?
07How Does It Work?
The Hands On Multisensory Programme
Th
e m
ajo
rity o
f successfu
l inte
rven
tion
pro
gra
mm
es fo
r early
litera
cy fo
cu
s up
on
the a
cq
uisitio
n o
f lette
r sou
nd
kn
ow
led
ge in
a p
rere
qu
isite o
rder -
Th
e th
inkin
g b
eh
ind
this is b
ase
d o
n th
e k
no
wle
dg
e th
at y
ou
ng
ch
ildre
n’s o
ral k
inaesth
etic
aw
are
ness is th
e stro
ng
est se
nse
an
d c
an
be se
en
in th
eir in
clin
atio
n to
exp
lore
new
ob
jects b
y
pu
tting
them
in th
eir m
ou
th. T
he c
on
son
an
ts ‘t p n
s’ are
mad
e
with
the lip
s, teeth
, an
d to
ng
ue to
uch
ing
diffe
ren
t parts o
f the
mo
uth
so th
at th
e o
ral, k
inaesth
etic
feed
back c
an
aid
mem
ory
of h
ow
to m
ake th
e so
un
d. T
ry sa
yin
g th
e so
un
ds slo
wly
an
d
no
tice h
ow
yo
ur lip
s co
me to
geth
er a
nd
wh
ere
yo
ur to
ng
ue a
nd
lips a
re w
hen
yo
u m
ake th
e so
un
ds. T
hey a
re a
lso v
ery
diffe
ren
t
in sh
ap
e so
there
is little sc
op
e fo
r co
nfu
sion
.
Th
e c
ho
ice o
f on
ly o
ne v
ow
el, ‘i’, b
ein
g in
trod
uced
is becau
se
the sh
ort v
ow
els a
, e, i, o
, u a
re o
ften
the m
ost e
asily
co
nfu
sed
of th
e le
tter so
un
ds.
Wh
en
yo
u m
ake th
ese
sou
nd
s yo
ur m
ou
th sta
ys o
pen
an
d th
ere
are
on
ly slig
ht v
aria
tion
s in sh
ap
e fro
m o
ne sh
ort v
ow
el so
un
d
to a
no
ther w
hic
h m
ean
s there
is very
little d
iffere
ntia
tion
in o
ral
kin
aesth
etic
feed
back. In
ad
ditio
n, sh
ort, to
p to
bo
ttom
strokes
are
the e
asie
st patte
rn fo
r ch
ildre
n to
learn
to c
op
y fi
rst an
d
ch
ildre
n lo
ve a
dd
ing
the d
ot! – ‘i’ is m
uch
easie
r than
a c
ircu
lar
‘a’ w
hic
h h
as jo
ins a
nd
vertic
als to
learn
.
Wh
en
these
lette
rs are
co
mb
ined
to m
ake w
ord
s there
are
man
y c
om
bin
atio
ns in
clu
din
g in
itial c
on
son
an
t ble
nd
s e.g
.
sp, sn
, st, to a
dd
to th
e v
ario
us rim
es o
f in, it, ip
, is, plu
s the
ad
ditio
n o
f the ‘s’ in
the p
lura
l or v
erb
so th
at c
hild
ren
are
qu
ickly
intro
du
ced
to a
wh
ole
ran
ge o
f wo
rds w
hic
h th
ey c
an
reco
gn
ise, re
ad
an
d sp
ell w
itho
ut th
e a
dd
ed
co
mp
licatio
n o
f
lon
g v
ow
els a
nd
ph
on
ically
irreg
ula
r spellin
g.
Th
e n
ext le
tter to
be in
trod
uced
is ‘a’ w
hic
h o
pen
s up
a n
ew
ran
ge o
f fam
iliar p
ho
nic
ally
reg
ula
r wo
rds. B
y th
is stag
e th
e
ch
ildre
n w
ill be a
ble
to m
ake th
e c
ircle
s, loo
ps a
nd
zig
zag
patte
rns o
f oth
er le
tters.
i t p n
s
Intro
du
cin
g th
e p
ho
ne
me
sH
ow
do
es it w
ork
?
08How Does It Work?
The Hands On Multisensory Programme
In o
rder to
learn
effe
ctiv
ely
in th
e c
lassro
om
en
viro
nm
en
t it
is imp
orta
nt fo
r ch
ildre
n to
develo
p g
oo
d liste
nin
g sk
ills, to
un
dersta
nd
wh
at th
ey h
ear a
nd
to b
e se
lectiv
e in
their liste
nin
g.
Th
e d
evelo
pm
en
t of a
ud
itory
seq
uen
tial m
em
ory
skills is v
ital
in o
rder to
distin
gu
ish a
nd
man
ipu
late
sou
nd
s in w
ord
s. It is
imp
orta
nt w
hen
a c
hild
beg
ins to
use
a p
ho
nic
ap
pro
ach
to
deco
din
g o
r to re
mem
ber a
seq
uen
ce o
f wo
rds in
a se
nte
nce o
r
in a
story
.
It is po
ssible
to tra
in a
ch
ild to
listen
inte
ntly
, to fo
cu
s on
specifi
c so
un
ds a
nd
to d
isting
uish
sou
nd
s accu
rate
ly so
that it
can
be a
co
nsc
iou
s act.
‘Han
ds o
n L
itera
cy’ o
ffers so
me c
om
ple
men
tary
activ
ities w
hic
h
develo
p liste
nin
g a
nd
au
dito
ry se
qu
en
tial m
em
ory
skills in
partic
ula
r, as th
ese
are
are
as o
f develo
pm
en
t wh
ich
ofte
n sh
ow
up
as sp
ecifi
c a
reas o
f diffi
cu
lty. G
am
es w
hic
h fo
cu
s on
tellin
g
storie
s, sing
ing
rhym
es a
nd
pla
yin
g m
usic
al in
strum
en
ts in a
n
un
thre
ate
nin
g e
nviro
nm
en
t of sm
all g
rou
p p
lay, sh
ou
ld g
ive
ch
ildre
n m
ore
co
nfi
den
ce in
develo
pin
g th
ese
skills.
Th
ere
ap
pears to
be a
stron
g c
orre
latio
n b
etw
een
nam
ing
speed
an
d re
ad
ing
skill a
nd
ch
ildre
n w
ho
strug
gle
with
fin
din
g a
wo
rd o
r use
‘um
,’ ‘thin
g’ e
tc. o
ften
have p
ara
llel d
ifficu
lties w
ith
wo
rd re
call in
read
ing
an
d m
ay b
eco
me h
esita
nt re
ad
ers. G
oo
d
read
ers n
eed
to b
e a
ble
to re
trieve w
ord
s rap
idly
from
their
ow
n in
tern
al la
ng
uag
e sto
re in
ord
er to
matc
h th
em
with
the
eq
uiv
ale
nt sq
uig
gle
s on
the p
ag
e. T
here
fore
the p
rog
ram
me
pro
vid
es ra
pid
nam
ing
gam
es to
giv
e c
hild
ren
with
this sp
ecifi
c
need
op
po
rtun
ity to
pra
ctise
.
Th
e te
ach
ers in
the p
ilot p
roje
ct fo
un
d th
at th
ese
gam
es
were
easily
inco
rpo
rate
d in
to c
lassro
om
rou
tines, so
metim
es
ad
ap
ting
them
so th
at th
e w
ho
le c
lass c
ou
ld jo
in in
the fu
n.
Au
dito
ry m
em
ory
Ho
w d
oe
s it wo
rk?
09How Does It Work?
The Hands On Multisensory Programme
Visu
al m
em
ory
invo
lves th
e a
bility
to re
call a
n o
bje
ct, p
ictu
re
or sy
mb
ol o
nce it h
as b
een
rem
oved
from
sigh
t. Th
e y
ou
ng
bra
in c
an
be e
nco
ura
ged
to o
bse
rve a
nd
develo
p m
em
ory
skills
thro
ug
h a
step
by ste
p a
pp
roach
. It is alre
ad
y w
ired
to d
evelo
p
stron
g n
eu
ral p
ath
ways fro
m th
e re
petitio
n o
f patte
rns a
nd
exp
erie
nces.
Ch
ildre
n w
ho
have d
ifficu
lties w
ith a
‘loo
k a
nd
say’ a
pp
roach
to re
ad
ing
or w
ith sig
ht v
ocab
ula
ry w
ill rely
mo
re h
eavily
up
on
ph
on
ic a
pp
roach
es a
nd
co
uld
ben
efi
t from
develo
pin
g
mo
re e
fficie
nt v
isual m
em
ory
skills to
read
ab
stract sy
mb
ols
like le
tters a
nd
nu
mb
ers. T
he sk
ills need
to b
e in
trod
uced
an
d re
info
rced
thro
ug
h a
wid
e ra
ng
e o
f develo
pm
en
tally
ap
pro
pria
te a
ctiv
ities.
Visu
al m
em
ory
gam
es c
an
bo
ost sh
ort te
rm m
em
ory
skills,
visu
al p
erc
ep
tion
, atte
ntio
n to
visu
al d
eta
il, visu
al m
oto
r
inte
gra
tion
an
d v
isual sp
atia
l aw
are
ness.
Th
ere
are
a ra
ng
e o
f gam
es a
nd
activ
ities in
the p
rog
ram
me
wh
ich
ad
dre
ss these
skills, so
me u
sing
ob
jects a
nd
pic
ture
s;
oth
ers d
eal w
ith la
bellin
g c
orre
ctly
an
d h
old
ing
nam
es in
wo
rkin
g m
em
ory
. Co
pyin
g a
nd
trackin
g a
ctiv
ities a
re a
lso
exp
lore
d a
s these
develo
p fa
milia
rity w
ith c
om
mo
n sh
ap
es a
nd
patte
rns n
eed
ed
for w
riting
flu
en
cy.
Oth
er g
am
es fo
r develo
pin
g v
isual sp
atia
l mem
ory
may in
vo
lve
larg
e a
pp
ara
tus a
nd
are
best e
njo
yed
ou
tside. T
hese
gam
es
help
ch
ildre
n to
rem
em
ber se
qu
en
ces o
f mo
vem
en
t e.g
. a to
y
bear b
ein
g ju
mp
ed
from
cu
shio
n to
cu
shio
n, o
r a fro
g ju
mp
ing
from
on
e c
olo
ure
d ‘lily
pad
’ to a
no
ther.
Man
y o
f these
gam
es c
an
be p
rese
nte
d in
a c
ircu
it so th
at th
e
ch
ildre
n a
re e
njo
yin
g a
varie
ty o
f activ
ities a
nd
skills to
geth
er.
Visu
al m
em
ory
Ho
w d
oe
s it wo
rk?
10How Does It Work?
The Hands On Multisensory Programme
Th
e p
rog
ram
me h
as b
een
develo
ped
to p
rovid
e a
ran
ge o
f
activ
ities w
hic
h d
evelo
p fi
ne m
oto
r skills.
It is vita
l to d
evelo
p th
e h
an
d m
usc
les a
nd
to m
od
el a
nd
pra
ctic
e sp
ecifi
c m
ovem
en
ts an
d se
qu
en
ces o
f mo
vem
en
ts
befo
re c
hild
ren
are
exp
ecte
d to
dra
w a
nd
write
. Man
y c
hild
ren
are
un
ab
le to
ho
ld a
writin
g to
ol e
ffectiv
ely
becau
se th
ey h
ave
insu
fficie
nt p
ractic
e w
ith fi
ng
er a
nd
han
d e
xerc
ises a
nd
their
mu
scle
s are
un
derd
evelo
ped
. Th
ey a
re o
ften
exp
ecte
d to
write
patte
rns in
lette
rs an
d w
ord
s wh
ich
they a
re n
ot re
ad
y to
co
py.
Mu
ltisen
sory
activ
ities w
hic
h e
nab
le th
e c
hild
to e
xp
lore
patte
rn
–makin
g, in
a stru
ctu
red
pro
gre
ssive sm
all ste
p a
pp
roach
, usin
g
diffe
ren
t med
ia, h
ave b
een
sele
cte
d fo
r the H
an
ds o
n L
itera
cy
Pro
gra
mm
e.
Sen
sory
exp
erie
nce (to
uch
an
d fe
el) a
nd
han
d stre
ng
th u
sing
diffe
ren
t grip
s are
exp
lore
d fo
r pu
lling
, pu
shin
g a
nd
pre
ssing
.
Th
e a
ctiv
ities d
evelo
p m
an
ipu
lativ
e sk
ills, like p
ickin
g th
ing
s up
an
d le
tting
go
with
accu
racy, h
old
ing
an
d u
sing
toys fo
r pla
y
an
d u
sing
too
ls like p
en
cils a
nd
peg
s.
Go
od
eye-h
an
d c
o-o
rdin
atio
n is n
eed
ed
for la
ng
uag
e a
nd
perc
ep
tual d
evelo
pm
en
t so th
ere
are
activ
ities u
sing
han
ds a
nd
eyes to
geth
er fo
r fin
e m
oto
r skills su
ch
as p
oin
ting
, pen
cil sk
ills,
tracin
g, c
uttin
g a
nd
thre
ad
ing
.
Th
e ra
ng
e o
f activ
ities in
clu
des th
read
ing
an
d c
olo
ur
seq
uen
cin
g o
f vario
us m
ate
rials, g
am
es w
ith p
eg
s an
d to
ng
s,
usin
g d
ou
gh
an
d id
eas fo
r flexin
g a
nd
stretc
hin
g th
e h
an
d
mu
scle
s.
Fin
ger rh
ym
es a
re su
gg
este
d – th
ere
are
man
y fi
ng
er p
up
pets
availa
ble
wh
ich
illustra
te sto
ries a
nd
rhym
es a
nd
ch
ildre
n w
ill
en
joy te
lling
their o
wn
storie
s as w
ell a
s sing
ing
or re
tellin
g
fam
iliar o
nes.
Man
ual D
exte
rityH
ow
do
es it w
ork
?
11How Does It Work?
The Hands On Multisensory Programme
Th
e a
ctiv
ities in
this se
ctio
n a
re b
ase
d o
n ‘D
o a
nd
Disc
over’
- fun
activ
ities to
develo
p p
hysic
al sk
ills in th
e e
arly
years’ a
pu
blic
atio
n c
om
pile
d b
y S
haro
n D
rew
for B
ridg
en
d C
ou
nty
Bo
rou
gh
Co
un
cil.
Th
e a
ctiv
ities a
dd
ress b
oth
gro
ss an
d fi
ne m
oto
r develo
pm
en
t
wh
ich
sup
po
rt stren
gth
an
d c
on
trol o
f the m
usc
les; c
o-
ord
inatio
n o
f bo
th sid
es o
f the b
od
y; sp
ace a
nd
dire
ctio
nal
aw
are
ness; m
usc
le m
em
ory
an
d re
call – k
inaesth
etic
mem
ory
;
bala
nce a
nd
usin
g h
an
ds a
nd
eyes to
geth
er fo
r larg
er m
oto
r
skills, su
ch
as th
row
ing
an
d c
atc
hin
g.
All th
e a
ctiv
ities a
re m
ultise
nso
ry a
nd
man
y o
f them
rela
te to
severa
l are
as o
f skill to
geth
er, d
evelo
pin
g d
iffere
nt p
arts o
f
the b
od
y a
nd
exerc
ising
diffe
ren
t asp
ects o
f mo
tor m
em
ory
simu
ltan
eo
usly
, all in
on
e a
ctiv
ity. A
ll are
fun
for c
hild
ren
an
d
staff a
like.
It is imp
orta
nt to
refe
r to th
e ‘D
o a
nd
Disc
over’ H
an
db
oo
k
to e
nsu
re th
at th
e p
rincip
les a
nd
reco
mm
en
ded
pra
ctic
e is
follo
wed
an
d it w
ill giv
e g
uid
an
ce to
mo
nito
r the p
rog
ress o
f
Gro
ss Mo
tor S
kills - D
o a
nd
Disc
ove
r
each
ch
ild in
rela
tion
to th
eir o
vera
ll develo
pm
en
t.
Th
e m
ate
rials fo
r these
activ
ities c
an
be fo
un
d in
mo
st
cla
ssroo
ms b
ut it is im
po
rtan
t that o
utd
oo
r activ
ity is in
clu
ded
.
Besid
es th
ose
reso
urc
es sto
red
in th
e m
ultise
nso
ry a
rea, o
r
bo
x, in
the c
lassro
om
, there
sho
uld
be a
vaila
bility
an
d a
ccess to
larg
er p
lay re
sou
rces in
the o
utd
oo
r pla
y a
rea.
Ho
w d
oe
s it wo
rk?
12How Does It Work?
The Hands On Multisensory Programme
Prin
cip
les
• U
se o
bje
cts a
s far a
s po
ssible
rath
er th
an
pic
ture
s.
• M
ake a
s man
y g
am
es a
s activ
e a
s po
ssible
.
• W
hen
tracin
g a
nd
dra
win
g u
se a
s mu
ch
textu
ral fe
ed
back a
s
po
ssible
.
• U
se d
iffere
nt m
ed
ia fo
r simila
r activ
ities.
• L
ink th
e a
ctiv
ities to
top
ical th
em
es a
nd
pro
jects in
the
cla
ssroo
m
Th
e p
ho
toco
pia
ble
activ
ity p
rog
ram
me is re
pro
du
ced
on
pag
es
15 - 18
an
d is e
xp
lore
d in
mo
re d
eta
il with
gu
idan
ce n
ote
s on
pag
es 19
- 30
Th
e H
an
ds o
n L
itera
cy P
rog
ram
me
Han
ds o
n L
itera
cy A
ctiv
ities
13Hands on Literacy Activities
The Hands On Multisensory Programme
14Hands on Literacy Activities
The Hands On Multisensory Programme
Ph
on
olo
gic
al a
ware
ne
ss•
Nu
rsery
rhym
es - in
trod
ucin
g a
nd
revisin
g p
op
ula
r rhym
es.
• A
llitera
tion
– lette
r actio
ns a
nd
matc
hin
g g
am
e.
• S
eg
men
tatio
n/sy
llab
les – n
am
es – c
lap
pin
g/ta
pp
ing
sylla
ble
s in c
hild
ren
’s nam
es
Au
dito
ry m
em
ory
• R
eco
gn
ising
sou
nd
s an
d m
usic
al in
strum
en
ts. •
I wen
t ou
t to p
lay w
ith......
• R
ap
id n
am
ing
- po
intin
g to
an
d n
am
ing
ob
jects
Visu
al M
em
ory
• W
hat’s m
issing
– Pla
ce six
ob
jects o
n a
tray, a
sk th
e c
hild
ren
to lo
ok c
are
fully
. Nam
e a
ll the o
bje
cts.
• C
op
yin
g p
atte
rns –lin
es (to
p to
bo
ttom
first)
• F
rog
jum
ps w
ith b
ean
bag
s (see p
ag
e 2
3 – D
o a
nd
Disc
over)
Man
ual D
exte
rity/ S
eq
ue
ncin
g a
nd
Co
lou
r - (on
e tim
ed
activ
ity p
er w
eek, fi
ne a
nd
gro
ss mo
tor)
• T
hre
ad
ing
an
d se
qu
en
cin
g la
rge b
ead
s (see p
ag
e 117
larg
e b
ead
s – Do
an
d D
isco
ver)
• P
eg
activ
ities (se
e p
ag
e 10
7 +
109
- Do
an
d D
isco
ver)
• F
ing
er rh
ym
es (se
e p
ag
e 7
9 T
all sh
op
s – Do
an
d D
isco
ver)
Do
an
d D
isco
ve
r•
Ju
mp
ing
from
pad
to p
ad
with
ob
ject re
fere
nce
• L
ines w
ith v
ario
us m
ed
ia o
n th
e ta
ble
or o
utsid
e o
n th
e p
layg
rou
nd
.•
Makin
g sa
usa
ge sh
ap
es – ro
lling
do
ug
h w
ith b
oth
han
ds
• W
alk
the lin
e (se
e p
ag
e 3
9 – D
o a
nd
Disc
over)
• C
atc
hin
g b
ub
ble
s an
d b
allo
on
s
Activ
ities - In
trod
ucto
ry w
ee
kH
an
ds o
n L
itera
cy A
ctiv
ities
15Hands on Literacy Activities
The Hands On Multisensory Programme
Ph
on
olo
gic
al a
ware
ne
ss•
Nu
rsery
rhym
es. M
atc
hin
g o
bje
cts w
hic
h rh
ym
e•
Allite
ratio
n – le
tter a
ctio
ns a
nd
matc
hin
g g
am
e. F
ind
the le
tters – le
tter h
un
t, rou
nd
the ro
om
, in th
e p
layg
rou
nd
/natu
re a
rea
• S
eg
men
tatio
n/sy
llab
les – n
am
es – c
lap
pin
g/ta
pp
ing
sylla
ble
s. Matc
hin
g g
rou
ps o
f ob
jects w
ith th
e sa
me n
um
ber o
f sylla
ble
s
Au
dito
ry m
em
ory
• R
eco
gn
ising
sou
nd
s an
d m
usic
al in
strum
en
ts. Pro
gre
ssion
- Tw
o in
strum
en
ts are
pla
yed
in o
rder b
eh
ind
a sc
reen
. Each
is pla
yed
in
turn
an
d th
e c
hild
ren
are
ask
ed
to p
lay th
em
in th
e sa
me o
rder. R
ep
eat.
• I w
en
t ou
t to p
lay w
ith..., I w
en
t sho
pp
ing
an
d I b
ou
gh
t...•
Rap
id n
am
ing
(on
e tim
ed
activ
ity p
er w
eek)
Visu
al M
em
ory
• W
hat’s m
issing
– Pla
ce six
ob
jects o
n a
tray, a
sk th
e c
hild
ren
to lo
ok c
are
fully
. Nam
e a
ll the o
bje
cts. R
em
ove o
ne o
f the o
bje
cts.
Ask
the c
hild
ren
to sa
y w
hat is m
issing
. Rep
eat u
ntil a
ll the o
bje
cts h
ave h
ad
a tu
rn a
t bein
g re
mo
ved
. Rep
eat n
am
ing
of o
bje
cts.
• C
op
yin
g p
atte
rns – lin
es (to
p to
bo
ttom
first) p
rog
ressin
g to
circ
les
• F
rog
jum
ps w
ith b
ean
bag
s (see p
ag
e 2
3 – D
o a
nd
Disc
over)
Man
ual D
exte
rity/ S
eq
ue
ncin
g a
nd
Co
lou
r - (on
e tim
ed
activ
ity p
er w
eek, fi
ne a
nd
gro
ss mo
tor)
• T
hre
ad
ing
an
d se
qu
en
cin
g la
rge b
ead
s (see p
ag
e 117
larg
e b
ead
s – Do
an
d D
isco
ver)
• P
eg
activ
ities (se
e p
ag
e 10
7 +
109
+ T
on
gs a
nd
tweezers p
ag
e 115
– Do
an
d D
isco
ver)
• S
cru
nch
ing
up
pap
er a
nd
smo
oth
ing
it ou
t with
on
e h
an
d•
Fin
ger rh
ym
es (se
e p
ag
e 7
9 T
all sh
op
s – Do
an
d D
isco
ver)
Do
an
d D
isco
ve
r•
Ju
mp
ing
from
pad
to p
ad
with
ob
ject re
fere
nce
• C
ircle
s an
d lin
es w
ith v
ario
us m
ed
ia o
n th
e ta
ble
or o
utsid
e o
n th
e p
layg
rou
nd
.•
Sh
ap
e- m
akin
g u
sing
pla
y d
ou
gh
- rollin
g in
to a
ball, p
inch
ing
an
d p
okin
g•
Walk
the lin
e (se
e p
ag
e 3
9, C
ircu
it activ
ities - D
o a
nd
Disc
over)
• C
atc
hin
g b
ub
ble
s an
d b
allo
on
s
Activ
ities - W
ee
ks 1 to
4H
an
ds o
n L
itera
cy A
ctiv
ities
16Hands on Literacy Activities
The Hands On Multisensory Programme
Activ
ities - W
ee
ks 5
to 8
Ph
on
olo
gic
al a
ware
ne
ss•
Matc
hin
g o
bje
cts w
hic
h rh
ym
e – c
on
t. Net th
e rh
ym
es.
• A
llitera
tion
– lette
r actio
ns a
nd
matc
hin
g g
am
e. F
ind
the le
tters – le
tter h
un
t, rou
nd
the ro
om
, in th
e p
layg
rou
nd
/natu
re a
rea
• S
eg
men
tatio
n/sy
llab
les - re
visio
n o
f nam
es. A
dd
mo
re o
bje
cts a
s befo
re. C
ut u
p p
ictu
res e
.g. ra
bb
it linked
to th
em
e.
Au
dito
ry m
em
ory
• R
eco
gn
ising
mu
sical in
strum
en
ts – A se
lectio
n o
f instru
men
ts are
pla
yed
in o
rder b
eh
ind
a sc
reen
. Each
is pla
yed
in tu
rn a
nd
the
ch
ildre
n a
re a
sked
to p
lay th
em
in th
e sa
me o
rder. S
tart w
ith tw
o a
nd
bu
ild u
p to
thre
e.
• I w
en
t to th
e sh
op
an
d I b
ou
gh
t...or v
aria
tion
s on
the th
em
e e
.g. th
e ra
bb
it wen
t ho
pp
ing
an
d h
e m
et...
• R
ap
id n
am
ing
(on
e tim
ed
activ
ity p
er w
eek) w
ithin
oth
er a
ctiv
ities, u
sing
ob
jects lin
ked
to th
em
e.
Visu
al M
em
ory
• W
hat’s m
issing
– nam
ing
six o
bje
cts o
n a
tray - lin
k to
diffe
ren
t them
e. R
ap
id n
am
ing
then
rem
ove tw
o o
r thre
e o
f the o
bje
cts.
Ask
the c
hild
ren
to sa
y w
hat is m
issing
. Rep
eat u
ntil a
ll the o
bje
cts h
ave h
ad
a tu
rn a
t bein
g re
mo
ved
. Rep
eat n
am
ing
of o
bje
cts.
• C
op
yin
g p
atte
rns - lin
es a
nd
circ
les u
sing
ch
alk
bo
ard
s an
d m
ate
rials e
.g. c
arp
et, c
ord
, silk, v
elv
et.
• F
rog
jum
ps w
ith b
ean
bag
s (see p
ag
e 2
3– D
o a
nd
Disc
over) in
cre
asin
g d
istan
ce*
Man
ual D
exte
rity/ S
eq
ue
ncin
g a
nd
Co
lou
r - (on
e tim
ed
activ
ity p
er w
eek, fi
ne a
nd
gro
ss mo
tor)
• T
hre
ad
ing
an
d se
qu
en
cin
g (se
e p
ag
e 117
– Do
an
d D
isco
ver) u
sing
scru
nch
ies, c
otto
n re
els a
nd
lids fo
r seq
uen
cin
g c
olo
ur a
nd
p
atte
rn.
• P
eg
activ
ities (se
e p
ag
e 10
7 +
109
– Do
an
d D
isco
ver) +
To
ng
s an
d tw
eezers (se
e p
ag
e 115
) pro
gre
ss to u
sing
ice c
ream
ton
gs in
th
e sa
nd
.•
Scru
nch
ing
up
pap
er a
nd
smo
oth
ing
it ou
t. •
Fin
ger rh
ym
es (se
e p
ag
e 7
9 T
all sh
op
s. Pete
r Po
inte
r, Ten
Fat S
au
sag
es e
tc.)
Do
an
d D
isco
ve
r•
Ju
mp
ing
from
pad
to p
ad
with
ob
ject re
fere
nce.*
• C
ircle
s an
d lin
es w
ith v
ario
us m
ed
ia o
n th
e ta
ble
or o
utsid
e o
n th
e p
layg
rou
nd
.•
Sh
ap
e- m
akin
g u
sing
pla
y d
ou
gh
- rolls to
make n
ests a
nd
balls to
make e
gg
s, bu
ildin
g u
p to
makin
g le
tter sh
ap
es.
• W
alk
the lin
e (se
e p
ag
e 3
9 – D
o a
nd
Disc
over) - u
sing
skip
pin
g ro
pe o
n th
e fl
oo
r.*•
Catc
hin
g b
ub
ble
s an
d b
allo
on
s.* A
ctivitie
s with
* cou
ld b
e in
a c
ircuit
Han
ds o
n L
itera
cy A
ctiv
ities
17Hands on Literacy Activities
The Hands On Multisensory Programme
Ph
on
olo
gic
al a
ware
ne
ss•
Matc
hin
g o
bje
cts w
hic
h rh
ym
e – c
on
t. Net th
e rh
ym
es. R
hym
e b
ag
sortin
g g
am
es.
• A
llitera
tion
– lette
r actio
ns a
nd
matc
hin
g g
am
e. H
un
t the le
tters. F
ocu
s on
tho
se p
osin
g ra
pid
nam
ing
diffi
cu
lties.
• S
eg
men
tatio
n/sy
llab
les – n
am
es – re
visio
n – a
dd
mo
re o
bje
cts. C
ut u
p p
ictu
res. B
uild
up
to th
ree a
nd
fou
r sylla
ble
s.
Au
dito
ry m
em
ory
• R
eco
gn
ising
mu
sical in
strum
en
ts – Sele
ctio
n o
f instru
men
ts are
pla
yed
in o
rder b
eh
ind
a sc
reen
. Each
is pla
yed
in tu
rn a
nd
the
ch
ildre
n a
re a
sked
to p
lay th
em
in th
e sa
me o
rder. B
uild
up
to th
ree in
strum
en
ts. Ho
ne fo
r bette
r acu
ity a
nd
incre
ase
speed
.•
I wen
t to th
e sh
op
an
d b
ou
gh
t... Alte
rnativ
es lin
ked
to th
em
e•
Rap
id n
am
ing
(on
e tim
ed
activ
ity p
er w
eek) w
ithin
oth
er a
ctiv
ities, u
sing
mo
re o
bje
cts. L
ink to
them
e.
Visu
al M
em
ory
• W
hat’s m
issing
– nam
ing
eig
ht o
bje
cts o
n a
tray - lin
k to
them
e. R
ap
id n
am
ing
then
rem
ove se
vera
l the o
bje
cts. A
sk th
e c
hild
ren
to
say w
hat is m
issing
. Rep
eat u
ntil a
ll the o
bje
cts h
ave h
ad
a tu
rn a
t bein
g re
mo
ved
. Rep
eat n
am
ing
of o
bje
cts.
• C
op
yin
g p
atte
rns - lin
es &
circ
les u
sing
ch
alk
bo
ard
s & m
ate
rials e
.g. c
arp
et, c
ord
, silk, v
elv
et. In
trod
uce w
igg
ly lin
es &
zig
zag
s.•
Fro
g ju
mp
s with
bean b
ag
s (see p
ag
e 2
3 in
cre
asin
g d
istan
ce.*
Man
ual D
exte
rity/ S
eq
ue
ncin
g a
nd
Co
lou
r - (on
e tim
ed
activ
ity p
er w
eek, fi
ne a
nd
gro
ss mo
tor)
• T
hre
ad
ing
an
d se
qu
en
cin
g la
rge b
ead
s (see p
ag
e 117
- usin
g sc
run
ch
ies, c
otto
n re
els a
nd
lids fo
r seq
uen
cin
g c
olo
ur a
nd
patte
rn.)
Intro
du
ce m
ore
item
s an
d c
om
ple
xity
of se
qu
en
ce.
• P
eg
activ
ities (se
e p
ag
e 10
7 +
109
+ T
on
gs &
tweezers.) P
ag
e 115
pro
gre
ss to u
sing
ice c
ream
ton
gs in
the sa
nd
or ic
e c
ub
es in
co
lou
red
wate
r.•
Scru
nch
ing
up
pap
er a
nd
smo
oth
ing
it ou
t. •
Fin
ger rh
ym
es (se
e p
ag
e 7
9 T
all sh
op
s. Pete
r Po
inte
r. Ten
Fat S
au
sag
es e
tc.) A
dd
mo
re rh
ym
es lin
ked
to th
em
e.
Do
an
d D
isco
ve
r•
Ju
mp
ing
from
pad
to p
ad
with
ob
ject re
fere
nce. F
ocu
s on
visu
al m
em
ory
. * •
Circ
les a
nd
lines, w
avy lin
es a
nd
zig
zag
s, dra
win
g a
nd
tracin
g w
ith th
e fi
ng
er u
sing
vario
us m
ed
ia o
n th
e ta
ble
or o
utsid
e o
n th
e
pla
yg
rou
nd
. Try
vario
us m
ed
ia, e
.g. c
halk
or sq
uirtin
g w
ate
r in p
lastic
bo
ttles
• S
hap
e- m
akin
g u
sing
pla
y d
ou
gh
- bu
ildin
g u
p to
makin
g le
tter sh
ap
es. F
ocu
s on
tho
se p
osin
g d
ifficu
lty &
revise
it -p n
s & a
e o
u.
• W
alk
the lin
e (se
e p
ag
e 3
9) u
sing
skip
pin
g ro
pe o
n th
e fl
oo
r. Intro
du
ce w
igg
ly lin
es o
r ch
an
ge d
irectio
n.*
• C
atc
hin
g b
ub
ble
s an
d b
allo
on
s.* A
ctivitie
s with
* co
uld
be in
a circu
it
Activ
ities - W
ee
ks 9
to 12
Han
ds o
n L
itera
cy A
ctiv
ities
18Hands on Literacy Activities
The Hands On Multisensory Programme
Use
ful re
sou
rce
s for th
e a
ctiv
ities in
Han
ds o
n L
itera
cy
Ph
on
olo
gic
al a
ware
ne
ssN
urse
ry rh
ym
e b
oo
kC
ard
bo
ard
lette
r tem
pla
tes o
f vario
us siz
es – lo
wer c
ase
Ob
jects/ to
ys w
hic
h c
an
be g
rou
ped
in b
ag
s acco
rdin
g to
•
nu
mb
er o
f sylla
ble
s in n
am
e - 1, 2
, 3 a
nd
po
ssibly
4•
rhym
e in
nam
e•
ch
ara
cte
rs in a
nu
rsery
rhym
e•
initia
l sou
nd
in n
am
eS
mall h
oo
ps o
r nets fo
r sortin
g o
bje
cts
Au
dito
ry m
em
ory
Set o
f small p
erc
ussio
n in
strum
en
tsG
rou
ps o
f fam
iliar o
bje
cts/to
ys
Visu
al m
em
ory
Ch
an
geab
le g
rou
p o
f fam
iliar o
bje
cts o
n a
tray
Patte
rns o
n c
ard
s – lines to
p to
bo
ttom
, zig
zag
s, loo
ps, w
aves a
nd
circ
les fo
r co
pyin
gS
an
d tra
y, sh
avin
g fo
am
, slime b
ag
sV
arie
ty o
f mate
rials fo
r fin
ger tra
cin
g – c
ord
, silk, v
elv
et, fl
eece, fa
ke fu
r, carp
et
Co
llectio
ns o
f co
lou
red
sticks, b
utto
ns, la
rge b
ead
s, straw
s etc
. for c
op
yin
g se
qu
en
ces
Bean
s bag
s, ho
op
s an
d fl
oo
r pad
s for fro
g ju
mp
s
Man
ual D
exte
rity
Bead
s, cu
t- up
straw
s, scru
nch
ies, c
otto
n re
els, lid
s, pla
stic ro
ds, stra
ws, la
ces, strin
gs, a
nd
small stic
ks fo
r thre
ad
ing
activ
ities
Varie
ty o
f peg
s, pap
er p
late
s, leaves, c
ut-u
p sh
ap
es, c
olo
ure
d so
cks
Varie
ty o
f ton
gs a
nd
tweezers a
nd
co
llectio
ns o
f item
s to b
e p
icked
up
Co
llectio
n o
f fin
ger rh
ym
es w
ith fi
ng
er a
nd
han
d p
up
pets
Pic
ture
s linked
to th
e th
em
e to
be sc
run
ch
ed
up
Do
an
d D
isco
ve
r (co
py o
f bo
ok)
Co
lou
red
flo
or p
ad
s, ho
op
s, bean
bag
s or so
ft toys
Ch
alk
s, felt p
en
s, squ
eezy b
ottle
s with
wate
r, do
ug
h, sk
ipp
ing
rop
es, b
ub
ble
s an
d b
allo
on
s
Han
ds o
n L
itera
cy A
ctiv
ities
19Hands on Literacy Activities
The Hands On Multisensory Programme
20Hands on Literacy Activities
The Hands On Multisensory Programme
Ph
on
olo
gic
al A
ware
ne
ss
Nu
rsery
rhym
es - in
trod
ucin
g a
nd
revisin
g p
op
ula
r rhym
es.
• C
ho
ose
on
e o
r two
fam
iliar rh
ym
es a
nd
pra
ctise
sing
ing
them
tog
eth
er, e
mp
hasisin
g th
e rh
ym
es.
• U
se a
ctio
ns to
illustra
te th
e sto
ry (T
hese
take tim
e to
beco
me e
mb
ed
ded
an
d w
ill need
a lo
t of p
ractic
e b
ut th
ey
are
fun
to d
o)
• T
he c
hild
ren
will h
ave so
me fi
rm fa
vo
urite
s.
• C
olle
ct o
bje
cts w
hic
h illu
strate
the rh
ym
es e
.g. sta
r.
• A
dd
oth
er o
bje
cts w
hic
h rh
ym
e w
ith it e
.g. c
ar.
• C
olle
ct th
e o
bje
cts in
a rh
ym
e p
rom
pt b
ag
(Th
is is esp
ecia
lly
help
ful to
fam
iliarise
rhym
ing
pairs fo
r som
e c
hild
ren
wh
o
are
havin
g d
ifficu
lty w
ith th
e c
on
cep
t of rh
ym
e.)
• T
ake o
ne o
f the o
bje
cts o
ut o
f the b
ag
- Can
the c
hild
ren
gu
ess w
hat th
e o
ther rh
ym
ing
ob
ject w
ill be?
Allite
ratio
n – L
ette
r actio
ns a
nd
matc
hin
g g
am
e.
• M
ake a
co
llectio
n o
f ob
jects w
ith th
e sa
me in
itial so
un
d a
nd
keep
them
in a
bag
or b
ox. P
lay m
atc
hin
g g
am
es a
skin
g
the c
hild
ren
to p
oin
t, an
d sa
y th
e le
tter a
nd
ob
ject n
am
e
ind
ivid
ually
. Lim
it the a
ctiv
ity to
a fe
w so
un
ds a
t on
e tim
e.
• C
an
the c
hild
ren
make th
e a
ctio
n fo
r the in
itial so
un
d o
f the
ob
jects a
s they a
re p
ut b
ack in
the b
ag
?
• O
rgan
ise a
lette
r hu
nt in
the c
lassro
om
, pla
yg
rou
nd
or
natu
re a
rea.
• U
se p
lastic
lette
rs, card
tem
pla
tes o
r arra
ng
e e
.g. stic
ks, in
a
lette
r shap
e a
nd
see w
ho
can
fin
d th
e m
ost le
tters.
• S
tart w
ith o
ne le
tter a
t a tim
e a
nd
bu
ild u
p to
thre
e. If th
ere
are
som
e le
tters w
hic
h a
re p
rese
ntin
g p
rob
lem
s ch
oo
se th
at
on
e o
n its o
wn
an
d p
ractise
severa
l times.
Mo
re a
bo
ut th
e a
ctiv
ities
21More about the activities
The Hands On Multisensory Programme
Se
gm
en
tatio
n / sy
llab
les – n
am
es – c
lap
pin
g/ta
pp
ing
sylla
ble
s
in c
hild
ren
’s nam
es.
• T
each
er sa
ys th
e fi
rst sylla
ble
of a
nam
e a
nd
the c
hild
ren
say
the se
co
nd
sylla
ble
an
d so
on
.
• C
hild
ren
po
int w
ith e
ach
sylla
ble
at th
e c
hild
wh
ose
nam
e is
bein
g u
sed
.
• P
rog
ress to
fam
iliar o
bje
cts a
nd
ask
the c
hild
ren
to c
lap
/
tap
/ po
int o
ut th
e sy
llab
les a
s they sa
y th
e w
ord
s.
• C
olle
ct o
bje
cts to
geth
er in
sylla
ble
gro
up
s an
d p
lay so
rting
an
d m
atc
hin
g g
am
es. (T
ake c
are
no
t to m
ud
dle
ph
on
em
e
an
d sy
llab
le c
ou
ntin
g - w
ith p
ho
nem
es th
e c
hild
ren
co
un
t
the so
un
ds a
nd
with
sylla
ble
s, the b
eats.)
• P
rog
ress to
usin
g p
ictu
res a
s pro
mp
ts.
• C
olle
ct p
ictu
res a
cco
rdin
g to
the th
em
e a
nd
cu
t them
up
into
the sa
me n
um
ber o
f pie
ces a
s there
are
sylla
ble
s in th
eir
nam
es (e
.g. ra
bb
it – 2 p
ieces)
• A
sk th
e c
hild
ren
to p
ut th
em
back to
geth
er sa
yin
g e
ach
sylla
ble
alo
ud
as th
ey p
ick u
p th
e p
ieces a
nd
pla
ce th
em
tog
eth
er.
• B
uild
up
to th
ree o
r fou
r sylla
ble
s.
• L
ate
r the sy
llab
les c
an
be w
ritten
on
the p
ictu
res.
22More about the activities
The Hands On Multisensory Programme
Re
co
gn
ising
sou
nd
s & m
usic
al in
strum
en
ts.
• C
hild
ren
clo
se th
eir e
yes a
nd
iden
tify so
un
ds m
ad
e e
.g.
tearin
g a
pie
ce o
f pap
er, b
ou
ncin
g a
ball, jin
glin
g m
on
ey
• C
olle
ct a
small n
um
ber o
f simp
le m
usic
al p
erc
ussio
n
instru
men
ts an
d le
t the c
hild
ren
exp
lore
the so
un
ds th
ey
make.
• C
an
they d
iffere
ntia
te th
e so
un
ds a
nd
giv
e th
e n
am
es?
• P
lay tw
o o
f the n
ow
fam
iliar in
strum
en
ts in tu
rn b
eh
ind
a
scre
en
an
d a
sk th
e c
hild
ren
to liste
n c
are
fully
.
• C
an
they te
ll yo
u w
hic
h o
ne y
ou
pla
yed
first?
• H
ave d
up
licate
instru
men
ts for th
e c
hild
ren
to p
lay a
nd
ask
them
to re
pro
du
ce th
e so
un
ds in
the sa
me o
rder (T
his
may n
eed
lots o
f rep
etitio
ns b
efo
re th
e c
hild
ren
can
do
it
co
nfi
den
tly).
• B
uild
up
to th
ree in
strum
en
ts bu
t bew
are
of m
ovin
g o
n to
mo
re u
nle
ss they a
re fi
nd
ing
it very
easy
.
Au
dito
ry m
em
ory
Mo
re a
bo
ut th
e a
ctiv
ities
23More about the activities
The Hands On Multisensory Programme
‘I we
nt o
ut to
pla
y w
ith...’
• E
nsu
re th
at th
e c
hild
ren
kn
ow
each
oth
er’s n
am
es a
nd
ask
them
to p
oin
t to e
ach
oth
er a
nd
say w
ho
they w
en
t ou
t to
pla
y w
ith
• C
an
they re
mem
ber o
ne o
r two
nam
es in
seq
uen
ce?
• V
ary
the g
am
e - ‘I w
en
t sho
pp
ing
an
d I b
ou
gh
t...’
• O
r link to
the th
em
e o
r top
ic o
f the w
eek- ‘T
he ra
bb
it wen
t
ho
pp
ing
an
d h
e m
et...’
Rap
id n
am
ing
- po
intin
g to
an
d n
am
ing
ob
jects
• C
olle
ct a
ran
ge o
f fam
iliar o
bje
cts a
nd
pla
ce th
em
on
a tra
y.
• C
an
the c
hild
ren
po
int to
the o
bje
cts a
nd
nam
e th
em
all?
• S
tart w
ith a
diffe
ren
t ob
ject a
nd
nam
e a
gain
.
• S
tart w
ith a
co
up
le o
f ob
jects a
nd
as th
ey b
eco
me fa
milia
r
ad
d m
ore
item
s an
d g
ive lo
ts of o
pp
ortu
nity
for p
ractic
e.
• T
his a
ctiv
ity c
an
be lin
ked
to o
bje
cts c
olle
cte
d fo
r rhym
ing
gam
es, a
llitera
tive g
am
es o
r can
be lin
ked
to th
e th
em
e.
• W
hen
the c
hild
ren
beco
me m
ore
co
nfi
den
t the o
bje
cts c
an
be h
idd
en
an
d th
e c
hild
ren
have to
rem
em
ber a
nd
rep
eat
the se
qu
en
ce o
f the ite
ms th
ey h
ave n
am
ed
.
• T
his c
an
be a
timed
activ
ity u
sing
a sa
nd
-timer o
r a sto
p
watc
h b
ut b
ew
are
of in
trod
ucin
g th
e tim
ed
, co
mp
etitiv
e
ele
men
t un
til accu
racy is a
ch
ieved
.
24More about the activities
The Hands On Multisensory Programme
Wh
at’s m
issing
• N
am
ing
six o
bje
cts o
n a
tray - lin
k to
them
e.
• A
sk th
e c
hild
ren
to lo
ok c
are
fully
an
d n
am
e a
ll the o
bje
cts.
• B
uild
up
fam
iliarity
with
the o
bje
cts.
• D
iscu
ss wh
at th
ey a
re u
sed
for, th
eir c
olo
ur, sh
ap
e a
nd
textu
re.
• E
nco
ura
ge th
e c
hild
ren
to p
ick th
em
up
an
d e
xp
lore
their
pro
pertie
s.
Rap
id n
am
ing
• A
sk th
e c
hild
ren
to p
oin
t to e
ach
ob
ject in
turn
an
d n
am
e it.
• T
hen
rem
ove o
ne o
f the o
bje
cts a
nd
ask
the c
hild
ren
to lo
ok
an
d sa
y w
hat is m
issing
.
• P
oin
ting
at a
nd
nam
ing
tho
se th
at a
re le
ft may b
e h
elp
ful.
• R
ep
eat u
ntil a
ll the o
bje
cts h
ave h
ad
a tu
rn a
t bein
g
rem
oved
. Rep
eat n
am
ing
of o
bje
cts.
Visu
al M
em
ory
Mo
re a
bo
ut th
e a
ctiv
ities
25More about the activities
The Hands On Multisensory Programme
Co
pyin
g p
atte
rns
• P
atte
rns c
an
be c
op
ied
from
a c
lear m
od
el u
sing
just th
eir
fin
gers o
n te
xtu
red
mate
rials e
.g. c
arp
et, c
ord
, silk, v
elv
et o
r
in sh
avin
g fo
am
or sa
nd
to g
ive g
oo
d ta
ctile
feed
back a
nd
to d
evelo
p k
inaesth
etic
mem
ory
patte
rns.
• V
ary
this b
y u
sing
co
lou
red
ch
alk
on
bo
ard
s or o
utsid
e – it
will w
ash
aw
ay!
• T
he c
hild
ren
sho
uld
fin
d d
raw
ing
vertic
al lin
es th
e e
asie
st.
Sta
rt with
these
dra
wn
from
top
to b
otto
m.
• R
ep
eat p
atte
rns o
f two
/thre
e o
r fou
r lines to
geth
er.
• P
rog
ress to
co
pyin
g z
igzag
s, waves a
nd
wig
gly
lines, c
ircle
s,
dra
wn
clo
ckw
ise a
nd
fin
ally
, fig
ure
s of e
igh
t.
• U
se fe
lt pen
s in d
iffere
nt c
olo
urs to
cre
ate
a ra
inb
ow
effe
ct
or u
se c
rayo
ns, p
ain
ts or sq
ueezy w
ate
r bo
ttles in
the
pla
yg
rou
nd
. (Lin
ks w
ith a
ctiv
ities in
Write
Dan
ce)
• F
rog
jum
ps w
ith b
ean
bag
s pag
e 2
3 (D
o a
nd
Disc
over)
• T
he c
hild
ren
thro
w b
ean
bag
s on
to lily
pad
s follo
win
g a
seq
uen
ce th
e a
du
lt has m
od
elle
d. S
tart w
ith tw
o a
nd
thre
e
thro
ws.
• S
tart fu
rther a
way a
nd
incre
ase
the d
istan
ce g
rad
ually
.
If they c
an
co
pe w
ith fo
ur o
r five in
a se
qu
en
ce, p
ractise
freq
uen
tly.
26More about the activities
The Hands On Multisensory Programme
Th
ere
are
mo
re a
ctiv
ities in
this se
ctio
n so
ch
oo
se o
ne tim
ed
activ
ity p
er w
eek, fi
ne a
nd
gro
ss mo
tor.
Th
read
ing
an
d se
qu
en
cin
g - se
e p
ag
e 117
(Do
an
d D
isco
ve
r)
• U
se b
ead
s first th
en
scru
nch
ies, c
otto
n re
els a
nd
lids fo
r
seq
uen
cin
g c
olo
ur a
nd
patte
rn.
• G
ath
er to
geth
er a
co
llectio
n o
f soft a
nd
hard
disc
s, pla
stic
bo
ttle to
ps w
ith h
ole
s in, la
rge stra
ws, c
ut in
to p
ieces,
co
tton
reels, b
utto
ns, b
ead
s etc
.
• S
ho
w th
e c
hild
ren
ho
w to
thre
ad
on
to a
varie
ty o
f string
s,
pla
stic ro
ds, w
oo
den
do
wels, c
olo
ure
d p
ipe c
lean
ers a
nd
laces, a
nd
en
co
ura
ge th
e c
hild
ren
to c
op
y a
seq
uen
ce o
r
co
lou
r patte
rn.
• S
tart w
ith la
rge b
ead
s an
d p
rog
ress to
smalle
r mate
rials.
Rem
em
ber th
at th
read
ing
soft m
ate
rials lik
e sc
run
ch
ies
develo
ps a
diffe
ren
t set o
f fin
ger m
usc
les to
op
en
ou
t the
ring
s.
• A
im to
en
co
ura
ge th
e c
hild
ren
to c
op
y a
seq
uen
ce/p
atte
rn
acco
rdin
g to
ob
ject o
r co
lou
r.
• S
tart w
ith o
ne o
r two
diffe
ren
t item
s an
d g
rad
ually
intro
du
ce m
ore
, len
gth
en
ing
the se
qu
en
ce a
nd
incre
asin
g
the c
om
ple
xity
of th
e se
qu
en
ce a
cco
rdin
g to
co
lou
r an
d/o
r
patte
rn.
• U
se lo
lly stic
ks o
r pla
stic c
up
s in a
seq
uen
ce fo
r the c
hild
ren
to c
op
y.
Man
ual D
exte
rity/S
eq
ue
ncin
g a
nd
Co
lou
r M
ore
ab
ou
t the
activ
ities
27More about the activities
The Hands On Multisensory Programme
Pe
g a
ctiv
ities - se
e p
ag
es 10
7 +
109
+ T
on
gs a
nd
twe
eze
rs
pag
e 115
(Do
an
d D
isco
ve
r)
• C
olle
ct a
ran
ge o
f peg
s of d
iffere
nt c
olo
urs, siz
es, sh
ap
es
an
d stre
ng
ths. B
ulld
og
clip
s, hair c
lips a
nd
freezer b
ag
clip
s
can
also
be u
sed
.
• E
xp
lore
the a
ctiv
ities in
‘Do
an
d D
isco
ver’ – W
ash
Day,
Han
dip
eg
s, Ray o
f Su
nsh
ine, C
olo
ur M
atc
h.
• E
nco
ura
ge th
e c
hild
ren
to fa
sten
the p
eg
s usin
g d
iffere
nt
fin
gers o
r seq
uen
ce th
e p
eg
s by c
olo
ur o
r shap
e.
• M
od
el c
lipp
ing
peg
s in se
qu
en
ce o
n a
string
, on
pap
er p
late
s
an
d o
nto
shap
es, in
clu
din
g la
rge c
ut o
ut le
tters.
28More about the activities
The Hands On Multisensory Programme
To
ng
s an
d tw
ee
ze
rs pag
e 115
. (Do
an
d D
isco
ve
r)
Co
llect a
ran
ge o
f tweezers a
nd
ton
gs o
f diffe
ren
t sizes a
nd
stren
gth
s an
d a
sk th
e c
hild
ren
to p
ick u
p o
bje
cts fro
m a
tray o
r
bask
et. P
rog
ress to
usin
g ic
e c
ream
ton
gs in
the sa
nd
or su
gar
ton
gs in
a sin
k fu
ll of w
ate
r.
Th
is activ
ity c
an
be tra
nsfe
rred
ou
tside to
pic
k u
p le
aves, tw
igs
an
d p
eb
ble
s.
Scre
win
g u
p p
ap
er a
nd
smo
oth
ing
it ou
t.
• F
ind
a p
ictu
re re
late
d to
the th
em
e a
nd
ask
the c
hild
to h
ide
it by sc
rew
ing
it up
into
a b
all.
• T
hen
ask
the c
hild
to sm
oo
th it o
ut u
sing
on
e h
an
d to
reveal
the p
ictu
re.
• T
his a
ctiv
ity w
ill develo
p d
iffere
nt fi
ng
er a
nd
han
d m
usc
les.
Allo
w th
em
to sc
rew
it back u
p a
gain
so th
at th
eir p
artn
er
can
do
the sa
me, g
uessin
g w
hat th
e p
ictu
re is g
oin
g to
be.
Man
ual D
exte
rity/S
eq
ue
ncin
g a
nd
Co
lou
r M
ore
ab
ou
t the
activ
ities
29More about the activities
The Hands On Multisensory Programme
Fam
ily o
f Fin
ge
rs
Th
is is the fa
ther sh
ort a
nd
stou
t (thu
mb
)
Th
is is the m
oth
er w
ith c
hild
ren
ab
ou
t (ind
ex)
Th
is is the b
roth
er ta
ll yo
u se
e (m
idd
le)
Th
is is a siste
r with
a to
y o
n h
er k
nee (rin
g)
Th
is is the b
ab
y su
re to
gro
w (little
)
An
d h
ere
is the fa
mily
all in
a ro
w (h
old
up
all fi
ve fi
ng
ers)
Tall sh
op
s
Tall sh
op
s in th
e to
wn
(ho
ld a
rms u
p)
Lifts m
ovin
g u
p a
nd
do
wn
(arm
s go
up
an
d d
ow
n)
Do
ors sw
ing
ing
rou
nd
an
d ro
un
d (sw
ing
/ circ
le a
rms)
Peo
ple
mo
vin
g in
an
d o
ut (fi
ng
ers w
alk
ing
back a
nd
fro)
Fin
ge
r rhym
es - P
ag
e 7
7 &
79
(Do
an
d D
isco
ve
r) e.g
. Pe
ter
Po
inte
r, Te
n F
at sa
usa
ge
s, Fam
ily o
f Fin
ge
rs, Tall S
ho
ps e
tc.
• M
od
el th
e fi
ng
er rh
ym
es a
nd
develo
p g
am
es u
sing
fin
ger
pu
pp
ets to
make w
igg
ly m
ovem
en
ts with
all th
e fi
ng
ers
• E
xp
lore
the rh
ym
es in
Do
an
d D
isco
ver a
nd
ad
d so
me m
ore
wh
ich
will fi
t with
the th
em
e.
• T
here
are
ple
nty
of p
ub
licatio
ns w
hic
h fe
atu
re fi
ng
er rh
ym
es
or fi
nd
som
e o
n th
e in
tern
et.
30More about the activities
The Hands On Multisensory Programme
Ju
mp
ing
from
pad
to p
ad
with
ob
ject re
fere
nce
. De
ve
lop
ing
visu
al m
em
ory
.*
• P
lace h
oo
ps o
r lily p
ad
s mad
e o
f carp
et tile
s, rub
ber o
r even
card
on
the g
rou
nd
an
d se
e if th
e c
hild
ren
can
jum
p lik
e a
frog
from
on
e to
an
oth
er.
• C
an
they fo
llow
each
oth
er fro
m p
ad
to p
ad
?
Lin
es w
ith v
ario
us m
ed
ia o
n th
e ta
ble
or o
n th
e p
layg
rou
nd
.
• U
se c
rayo
ns o
n p
ap
er, w
ate
r on
the y
ard
, pain
t, slime a
nd
go
o b
ag
s to g
ive c
hild
ren
the o
pp
ortu
nity
to d
raw
lines fro
m
top
to b
otto
m o
r left to
righ
t.
• S
om
e c
hild
ren
may n
eed
to tra
ce w
ith th
eir fi
ng
er o
ver
raise
d lin
es stu
ck o
nto
the ta
ble
first. O
thers m
ay n
eed
to
make th
e sh
ap
es in
the a
ir.
Do
an
d D
isco
ve
rM
ore
ab
ou
t the
activ
ities
31More about the activities
The Hands On Multisensory Programme
Makin
g sa
usa
ge
shap
es – ro
lling
do
ug
h w
ith b
oth
han
ds
• U
se so
ft do
ug
h o
r softe
n it b
efo
re u
se.
• S
ho
w th
e c
hild
ren
ho
w to
roll th
e d
ou
gh
betw
een
their
han
ds to
make lo
ng
sau
sag
e sh
ap
es.
• R
ep
eat o
n th
e ta
ble
– en
sure
the c
hild
ren
use
bo
th h
an
ds
tog
eth
er.
Walk
the
line
pag
e 3
9 (D
o a
nd
Disc
ove
r)*
• L
ay o
ut ro
pes in
lines so
that th
e c
hild
ren
can
walk
alo
ng
them
keep
ing
in a
straig
ht lin
e.
• L
ay o
ut fo
otp
rints fo
r them
to fo
llow
.
Catc
hin
g b
ub
ble
s an
d b
allo
on
s*
• B
low
bu
bb
les a
nd
try to
catc
h th
em
or c
lap
their h
an
ds
tog
eth
er to
po
p th
e b
ub
ble
s.
• T
ry d
iffere
nt siz
ed
bu
bb
le rin
gs.
• B
low
up
ballo
on
s an
d e
nco
ura
ge th
e c
hild
ren
to c
atc
h th
em
gen
tly – so
they d
on
’t po
p!
Activ
ities m
ark
ed
by a
n a
sterix
co
uld
be o
ffere
d in
a c
ircu
it in th
e
pla
yg
rou
nd
so th
at th
e c
hild
ren
have a
varie
ty o
f gam
es to
en
joy
32More about the activities
The Hands On Multisensory Programme
Mu
ltisen
sory
learn
ing
takes p
lace w
hen
a te
ach
er p
rovid
es
op
po
rtun
ities fo
r a c
hild
to u
se a
ll their se
nse
s tog
eth
er, se
ein
g,
hearin
g, to
uch
ing
(han
ds-o
n) sa
yin
g (o
ral k
inaesth
etic
) an
d
som
etim
es ta
ste a
nd
smell. T
he u
se o
f a m
ultise
nso
ry a
pp
roach
to le
arn
ing
has b
een
sho
wn
to b
e e
ffectiv
e fo
r all c
hild
ren
.
Mu
ltisen
sory
learn
ing
is the m
ost n
atu
ral w
ay to
learn
. Peo
ple
of
all a
ges g
ath
er in
form
atio
n fo
r pro
cessin
g th
rou
gh
their se
nse
s,
bu
t for y
ou
ng
ch
ildre
n th
eir c
urio
sity to
exp
lore
the se
nsu
al
wo
rld a
round
them
is what m
akes le
arn
ing
fun. A
lmo
st anyth
ing
that c
hild
ren c
an h
and
le c
an b
e u
sed
to e
ng
ag
e a
nd
mo
tivate
them
Rese
arc
h su
gg
ests th
at a
mu
ltisen
sory
ap
pro
ach
, wh
ich
allo
ws
for in
teg
ratio
n o
f all th
e se
nso
ry p
ath
ways to
geth
er, m
akes
the le
arn
ing
pro
cess m
ore
effe
ctiv
e. W
hen
all th
e se
nse
s are
exp
lore
d th
e m
ultise
nso
ry a
ctiv
ity w
ill matc
h a
ny w
eaker sk
ills
an
d stre
ng
ths e
nab
ling
all c
og
nitiv
e sk
ills to b
e a
dd
resse
d.
Usin
g a
ll the se
nso
ry p
ath
ways to
geth
er m
ean
s info
rmatio
n
is mo
re e
ffectiv
ely
reta
ined
an
d if a
ctiv
ities a
re in
trod
uced
in
small ste
ps, w
ithin
a stru
ctu
red
pro
gra
mm
e th
e m
ore
effi
cie
ntly
an
d e
ffectiv
ely
skills a
re d
evelo
ped
.
Mu
ltisen
sory
Le
arn
ing
Th
e H
an
ds o
n le
arn
ing
Pro
gra
mm
e
33Multisensory Learning
The Hands On Multisensory Programme
Th
e fo
llow
ing
activ
ities a
nd
reso
urc
es e
nco
ura
ge th
e
develo
pm
en
t an
d re
fin
em
en
t of e
arly
litera
cy d
evelo
pm
en
t,
han
d/e
ye c
o-o
rdin
atio
n a
nd
fin
e m
oto
r skills. T
he H
an
ds O
n
Lite
racy P
rog
ram
me d
ep
en
ds u
po
n re
sou
rcin
g fro
m a
ran
ge
of m
ed
ia b
ut m
ost ite
ms a
re e
asily
fou
nd
or p
rep
are
d. T
hese
sug
gestio
ns su
pp
ort th
ose
alre
ad
y in
clu
ded
in th
e ‘D
o a
nd
Disc
over ‘ b
oo
k a
nd
sho
uld
be u
sed
alo
ng
side th
em
.
It may b
e u
sefu
l to h
ave a
co
llectio
n o
f reso
urc
es re
ad
ily
availa
ble
in o
ne o
r mo
re m
ultise
nso
ry b
oxes. L
ayin
g o
ut
care
fully
lab
elle
d a
ctiv
ities a
nd
co
verin
g th
e b
oxes w
ith
co
lou
rful stic
kers a
nd
pic
ture
s will h
elp
to a
ttract th
e c
hild
ren
an
d e
nco
ura
ge th
em
to re
turn
item
s to th
e a
rea o
r bo
xes a
fter
use
. Th
e c
hild
ren
sho
uld
be e
nco
ura
ged
to p
ractise
som
e o
f the
fin
e m
an
ipu
latio
n sk
ills esse
ntia
l to th
e d
evelo
pm
en
t of e
arly
learn
ing
usin
g a
ran
ge o
f item
s in th
e b
oxes.
Yo
u m
ay w
an
t to h
ave a
sem
i-perm
an
en
t disp
lay o
f mate
rials
in a
n a
ctiv
ity c
orn
er so
that th
e c
hild
ren
can
pla
y so
me o
f the
gam
es a
nd
activ
ities a
t diffe
ren
t times d
urin
g th
e d
ay. T
he
activ
ities sh
ou
ld b
e m
od
elle
d, stru
ctu
red
an
d m
on
itore
d to
Cre
atin
g a
Mu
ltisen
sory
En
viro
nm
en
t
have th
e m
ost e
ffect a
nd
to m
ain
tain
inte
rest th
ey sh
ou
ld b
e
ch
an
ged
reg
ula
rly.
Man
y o
f these
mate
rials a
re m
essy
an
d th
e o
bje
cts sm
all. G
reat
care
sho
uld
be ta
ken
to e
nsu
re th
at sm
all o
bje
cts a
re k
ep
t ou
t
of c
hild
ren
’s mo
uth
s an
d a
re re
turn
ed
to a
pp
rop
riate
co
nta
iners
afte
r use
.
Wh
ilst man
y o
f the m
ost e
njo
yab
le a
ctiv
ities a
re m
essy
there
sho
uld
be b
uilt-in
op
po
rtun
ities fo
r wash
ing
an
d su
perv
ised
cle
arin
g-u
p a
fter u
se
Th
e H
an
ds o
n le
arn
ing
Pro
gra
mm
e
34Creating A Multisensory Environment
The Hands On Multisensory Programme
Wh
at c
an
we
pu
t in a
Mu
ltisen
sory
Bo
x?
Aco
rns, c
on
ke
rs, leave
s, twig
s an
d sto
ne
s
Perfe
ct fo
r makin
g p
atte
rns a
nd
lette
r shap
es. T
hese
co
uld
be
co
llecte
d d
urin
g o
utd
oo
r activ
ities a
nd
store
d o
utsid
e.
Be
ad
s, lace
s an
d la
cin
g c
ard
s
Use
diffe
ren
t sized
bead
s, ho
llow
pasta
shap
es, h
air sc
run
ch
ies,
po
t top
s an
d c
ard
bo
ard
ho
op
s as a
ltern
ativ
es a
nd
make fu
nky
jew
elle
ry o
r en
co
ura
ge th
em
to c
op
y a
patte
rn o
f shap
es a
nd
co
lou
rs
Bu
bb
le w
rap
Diffe
ren
t sizes o
f bu
bb
le w
rap
for sn
ap
pin
g b
etw
een
fin
gers
an
d th
um
b. T
his w
ill stren
gth
en
fin
gers fo
r writin
g
Bu
bb
les a
nd
ballo
on
s
Blo
w b
ub
ble
s an
d c
atc
h a
s man
y a
s yo
u c
an
befo
re th
ey fa
ll to
the fl
oo
r. Th
row
, pat a
nd
catc
h b
allo
on
s.
35Creating A Multisensory Environment
The Hands On Multisensory Programme
Card
bo
ard
lette
rs an
d sh
ap
es
Use
a te
mp
late
to m
ake 2
D sh
ap
es a
nd
lette
r shap
es o
ut o
f
card
an
d h
ide th
em
in th
e c
lassro
om
or e
ven
bette
r in th
e
ou
tdo
or p
lay a
rea o
r gard
en
an
d h
ave a
shap
e o
r lette
r hu
nt
Co
llectio
ns o
f small o
bje
cts
So
rt into
allite
rativ
e g
rou
ps, p
ut in
to c
loth
bag
s an
d p
lay
matc
hin
g a
nd
sortin
g g
am
es. S
ort in
to rh
ym
ing
pairs o
r gro
up
s
an
d p
lay m
atc
hin
g g
am
es.
Co
lou
red
bu
tton
s
En
co
ura
ge c
hild
ren
to th
read
bu
tton
s in a
seq
uen
ce o
r hid
e
them
in th
e d
ou
gh
for c
hild
ren
to ‘fe
el a
nd
fin
d’
Do
ug
h o
r pla
sticin
e
En
co
ura
ge th
e c
hild
ren
to ro
ll, squ
eeze a
nd
mo
del th
e d
ou
gh
into
their fa
vo
urite
an
imals o
r mo
nste
rs an
d e
ven
tually
lette
rs.
En
co
ura
ge ro
lling
an
d sq
ueezin
g a
s sep
ara
te a
ctiv
ities w
hic
h
develo
p d
iffere
nt m
usc
les in
the h
an
ds a
nd
fin
gers.
36Creating A Multisensory Environment
The Hands On Multisensory Programme
Fab
ric sa
mp
les
Keep
a se
lectio
n o
f squ
are
s of fa
bric
s for th
e c
hild
ren
to tra
ce
on
e.g
. silk, v
elv
et, c
ord
uro
y, fa
ke fu
r, sued
e, tw
eed
, Th
ey w
ill
get g
oo
d ta
ctile
feed
back th
rou
gh
their fi
ng
ers. S
tart w
ith
shap
es a
nd
patte
rns a
nd
pro
gre
ss to le
tter sh
ap
es,
Fin
ge
r pain
ts
Allo
w th
e c
hild
ren
to p
ain
t on
diffe
ren
t textu
res a
nd
surfa
ces
usin
g th
eir fi
ng
ers
Fin
ge
r pu
pp
ets
En
co
ura
ge c
hild
ren
to sa
y fi
ng
er rh
ym
es, te
ll storie
s or p
erfo
rm
pla
ys u
sing
a v
arie
ty o
f fin
ger p
up
pets
Flo
or p
ad
s
Fo
r jum
pin
g o
nto
/aro
un
d in
a p
atte
rn. E
nsu
re th
ey a
re n
on
-slip!
En
co
ura
ge th
e c
hild
ren
to c
op
y a
seq
uen
ce o
f jum
ps.
Le
tter te
mp
late
s
Make a
larg
e le
tter fro
m a
tem
pla
te a
nd
pro
vid
e a
pp
rop
riate
mate
rials to
stick o
nto
the le
tter sh
ap
e to
rein
forc
e so
un
d/
Wh
at c
an
we
pu
t in a
Mu
ltisen
sory
Bo
x?
37Creating A Multisensory Environment
The Hands On Multisensory Programme
sym
bo
l co
rresp
on
den
ce e
.g. fe
ath
ers o
n f, p
urp
le sc
run
ch
ed
-
up
pap
er o
n p
, bear stic
kers o
n b
, leaves o
n l. T
he c
hild
ren
can
keep
them
as re
min
ders o
f lette
r sou
nd
s.
Marb
les a
nd
tidd
lyw
inks
En
co
ura
ge th
e c
hild
ren
to p
lay g
am
es w
here
they m
an
ipu
late
co
un
ters o
r marb
les w
ith th
eir fi
ng
ers
Mu
sical in
strum
en
ts
e.g
. a ta
mb
ou
rine, a
shaker , b
ells, a
nd
a c
lap
per to
en
co
ura
ge
ch
ildre
n to
diffe
ren
tiate
sou
nd
s an
d to
co
py a
seq
uen
ce
38Creating A Multisensory Environment
The Hands On Multisensory Programme
Pe
gs - c
olo
ure
d a
nd
no
ve
lty p
eg
s
Pro
vid
e a
ran
ge o
f peg
s an
d so
rt acco
rdin
g to
co
lou
r or siz
e,
peg
to a
pap
er p
late
or in
seq
uen
ce o
n a
line. P
lay a
rela
y g
am
e
wh
ere
ch
ildre
n h
ave to
race to
peg
the n
um
ber c
ard
s on
a lin
e
in th
e c
orre
ct o
rder.
Pe
gb
oard
s
Make a
nd
co
py d
esig
ns to
help
man
ipu
latio
n sk
ills. Keep
the
patte
rns sim
ple
an
d th
e v
aria
tion
of c
olo
ur to
two
or th
ree.
Pic
k-u
p stic
ks a
nd
co
ins
En
co
ura
ge th
e c
hild
ren
to p
ick u
p c
oin
s an
d stic
ks b
etw
een
fin
ger a
nd
thu
mb
actin
g lik
e tw
eezers o
r make it m
ore
diffi
cu
lt
an
d u
se re
al tw
eezers. E
xte
nd
to sc
oo
pin
g fro
m w
et sa
nd
with
an
ice-c
ream
sco
op
or ic
e c
ub
es fro
m w
ate
r with
ton
gs.
Pip
e c
lean
ers
Co
llect a
varie
ty o
f co
lou
red
an
d sp
ark
ly p
ipe c
lean
ers a
nd
twist th
em
to m
ake a
nim
al o
r lette
r shap
es .
pla
iting
– usin
g d
iffere
nt c
olo
ure
d th
read
, co
rd o
r strips o
f
mate
rial. S
tart w
ith tw
o p
ieces a
nd
mo
ve o
n to
thre
e.
Scisso
rs (a v
arie
ty o
f easy
grip
, sprin
g a
ssisted
etc
)
En
co
ura
ge th
e c
hild
ren
to d
evelo
p m
an
ipu
latio
n a
nd
dexte
rity
usin
g stra
teg
ies su
gg
este
d in
the ‘D
o a
nd
Disc
over’ p
ack
Sh
avin
g fo
am
an
d sa
nd
Talk
thro
ug
h th
e sh
ap
es a
nd
patte
rn fo
rmatio
ns a
s ch
ildre
n
write
in th
e fo
am
an
d sa
nd
, then
make it d
isap
pear a
nd
‘try
ag
ain
’. En
co
ura
ge c
hild
ren
to ‘ta
lk th
rou
gh
’ actio
ns a
nd
patte
rns.
Wh
at c
an
we
pu
t in a
Mu
ltisen
sory
Bo
x?
39Creating A Multisensory Environment
The Hands On Multisensory Programme
Slim
e o
r ‘go
o’ b
ag
s
Make slim
e o
r go
o w
ith c
hild
ren
(see in
structio
ns ), p
ut in
to
seala
ble
bag
s, sho
w th
em
ho
w to
squ
ash
the c
olo
urs to
geth
er
an
d d
raw
an
d m
ake p
atte
rns o
r lette
rs on
the b
ag
s.
Sm
all b
alls a
nd
be
an
bag
s
Fo
r thro
win
g , c
atc
hin
g a
nd
to e
nco
ura
ge c
hild
ren
to h
ide a
nd
fin
d th
e b
alls a
nd
bean
bag
s with
ou
t leavin
g th
e p
lace th
ey a
re
sitting
. Mo
del a
patte
rn o
f thro
ws a
nd
see if th
e c
hild
ren
can
co
py th
e se
qu
en
ce.
Tw
ee
ze
rs, ton
gs a
nd
sco
op
s
A se
lectio
n o
f diffe
ren
t sizes a
nd
stren
gth
s to e
nco
ura
ge
squ
eezin
g a
ctio
ns w
ith d
iffere
nt p
arts o
f the h
an
d a
nd
fin
gers
Wate
r writin
g
Fill a
n e
mp
ty p
lastic
bo
ttle w
ith w
ate
r an
d sq
uirt sh
ap
es a
nd
lette
rs on
to a
dry
pla
yg
rou
nd
or w
all
We
avin
g a
ctiv
ities
Larg
e sc
ale
at fi
rst , then
smalle
r usin
g a
varie
ty o
f mate
rials
Wo
od
en
lette
rs an
d sh
ap
es
Pu
t a le
tter o
r shap
e in
a fe
ely
bag
an
d e
nco
ura
ge th
e c
hild
ren
to g
uess w
hic
h le
tter/ sh
ap
e it is b
y to
uch
on
ly. E
nco
ura
ge
them
to d
esc
ribe th
e sh
ap
e o
f wh
at th
ey fe
el.
40Creating A Multisensory Environment
The Hands On Multisensory Programme
Use
ful G
uid
elin
es
• U
se a
nd
ad
ap
t wh
ate
ver re
sou
rces y
ou
have in
sch
oo
l.
• M
ake th
e a
ctiv
ities fu
n fo
r all th
e c
hild
ren
• P
ho
tog
rap
h a
ctiv
ities a
nd
disp
lay th
em
near th
e m
ate
rials so
that th
e c
hild
ren
can
see w
hat to
do
for th
em
selv
es.T
his w
ill
en
co
ura
ge th
em
to p
ractise
wh
en
ever it is a
pp
rop
riate
an
d
no
t just w
hen
assista
nce is a
vaila
ble
.
• R
em
em
ber to
mo
del a
nd
dem
on
strate
all a
ctiv
ities fo
r
ch
ildre
n a
nd
bre
ak d
ow
n a
ll task
s into
small a
ch
ievab
le
step
s.
• A
s ch
ildre
n e
xp
erie
nce su
ccess th
ey w
ill feel m
ore
self-
co
nfi
den
t an
d m
otiv
ate
d to
learn
.
41Creating A Multisensory Environment
The Hands On Multisensory Programme
Wh
at c
an
we
pu
t in a
Mu
ltisen
sory
Bo
x?
Wh
at e
qu
ipm
en
t do
we
ne
ed
?
• W
oo
den
spo
on
• S
mall p
lastic
bag
s with
a stro
ng
seal
• A
ccess to
co
oker h
ob
Wh
at in
gre
die
nts d
o w
e n
ee
d?
• 1/3
cu
p c
orn
flo
ur
• 2 c
up
s wate
r
• Ju
st un
der 1/3
cu
p su
gar
• F
oo
d c
olo
urin
g
Wh
at d
o w
e d
o?
• P
ou
r the w
ate
r, sug
ar a
nd
co
rn fl
ou
r into
the sa
ucep
an
an
d
mix
, stirring
the w
ho
le tim
e
• B
ring
to th
e b
oil u
ntil it lo
oks lik
e V
ase
line / p
aste
• W
ait to
co
ol
• P
ou
r a sm
all a
mo
un
t into
pla
stic b
ag
s, ad
d th
e fo
od
co
lou
ring
an
d se
al
Ho
w to
make
slime
an
d g
oo
bag
s
42Creating A Multisensory Environment
The Hands On Multisensory Programme
Wh
at c
an
we
pu
t in a
Mu
ltisen
sory
Bo
x?
Child
with
go
o
A se
cu
re k
no
wle
dg
e o
f lette
r/sou
nd
co
rresp
on
den
ce c
an
be
en
han
ced
by p
rovid
ing
a m
ultise
nso
ry a
lph
ab
et fo
r each
ch
ild.
Dra
w th
e o
utlin
e o
f each
lette
r on
an
A5
card
. Th
e c
hild
ren
can
glu
e a
key m
ate
rial o
nto
each
lette
r shap
e a
nd
they
have so
meth
ing
of th
eir o
wn
wh
ich
will g
ive th
em
a w
ay o
f
rem
em
berin
g th
e le
tter so
un
d.
Make le
tters fro
m o
bje
cts y
ou
fin
d in
the c
lassro
om
or sc
ho
ol
gard
en
.
So
me m
ultise
nso
ry a
ctiv
ities w
ill also
en
sure
that th
e c
hild
ren
rem
em
ber th
e tim
e w
hen
they m
ad
e th
e le
tter a
nd
had
som
e fu
n!
So
me
ide
as to
cre
ate
a M
ultise
nso
ry A
lph
ab
et
43Creating A Multisensory Environment
The Hands On Multisensory Programme
Wh
at c
an
we
pu
t in a
Mu
ltisen
sory
Bo
x?
Yo
u c
an
use
yo
ur o
wn
ideas b
ut h
ere
are
som
e to
get y
ou
starte
d:-
Aa
Dra
w a
nts o
n th
e te
mp
late
Bb
B
low
up
blu
e b
allo
on
s, Pla
y b
at a
nd
ball o
r use
the b
sh
ap
e to
‘bat’ a
small p
ing
po
ng
ball in
to a
bo
x
Cc
Eat c
arro
ts an
d stic
k c
ou
nte
rs on
to th
e C
shap
e
Dd
S
tick p
eel o
ff do
ts on
to th
e D
shap
e a
nd
eat d
ou
gh
nu
ts
Ff
Flip
small p
lastic
frog
s on
to th
e F
shap
e. S
tick fa
ke
fe
ath
ers o
nto
F.
Gg
G
lue g
reen
glitte
r on
to th
e G
shap
e a
nd
hu
nt fo
r G le
tter
te
mp
late
s hid
den
in th
e g
ard
en
. Pla
y g
uita
r mu
sic. S
trum
th
e g
uita
r.
Hh
A
ttach
small stic
ky h
eart sh
ap
es to
the H
an
d w
ear fu
nn
y
h
ats fo
r the a
ftern
oo
n
Pp
S
tick p
urp
le o
r pin
k sc
run
ch
ed
- up
pap
er o
nto
the P
sh
ap
e a
nd
eat p
izza
Uu
P
ush
up
co
ckta
il um
bre
llas a
nd
say u
...u...u
... Sh
elte
r
‘u
nd
er ‘th
e u
mb
rella
44Creating A Multisensory Environment
The Hands On Multisensory Programme
Wh
at C
an
We
Do
?E
xte
nsio
n a
ctiv
ities
Ob
serv
atio
n o
f ch
ildre
n w
hilst p
layin
g a
nd
learn
ing
is use
ful
to id
en
tify w
here
extra
pra
ctic
e is n
eed
ed
or w
here
there
is
a ra
ng
e o
f co
nfi
den
ce a
nd
co
mp
ete
nce w
ith th
e sk
ills. So
me
ch
ildre
n w
ill need
furth
er e
xp
erie
nce o
f the sa
me a
ctiv
ities b
ut
oth
ers m
ay p
rog
ress q
uic
ker in
som
e a
reas, so
there
sho
uld
be fl
exib
ility to
rep
eat o
r exte
nd
the g
am
es a
cco
rdin
g to
the
ch
ildre
n’s n
eed
s.
Teach
ers w
ho
pilo
ted
the p
rog
ram
me w
ere
keen
to h
ave
ad
ditio
nal su
gg
estio
ns fo
r develo
pin
g e
ach
are
a o
f activ
ity. T
he
follo
win
g p
ag
es sh
ow
som
e re
co
mm
en
ded
exte
nsio
n a
ctiv
ities
wh
ich
can
be u
sed
to su
pp
lem
en
t the p
rog
ram
me.
45Extension activities
The Hands On Multisensory Programme
Ph
on
olo
gic
al a
ware
ne
ssE
xte
nsio
n a
ctiv
ities
Fin
d th
at so
un
d
Fill p
airs o
f em
pty
pla
stic sc
rew
top
co
nta
iners w
ith a
varie
ty
of d
ry th
ing
s e.g
. marb
les, p
ap
er c
lips, le
ntils, c
hic
k p
eas. If th
e
ch
ildre
n fi
ll the c
on
tain
ers th
ey w
ill beco
me fa
milia
r with
the
co
nte
nt n
am
es. A
sk th
e c
hild
ren
to u
se th
eir sh
akers to
fin
d
an
oth
er o
ne w
ith th
e sa
me so
un
d.
Make u
p a
rhyth
m a
nd
exp
lore
sam
e a
nd
diffe
ren
t, stop
pin
g
an
d sta
rting
, lou
d a
nd
soft, fa
st an
d slo
w, fi
rst an
d la
st
Sylla
ble
Co
un
t
*Take c
are
no
t to c
on
fuse
co
un
ting
sylla
ble
s with
co
un
ting
ph
on
em
es.
Fin
ish th
e n
am
e – S
ay th
e fi
rst sylla
ble
of a
two
sylla
ble
nam
e
(e.g
. To
m... M
eg
... or h
am
...). Th
en
ask
the c
hild
ren
to c
om
ple
te
it (To
mo
s, Meg
an
or h
am
ster).
Say th
e w
ord
(e.g
. yeste
rday), th
en
use
fin
gers to
co
un
t the
sylla
ble
s (yes/te
r/day).
46Extension activities
The Hands On Multisensory Programme
Rh
ym
e u
sing
ob
jects a
nd
actio
ns
Wh
en
ch
ildre
n a
re liste
nin
g to
a p
oem
or rh
ym
e th
ey n
eed
to
make th
eir o
wn
men
tal im
ag
es to
acco
mp
an
y w
hat th
ey h
ear o
r
say. U
sing
ob
jects w
ill help
them
an
d, la
ter, p
ictu
res. C
hild
ren
need
lots o
f pra
ctic
e w
ith th
is becau
se m
ost h
ave le
arn
ed
to
dep
en
d o
n th
e te
levisio
n to
pro
vid
e im
ag
es fo
r them
.
Rh
ym
e ro
un
d
Pla
ce a
set o
f rhym
ing
ob
jects o
n th
e fl
oo
r. Th
e c
hild
ren
sit
aro
un
d th
e o
bje
cts. T
hro
w a
bean
bag
aro
un
d th
e g
rou
p o
ne
to o
ne a
nd
say th
e n
am
e o
f on
e o
f the rh
ym
ing
ob
jects a
s they
thro
w
Wh
o is y
ou
r partn
er?
Pu
t two
sets o
f rhym
ing
ob
jects o
n th
e fl
oo
r. Giv
e o
ne to
each
ch
ild, tw
o fro
m e
ach
set e
.g. c
at a
nd
hat a
nd
frog
an
d d
og
. Th
e
ch
ildre
n fi
nd
their p
artn
er a
nd
say th
e n
am
es o
f the o
bje
cts
tog
eth
er.
Ph
on
olo
gic
al a
ware
ne
ssE
xte
nsio
n a
ctiv
ities
47Extension activities
The Hands On Multisensory Programme
Nu
mb
er lin
e so
ng
1, 2 b
uckle
my sh
oe – c
han
ge to
‘do
up
my sh
oe’?
3, 4
kn
ock o
n th
e d
oo
r
5, 6
pic
k u
p stic
ks
7, 8
stan
d u
p stra
igh
t
9, 10
here
’s my p
en
Liste
n to
rhym
e C
Ds w
hilst d
oin
g a
ctiv
ities
Ora
l clo
ze
with
po
pu
lar rh
ym
es u
sing
trad
ition
al rh
ym
es, a
ctio
n
rhym
es, so
ng
s an
d jin
gle
s. With
pra
ctic
e th
e c
hild
ren
will so
on
be a
ble
to g
ive th
e rh
ym
e a
t the e
nd
of th
e lin
e.
Re
tell p
op
ula
r rhym
es w
ith a
twist
Tw
inkle
, twin
kle
ch
oco
late
bar
Rh
ym
es u
sing
pic
ture
s inste
ad
of o
bje
cts
Gath
er p
ictu
res o
f thin
gs in
po
pu
lar rh
ym
es a
nd
seq
uen
ce th
e
pic
ture
s as y
ou
say th
e rh
ym
es.
Rh
ym
e fa
milie
s with
pic
ture
s
Co
llect rh
ym
ing
pic
ture
s. Ask
the c
hild
ren
‘Can
I have a
pic
ture
that rh
ym
es w
ith ...?’)
Rh
ym
ing
snap
Lim
it the n
um
ber o
f rhym
ing
pic
ture
s to tw
o o
r thre
e fo
r each
rhym
e to
start a
nd
gra
du
ally
incre
ase
mo
re a
s co
nfi
den
ce g
row
s.
Rh
ym
e a
ctiv
ities u
sing
wo
rds
Th
read
rhym
ing
wo
rds o
nto
a la
ce
Peg
rhym
ing
wo
rds o
nto
a w
ash
ing
line
48Extension activities
The Hands On Multisensory Programme
Rh
ym
e tim
e
Ask
the c
hild
ren
to liste
n to
a w
ord
. If it rhym
es w
ith th
e w
ord
that th
ey h
ave in
their h
an
d th
en
they c
an
keep
it. Th
e w
inn
er is
the fi
rst perso
n to
co
llect fi
ve rh
ym
ing
wo
rds.
Hu
nt fo
r rhym
es h
idd
en
in th
e g
ard
en
an
d a
sk th
e c
hild
ren
to
read
the rh
ym
es to
each
oth
er.
Initia
l So
un
d -E
xp
lorin
g th
e so
un
ds a
nd
usin
g e
ve
ryd
ay o
bje
cts
I Sp
y
Initia
l sou
nd
s (every
day o
bje
cts in
the c
lassro
om
) Sta
rt with
ob
jects w
hic
h b
eg
in w
ith le
tter so
un
ds w
hic
h c
an
be h
eld
co
ntin
uo
usly
e.g
. ssscisso
rs, mm
marb
les, rrru
ler a
nd
limit th
e
sou
nd
s to a
bo
ut th
ree o
r the c
hild
ren
will b
eco
me c
on
fuse
d.
Nam
e th
e o
bje
ct a
nd
exag
gera
te th
e in
itial so
un
d. In
cre
ase
the
ob
jects o
nly
gra
du
ally
. Th
e o
bje
ct is su
ccess.
I Sp
y
‘I wen
t to th
e z
oo
/ park
/ seasid
e a
nd
saw
som
eth
ing
beg
inn
ing
with
.....’ Th
is time th
e g
am
e c
an
be re
late
d to
the c
urre
nt th
em
e,
story
or e
ven
t
Ph
on
olo
gic
al a
ware
ne
ssE
xte
nsio
n a
ctiv
ities
Usin
g p
ictu
res
Pairs
Matc
hin
g p
ictu
res to
initia
l sou
nd
s.
So
un
d/p
ictu
re m
ap
pin
g
Matc
hin
g p
ictu
res to
sou
nd
by d
raw
ing
lines o
r thre
ad
ing
laces
Bin
go
Matc
hin
g p
ictu
res to
initia
l sou
nd
s
Fin
d p
ictu
res o
f ob
jects w
hic
h b
eg
in w
ith th
e sa
me le
tter a
s
the p
ictu
re o
n a
card
in th
eir h
an
d o
r fin
d p
ictu
res o
f wo
rds in
mag
azin
es th
at b
eg
in w
ith th
e sa
me le
tter.
To
ng
ue
twiste
rs with
a p
ictu
re p
rom
pt – in
itial so
un
ds a
nd
co
nso
nan
t ble
nd
s (e.g
. six silly
seals sw
am
sidew
ays).
49Extension activities
The Hands On Multisensory Programme
Usin
g w
ord
s
Ask
the c
hild
ren
to th
ink o
f wo
rds th
at b
eg
in lik
e e
.g. T
om
Ask
the c
hild
ren
to te
ll wh
ich
wo
rd b
eg
ins lik
e e
.g. m
ilk.
Say th
ree w
ord
s wh
ich
beg
in lik
e a
nim
al, m
ou
nta
in, b
icycle
Fin
d th
e w
ord
that is d
iffere
nt a
t the b
eg
inn
ing
e.g
. ‘pap
er.
pear, ta
ble
, pu
pp
et’
Usin
g L
ette
rs
Arra
ng
e a
co
llectio
n o
f mag
netic
lette
rs in a
n a
lph
ab
et a
rc.
Th
ink o
f a w
ord
an
d a
sk th
e c
hild
ren
to fi
nd
the le
tter w
hic
h
makes th
e fi
rst sou
nd
of th
e w
ord
an
d th
e le
tter th
at m
akes th
e
last so
un
d o
f the w
ord
.
Th
is is no
t a sp
ellin
g g
am
e b
ut a
n a
ctiv
ity to
pra
ctise
sou
nd
seg
men
tatio
n
50Extension activities
The Hands On Multisensory Programme
Au
dito
ry a
tten
tion
Rem
em
ber th
at c
hild
ren
wh
o h
ave d
ifficu
lty a
tten
din
g to
wh
at th
ey h
ear a
re o
ften
tho
se c
hild
ren
wh
o a
re v
ery
easily
distra
cte
d b
y m
ovem
en
t aro
un
d th
em
an
d h
ave d
ifficu
lty sittin
g
still to liste
n.
So
un
d p
atte
rns
Mo
del c
lap
pin
g h
an
ds, b
ou
ncin
g a
ball o
r beatin
g a
dru
m a
nd
ask
ho
w m
an
y b
eats y
ou
have m
ad
e.
Ask
the c
hild
ren
to c
lap
two
, thre
e o
r fou
r times o
r giv
e th
em
the d
rum
to u
se. T
hey m
ay n
eed
yo
u to
pro
mp
t them
at fi
rst.
Can
yo
u h
ear m
e?
Pla
y so
me q
uie
t instru
men
tal b
ackg
rou
nd
mu
sic a
nd
rep
eat
som
e so
un
d p
atte
rn g
am
es. T
his w
ill help
ch
ildre
n to
learn
to
filte
r ou
t partic
ula
r sou
nd
s.
Han
ds U
p!
Pla
y a
CD
of d
iffere
nt so
un
ds in
seq
uen
ce a
nd
ask
the c
hild
ren
to p
ut u
p th
eir h
an
d w
hen
they h
ear a
partic
ula
r sou
nd
.
Au
dito
ry M
em
ory
Exte
nsio
n a
ctiv
ities
Wh
o is it?
On
e c
hild
is blin
dfo
lded
or sits w
ith th
eir b
ack to
the g
rou
p.
An
oth
er c
hild
says a
sho
rt sen
ten
ce. T
he fi
rst ch
ild id
en
tifies th
e
speaker b
y n
am
e.
51Extension activities
The Hands On Multisensory Programme
So
un
d O
rde
r
Pla
y a
tun
e
Giv
e th
e c
hild
ren
an
instru
men
t each
an
d p
oin
t to e
ach
to p
lay
in tu
rn. P
ractise
pla
yin
g in
ord
er. C
han
ge th
e o
rder a
nd
pla
y
ag
ain
. Develo
p so
me p
atte
rns a
nd
rhyth
ms a
nd
pra
ctise
.
Pla
y T
idy U
p!
Wh
en
usin
g th
e a
lph
ab
et a
rc a
nd
it is time to
tidy a
way, a
sk fo
r
thre
e le
tters a
t a tim
e a
nd
the c
hild
ren
sho
uld
pu
t them
in th
e
bo
x in
the sa
me o
rder. B
uild
up
to fo
ur le
tters.
Lo
ud
or so
ft?
Pla
y a
n in
strum
en
t lou
dly
an
d th
en
softly
. Ask
the c
hild
ren
to
co
py th
e se
qu
en
ce. B
uild
up
to th
ree so
un
ds in
seq
uen
ce a
nd
en
co
ura
ge th
e c
hild
ren
to re
mem
ber a
nd
co
py th
e lo
ud
an
d
soft so
un
ds.
Hig
h o
r low
?
Th
is gam
e is lik
e lo
ud
or so
ft bu
t can
be p
layed
on
a k
eyb
oard
an
d th
e c
hild
ren
have to
stan
d u
p/ ra
ise a
han
d fo
r hig
h n
ote
s
an
d sit/ fo
ld th
eir a
rms fo
r low
sou
nd
s.
52Extension activities
The Hands On Multisensory Programme
Au
dito
ry M
em
ory
Exte
nsio
n a
ctiv
ities
Au
dito
ry se
qu
en
tial
Tell a
nd
rete
ll fam
iliar sto
ries a
nd
rhym
es so
that th
e c
hild
ren
beco
me m
ore
fam
iliar w
ith th
e e
ven
ts in se
qu
en
ce. T
hey
will b
eg
in to
un
dersta
nd
an
d re
co
gn
ise th
e p
atte
rns o
f the
lan
gu
ag
e u
sed
.
Wh
at’s m
y sto
ry?
Th
is need
s lots o
f pra
ctic
e b
ut w
ill help
the c
hild
ren
to
rem
em
ber e
ven
ts in se
qu
en
ce.
Th
e c
hild
ren
rete
ll a fa
milia
r story
an
d o
ther m
em
bers o
f the
gro
up
gu
ess th
e n
am
e o
f the sto
ry. S
tart w
ith p
ictu
res a
s
pro
mp
ts an
d g
rad
ually
bu
ild u
p c
on
fid
en
ce.
Dra
w m
e
Desc
ribe a
ch
ara
cte
r in a
story
or a
toy b
y g
ivin
g a
few
pre
cise
an
d lim
ited
deta
ils. Ask
the c
hild
ren
to d
raw
the c
hara
cte
r/toy
from
yo
ur d
esc
riptio
n.
Co
lou
r me
A sim
ilar g
am
e to
‘Dra
w m
e’. G
ive e
ach
ch
ild a
simp
le p
ictu
re
to c
olo
ur a
nd
ask
them
to c
olo
ur e
ach
part a
cco
rdin
g to
yo
ur
instru
ctio
ns.
Make
my m
od
el
Have so
me c
on
structio
n k
it pie
ces re
ad
y fo
r the c
hild
ren
to
use
. Make a
simp
le m
od
el b
eh
ind
a sc
reen
an
d te
ll the c
hild
ren
wh
ich
pie
ces th
ey sh
ou
ld u
se ste
p b
y ste
p to
co
py th
e m
od
el
from
yo
ur in
structio
ns.
53Extension activities
The Hands On Multisensory Programme
Rap
id n
am
ing
An
exte
nsio
n o
f the ra
pid
nam
ing
gam
es a
lread
y p
layed
– these
activ
ities h
elp
ch
ildre
n to
focu
s on
inco
min
g w
ord
s.
Wh
at‘s m
y n
am
e?
Co
llect a
gro
up
of o
bje
cts, a
lipstic
k, p
en
, co
mb
, spo
ng
e e
tc.
Sh
ow
them
to th
e c
hild
ren
an
d p
ractise
nam
ing
an
d d
esc
ribin
g
them
. Pu
t the o
bje
cts in
the fe
ely
bag
an
d a
sk th
e c
hild
with
eyes c
lose
d to
reach
into
the b
ag
an
d fi
nd
som
eth
ing
e.g
.
slipp
ery
or b
en
dab
le o
r hard
. Use
yo
ur im
ag
inatio
n to
giv
e
clu
es.
Op
po
sites
Revisit th
e fe
ely
bag
. Ask
ch
ildre
n to
take tu
rns to
fin
d th
e
ob
ject y
ou
are
thin
kin
g a
bo
ut. D
esc
ribe th
e o
bje
ct b
y o
pp
osite
s
e.g
. Fin
d so
meth
ing
wh
ich
is the o
pp
osite
of so
ft. Of c
ou
rse,
there
can
be m
an
y o
pen
-en
ded
an
swers to
the q
uestio
n.
54Extension activities
The Hands On Multisensory Programme
Visu
al M
em
ory
Exte
nsio
n a
ctiv
ities
Wh
at h
ap
pe
ns n
ext?
Mo
del a
serie
s of m
ovem
en
ts e.g
. cla
p h
an
ds, to
uch
ear a
nd
pu
t
han
ds o
n k
nees. D
on
’t giv
e a
ny v
erb
al c
lues to
the a
ctio
ns. T
he
ch
ildre
n th
en
co
py th
e a
ctio
ns.
Dra
w m
eT
race a
patte
rn o
n a
textu
red
clo
th, in
shavin
g fo
am
or sa
nd
with
glitte
r. Th
e c
hild
ren
co
py th
e a
ctio
n. B
uild
up
to th
ree o
r
fou
r patte
rns in
seq
uen
ce.
Gam
es w
ith o
bje
cts
Wh
ere
was I? - P
lace fo
ur o
r five to
ys o
r ob
jects in
a lin
e in
fron
t of th
e c
hild
. Ask
them
to re
mem
ber w
hic
h o
ne w
as fi
rst,
seco
nd
third
, po
intin
g to
each
on
e. P
ick u
p th
e to
ys a
nd
giv
e
them
to th
e c
hild
. Ask
them
to p
ut th
em
in th
e sa
me o
rder.
Gam
es w
ith p
ictu
res o
r sym
bo
ls
Rem
em
ber m
e - S
ho
w a
pic
ture
- do
no
t disc
uss it. A
sk th
e
ch
ildre
n to
loo
k c
are
fully
an
d re
mem
ber a
ll they c
an
see.
Eith
er ta
ke th
e p
ictu
re a
way o
r ask
the c
hild
ren
to sh
ut th
eir
eyes. T
ake it in
turn
s to b
e fi
rst to re
call w
hat th
ey h
ave se
en
or
ask
the c
hild
ren sp
ecifi
c q
uestio
ns a
bo
ut th
e d
eta
il of th
e p
ictu
re.
55Extension activities
The Hands On Multisensory Programme
Wh
ich
is diffe
ren
t?
Prin
t severa
l co
pie
s of th
e sa
me p
ictu
re. M
ake a
sligh
t ch
an
ge
to o
ne o
f them
an
d a
sk th
e c
hild
ren
to p
ick o
ut th
e p
ictu
re
wh
ich
is diffe
ren
t.
Ad
d m
ore
co
pie
s as th
ey fi
nd
it easie
r or a
dd
an
oth
er
diffe
ren
ce.
Wh
at’s m
issing
?
Sh
ow
the c
hild
ren
a sim
ple
pic
ture
an
d th
en
sho
w th
em
the
sam
e p
ictu
re w
hic
h is in
co
mp
lete
. Ask
them
to a
dd
wh
at is
missin
g a
nd
co
mp
lete
the p
ictu
re fro
m m
em
ory
So
me
old
favo
urite
s! - Sn
ap
card
s
Pic
ture
pelm
an
ism - R
ecall a
nd
seq
uen
ce a
serie
s of th
ree to
fou
r pic
ture
s wh
ich
tell a
story
. Lay o
ut a
n a
lph
ab
et a
rc p
lacin
g
wo
od
en
or p
lastic
alp
hab
et le
tters in
seq
uen
ce. S
tart w
ith ju
st
a fe
w a
t the sta
rt of th
e a
lph
ab
et a
nd
ask
the c
hild
to c
op
y th
e
seq
uen
ce w
ith a
no
ther se
t of le
tters.
Se
qu
en
cin
g
Recall a
nd
seq
uen
ce a
serie
s of le
tters o
n c
ard
s an
d c
op
y th
e
seq
uen
ce w
ith a
du
plic
ate
set o
f card
s
Lay o
ut a
n a
lph
ab
et a
rc
*A u
sefu
l way o
f cle
arin
g a
way th
e a
lph
ab
et a
rc is to
sho
w th
e
ch
ild a
card
with
a se
ries o
f thre
e le
tters o
n it a
nd
the c
hild
has
to p
ut th
e le
tters a
way in
that o
rder - n
o v
erb
al c
lues!
Gam
es w
ith w
ord
s
Wo
rd B
ing
o, S
nap
, Pelm
an
ism a
re a
ll fam
iliar g
am
es. U
se h
igh
freq
uen
cy w
ord
s wh
ich
are
the fo
cu
s of th
e w
eek o
r wh
ich
rela
te to
the c
urre
nt th
em
e.
56Extension activities
The Hands On Multisensory Programme
Man
ual D
exte
rity/S
eq
ue
ncin
g a
nd
Co
lou
r E
xte
nsio
n a
ctiv
ities
Th
read
string
an
d o
the
r thin
gs - th
read
bre
akfa
st loo
p c
ere
als
on
to liq
uo
rice la
ces (y
um
)
Th
read
pasta
tub
es o
nto
lace
Make
fruit k
eb
ab
s - thre
ad
foo
ds o
nto
skew
ers
Th
read
marsh
mallo
ws o
nto
drie
d sp
ag
he
tti - care
ful n
ot to
bre
ak th
e sp
ag
hetti
Co
lou
red
pap
er sh
ap
es w
ith a
ho
le p
un
ch
ed
in th
e c
en
tre
*See C
reatu
re C
on
nect a
ctiv
ity, p
ag
e 7
3 o
f ‘Do
an
d D
isco
ver’
Dra
w so
me
an
imals, b
ut d
raw
the
leg
s sep
ara
tely
- pu
nch
ho
les
at th
e to
p o
f the le
gs a
nd
also
at a
pp
rop
riate
po
ints o
n th
e
an
imal’s b
od
y. U
se tre
asu
ry ta
gs to
atta
ch
the b
od
y p
arts.
Make
ho
me
-mad
e la
cin
g c
ard
s
Make
shap
es to
matc
h to
pic
s/the
me
s
Co
llect to
ps fro
m m
ilk c
arto
ns e
tc. - P
rep
are
top
s by p
ierc
ing
a h
ole
thro
ug
h th
e m
idd
le o
f all th
e to
ps. T
hre
ad
to m
ake a
squ
igg
ly c
ate
rpilla
r
57Extension activities
The Hands On Multisensory Programme
Clip
, Clip
an
d P
eg
Use
diffe
ren
t size c
loth
es p
eg
s to p
in u
p n
um
bers, d
olls c
loth
es
or p
lay a
matc
hin
g g
am
e b
y p
inn
ing
up
socks o
n a
wash
ing
line.
Seq
uen
ce c
loth
es p
eg
s of d
iffere
nt c
olo
urs b
y c
lipp
ing
them
on
to o
ne a
no
ther.
Make a
pla
y d
oug
h b
ase
and
inse
rt the c
lipp
ing
end
into
the d
oug
h
Giv
e th
e c
hild
ren
som
e p
eg
s each
an
d se
e if th
ey c
an
bu
ild a
peg
tree b
y a
dd
ing
a p
eg
on
each
turn
.
Write
the le
tters o
f the a
lph
ab
et o
n sm
all p
ieces o
f pap
er a
nd
tap
e th
em
to c
loth
es p
eg
s or p
rint th
e le
tters rig
ht o
n th
e
clo
thes p
eg
s.
Cu
t ou
t mag
azin
e p
ictu
res, o
ne fo
r each
lette
r of th
e a
lph
ab
et,
an
d h
ave th
e c
hild
ren
matc
h th
e c
loth
es p
eg
lette
rs to th
e
beg
inn
ing
sou
nd
s of th
e o
bje
cts in
the p
ictu
res. T
hey c
an
clip
the c
loth
es p
eg
s to th
e c
orre
spo
nd
ing
pic
ture
s as th
ey fi
nd
them
!
58Extension activities
The Hands On Multisensory Programme
Man
ual D
exte
rity/S
eq
ue
ncin
g a
nd
Co
lou
r E
xte
nsio
n a
ctiv
ities
Pic
k U
p B
its - To
ng
s an
d T
we
eze
rs
Use
ice c
ream
ton
gs in
wet sa
nd
Bu
ry ite
ms in
san
d o
r oth
er te
xtu
res a
nd
en
co
ura
ge th
e c
hild
ren
to fi
nd
the ite
ms. S
ee
if they c
an
rem
em
ber w
hat w
en
t into
the
san
d a
nd
wh
at is m
issing
.
Make so
me ic
e c
ub
es a
nd
let th
em
flo
at in
wate
r. See if th
e
ch
ildre
n c
an
catc
h th
e ‘ic
eb
erg
s’ with
their to
ng
s.
Pla
y a
s part o
f a g
ross m
oto
r activ
ity.
Usin
g to
ng
s the c
hild
ren
have to
mo
ve c
otto
n w
oo
l balls fro
m
on
e e
nd
of th
e ro
om
to th
e o
ther a
s fast a
s they c
an
.
Use
diffe
ren
t meth
od
s of tra
vel e
ach
time (ru
n, g
o sid
ew
ays e
tc.)
See w
ho
has th
e m
ost c
otto
n w
oo
l balls in
on
e m
inu
te fo
r
exam
ple
, to m
ake it m
ore
co
mp
etitiv
e.
59Extension activities
The Hands On Multisensory Programme
Fin
ge
r Rh
ym
es
Th
ere
are
so m
an
y o
n th
e in
tern
et! T
hey a
re b
est lin
ked
to th
e
cu
rren
t them
e o
r top
ic in
ord
er to
narro
w it d
ow
n.
5 C
ate
rpilla
rs
Fiv
e c
ate
rpilla
rs
Fiv
e c
ate
rpilla
rs (han
ds o
ut w
igg
le fi
ng
ers)
Wh
ere
have th
ey g
on
e? (c
url fi
ng
ers u
p in
to a
fist)
Hid
ing
aw
ay a
ll day lo
ng
.
Fiv
e C
ate
rpilla
rs,
Here
they c
om
e
Wig
gly
squ
igg
ly o
ne b
y o
ne (re
lease
the fi
ng
ers slo
wly
)
Fiv
e R
ed
Ap
ple
s
Fiv
e R
ed
Ap
ple
s
Han
gin
g o
n a
tree (fi
ve fi
ng
ers h
eld
up
)
Th
e ju
icie
st ap
ple
s yo
u e
ver d
id se
e!
Th
e w
ind
cam
e p
ast
An
d g
ave a
n a
ng
ry fro
wn
(shake h
ead
an
d lo
ok a
ng
ry)
An
d o
ne little
ap
ple
cam
e tu
mb
ling
do
wn
.
Fo
ur re
d a
pp
les, e
tc.
Wig
gle
Wo
rms (A
Mo
vem
en
t Rh
ym
e)
On
ce th
ere
were
som
e little
wo
rms.
An
d a
ll they d
id, w
as sq
uirm
an
d sq
uirm
.
Th
ey w
igg
led
an
d w
igg
led
up
an
d d
ow
n.
Th
ey w
igg
led
an
d w
igg
led
all a
rou
nd
.
(Let y
ou
r ch
ildre
n sq
uirm
aro
un
d fo
r a w
hile
)
Th
ey w
igg
led
an
d w
igg
led
an
d w
igg
led
un
til,
Th
ey w
ere
tired
an
d c
ou
ld sit v
ery
still. (Have c
hild
ren
sit do
wn
)
No
w th
ey c
ou
ld liste
n,
No
w th
ey c
ou
ld se
e
All o
f the th
ing
s
I have h
ere
with
me.
Th
e S
pid
er S
pin
s a W
eb
(Tu
ne: T
he F
arm
er In
Th
e D
ell )
Th
e sp
ider sp
ins a
web
. (spin
an
d tw
irl)
Th
e sp
ider sp
ins a
web
. (spin
an
d tw
irl)
Ro
un
d, ro
un
d, u
p a
nd
do
wn
, (cro
uch
low
, reach
hig
h)
Th
e sp
ider sp
ins a
web
. (spin
an
d tw
irl)
Ad
ditio
nal v
erse
s:
Sh
e sp
ins it in
an
d o
ut.
Sh
e sp
ins it to
an
d fro
.
60Extension activities
The Hands On Multisensory Programme
Gro
ss Mo
tor - D
o a
nd
Disc
ove
rE
xte
nsio
n a
ctiv
ities
Th
ere
are
man
y id
eas fo
r sug
geste
d a
ctiv
ities in
Do
an
d
Disc
over c
overin
g b
oth
fin
e a
nd
gro
ss mo
tor sk
ills. If a c
hild
need
s furth
er p
ractic
e in
som
e m
ovem
en
t skills th
ere
are
a h
ug
e ra
ng
e o
f activ
ities w
ith p
ictu
res w
hic
h w
ill help
a
pra
ctitio
ner to
devise
, ad
ap
t an
d m
od
ify g
am
es to
exte
nd
the
exp
erie
nce in
a fu
n w
ay a
nd
to m
eet in
div
idu
al n
eed
or sp
ecifi
c
are
as o
f diffi
cu
lty.
Here
are
a fe
w m
ore
ideas.
Hip
pe
rty H
op
Mo
re F
rog
gy J
um
ps
Ju
mp
off lo
w o
bsta
cle
s
Ju
mp
ove
r low
ob
stacle
s
Sta
rt jum
pin
g o
ver c
halk
lines a
nd
then
over lo
w o
bsta
cle
s e.g
.
bean
sticks re
sting
ho
rizo
nta
lly o
n P
E p
lastic
flexi c
on
es
Ho
pp
ing
on
the
spo
t
Ju
mp
ing
alo
ng
‘lily p
ad
s’ e.g
. usin
g p
lastic
no
n slip
co
lou
red
circ
les o
r small m
ats c
an
be c
han
ged
to h
op
pin
g fro
m lily
pad
to lily
pad
61Extension activities
The Hands On Multisensory Programme
Le
ap
ove
r ve
ry lo
w o
bje
ct
e.g
dra
w tw
o lin
es (sh
ort d
istan
ce a
part) to
be th
e p
on
d. T
he
ch
ildre
n ru
n u
p a
nd
leap
over th
e p
on
d.
Ju
mp
or h
op
with
a p
artn
er
Ju
mp
over a
wig
glin
g sk
ipp
ing
rop
e
*All th
e a
ctiv
ities c
an
be c
om
ple
ted
ind
ivid
ually
or c
an
be se
t
up
as a
circ
uit so
that th
e c
hild
ren
have m
ore
fun
pra
ctisin
g a
varie
ty o
f skills to
geth
er
62Extension activities
The Hands On Multisensory Programme
Rh
ian
was 5
yrs 2
mo
nth
s old
wh
en
she w
as in
itially
scre
en
ed
usin
g th
e D
ES
T (D
ysle
xia
Early
Scre
en
ing
Test). H
er ‘a
t risk’
qu
otie
nt w
as c
alc
ula
ted
at 0
.9 w
hic
h q
ualifi
ed
her fo
r focu
ssed
inclu
sion
in th
e E
arly
Inte
rven
tion
Pro
ject a
ltho
ug
h h
er b
ase
line
asse
ssmen
t sco
re a
nd
lan
gu
ag
e lin
k sc
ore
s did
no
t giv
e rise
for c
on
cern
. Her c
lass te
ach
er d
esc
ribed
Rh
ian
as a
qu
iet c
o-
op
era
tive m
em
ber o
f the c
lass a
nd
was in
itially
surp
rised
that
scre
en
ing
had
iden
tified
Rh
ian
as re
qu
iring
an
y in
terv
en
tion
.
Th
e sc
reen
ing
iden
tified
are
as o
f stren
gth
an
d w
eakn
ess in
Rh
ian
’s pro
file
. Th
e a
reas o
f weakn
ess h
igh
ligh
ted
inclu
ded
po
or p
ho
no
log
ical sk
ills (the a
bility
to a
naly
se sp
eech
into
its co
nstitu
en
t sou
nd
s). Rh
ian
strug
gle
d in
partic
ula
r with
ph
on
olo
gic
al d
iscrim
inatio
n (b
ein
g a
ble
to te
ll the d
iffere
nce
betw
een
two
simila
r sou
nd
ing
ph
on
em
es, e
.g. ‘t’ a
nd
‘d’);
sen
sitivity
to rh
ym
e; a
nd
iden
tificatio
n o
f the in
itial so
un
d in
a
wo
rd. T
here
is stron
g e
vid
en
ce to
sug
gest th
at c
hild
ren
wh
o
have d
ifficu
lties in
acq
uirin
g p
ho
no
log
ical sk
ills can
strug
gle
in
the a
cq
uisitio
n o
f early
litera
cy sk
ills an
d c
an
go
on
to d
evelo
p
a d
ysle
xic
pro
file
.
Rh
ian
perfo
rmed
po
orly
on
the sh
ort te
rm a
ud
itory
mem
ory
‘Dig
it Sp
an
’ test. T
his m
easu
res w
ork
ing
mem
ory
an
d a
low
sco
re is c
om
mo
nly
seen
in a
dysle
xic
pro
file
. Rh
ian
also
strug
gle
d w
ith a
ud
itory
pro
cessin
g, w
hic
h re
qu
ired
her to
decid
e o
n th
e o
rder o
f sou
nd
s wh
en
pre
sen
ted
clo
se to
geth
er.
Th
e ‘B
ead
Th
read
ing
’ an
d ‘S
hap
e C
op
yin
g’ te
sts, wh
ich
asse
ss
han
d-e
ye c
o-o
rdin
atio
n, a
nd
fin
e-m
oto
r man
ipu
lativ
e sk
ills,
were
bo
th p
rob
lem
atic
are
as fo
r Rh
ian
.
Th
e c
lass te
ach
er o
rgan
ised
activ
ity a
reas b
oth
insid
e a
nd
ou
tside th
e c
lassro
om
wh
ere
all th
e c
hild
ren
were
ab
le to
en
gag
e in
a ra
ng
e o
f mu
ltisen
sory
activ
ities fro
m th
e ‘H
an
ds o
n
Lite
racy’ p
rog
ram
me d
esig
ned
to im
pro
ve th
e sk
ills asse
ssed
in th
e te
sting
pro
cess. T
hese
inclu
ded
perc
ep
tual, liste
nin
g,
fin
e a
nd
gro
ss mo
tor, p
ho
no
log
ical a
nd
spatia
l skills. R
hia
n
had
access to
peg
gin
g a
nd
thre
ad
ing
activ
ities a
s well a
s
man
ipu
latin
g sm
all ite
ms w
ith to
ng
s of v
ario
us siz
es. S
he w
as
ab
le to
pra
ctise
shap
e a
nd
lette
r form
atio
n u
sing
san
d, fo
am
an
d g
litter a
nd
use
d p
layg
rou
nd
ap
para
tus to
develo
p b
ala
nce
an
d c
o - o
rdin
atio
n.
Rh
ian
– A c
ase
stud
yA
pp
en
dix
1
63Appendix 1
The Hands On Multisensory Programme
In o
rder to
giv
e R
hia
n a
mo
re in
ten
se p
rog
ram
me o
f sup
po
rt
the c
lass te
ach
er a
lso se
t asid
e tw
en
ty m
inu
tes e
ach
day, fo
r
her to
wo
rk w
ith h
erse
lf an
d su
pp
ort sta
ff in a
mo
re fo
cu
sed
way w
ithin
a sm
all g
rou
p o
f fou
r.
Mu
sical in
strum
en
ts (tam
bo
urin
es, d
rum
s, an
d sh
akers) w
ere
use
d to
imp
rove th
e c
hild
ren
’s ab
ility to
listen
an
d fo
llow
patte
rns a
nd
to d
iscrim
inate
betw
een
diffe
ren
t sou
nd
s. Actio
n
rhym
es a
nd
po
em
s were
intro
du
ced
alo
ng
with
gam
es to
pro
mo
te th
e ra
pid
nam
ing
of o
bje
cts, v
isual a
nd
au
dito
ry
mem
ory
an
d sp
atia
l skills. R
hia
n a
lways jo
ined
in w
ith th
e
activ
ities w
ith e
nth
usia
sm a
nd
was d
elig
hte
d w
hen
she k
new
she’d
mad
e p
rog
ress.
Th
e m
ost n
ota
ble
diffe
ren
ce o
bse
rved
by h
er te
ach
er w
as a
n
incre
ase
in R
hia
n’s c
on
fid
en
ce in
the c
lassro
om
an
d a
rou
nd
the sc
ho
ol. B
oth
recep
tion
cla
ss teach
ers re
po
rted
that a
ll
the a
ctiv
ities in
the p
rog
ram
me a
re sim
ply
go
od
early
years’
pra
ctic
e, w
hic
h w
as e
asily
em
bed
ded
into
cla
ssroo
m life
an
d
no
t on
ero
us to
org
an
ise e
ither in
term
s of re
sou
rces o
r time.
At th
e e
nd
of th
e 12
week in
terv
en
tion
pro
gra
mm
e a
ll the
64Appendix 1
The Hands On Multisensory Programme
ch
ildre
n h
igh
ligh
ted
as ‘a
t risk’ w
ere
rete
sted
usin
g th
e
DE
ST
. It was p
artic
ula
rly p
leasin
g to
disc
over th
at R
hia
n’s ‘a
t
risk’ sc
ore
had
dro
pp
ed
sign
ifican
tly fro
m 0
.9 to
0.2
. Rh
ian
sho
wed
a m
ark
ed
imp
rovem
en
t in th
e a
reas o
f ph
on
olo
gic
al
skills, a
ud
itory
mem
ory
an
d p
rocessin
g, sh
ap
e c
op
yin
g, b
ead
thre
ad
ing
.
It is an
ticip
ate
d th
at th
e sk
ills Rh
ian
acq
uire
d d
urin
g h
is
invo
lvem
en
t in th
e E
arly
Inte
rven
tion
Pro
ject w
ill have g
iven
her
a sta
ble
fou
nd
atio
n o
n w
hic
h to
bu
ild h
er lite
racy sk
ills in th
e
futu
re - a
very
po
sitive re
sult.
Wh
ilst the a
ctiv
ities a
re se
t ou
t in w
eekly
ch
ecklists (se
e
pag
es 15
to 18
) sch
oo
ls may fi
nd
it use
ful to
co
mp
lete
the
ph
oto
co
pia
ble
bla
nk te
mp
late
s fou
nd
in th
e fo
llow
ing
pag
es.
Sta
ff can
sele
ct th
e a
ctiv
ities a
nd
ad
ap
t them
for th
eir
ow
n p
urp
ose
s, rela
ting
to in
div
idu
al sc
ho
ol to
pic
s, them
es,
pro
gra
mm
e o
f stud
y o
r to in
div
idu
al o
r gro
up
need
s.
Th
ere
is a a
lso a
tem
pla
te fo
r reco
rdin
g th
e c
hild
ren
’s resp
on
ses
to a
spects o
f the p
rog
ram
me a
nd
for m
on
itorin
g th
eir p
rog
ress.
As th
e p
rog
ram
me is m
ean
t to b
e a
dyn
am
ic in
terv
en
tion
it can
be ta
ilore
d a
cco
rdin
g to
ap
pro
pria
te c
riteria
.
Rem
em
ber th
at th
e stre
ng
th o
f the p
rog
ram
me, w
ith its ra
ng
e
of m
ultise
nso
ry a
ctiv
ities, lie
s in its stru
ctu
re a
nd
pra
ctic
e
ele
men
ts an
d th
ere
fore
it sho
uld
no
t be ‘d
ipp
ed
into
’ or ru
shed
thro
ug
h to
o q
uic
kly
.
Ch
ecklists F
or R
eco
rdin
g P
rog
ress
Ap
pe
nd
ix 2
65Appendix 2
The Hands On Multisensory Programme
66Appendix 2
The Hands On Multisensory Programme
Su
bje
ct
Se
ssion
De
scrip
tion
Ph
on
olo
gic
al A
ware
ne
ssS
essio
n 1
Se
ssion
2
Se
ssion
3
Au
dito
ry M
em
ory
Se
ssion
1
Se
ssion
2
Se
ssion
3
Visu
al M
em
ory
Se
ssion
1
Se
ssion
2
Se
ssion
3
Man
ual D
exte
rityS
essio
n 1
Se
ssion
2
Se
ssion
3
Do
an
d D
isco
ve
rS
essio
n 1
Se
ssion
2
Se
ssion
3
Activ
ities
Ap
pe
nd
ix 2
67Appendix 2
The Hands On Multisensory Programme
Su
bje
ct
Ch
ildC
om
me
nts
Ph
on
olo
gic
al A
ware
ne
ss
Au
dito
ry M
em
ory
Visu
al M
em
ory
Man
ual D
exte
rity
Do
an
d D
isco
ve
r
Co
nclu
sion
s & P
lan
nin
g
Pu
pil P
rog
ress
Ap
pe
nd
ix 2
68Appendix 2
The Hands On Multisensory Programme
Acce
ssing
ad
ditio
nal su
pp
ort fo
r ch
ildre
n w
ho
may b
e ‘a
t risk’
Wh
en
ch
ildre
n e
nte
r the fo
un
datio
n p
hase
they a
ll have d
iffere
nt
learn
ing
exp
erie
nces a
nd
they w
ill no
t all h
ave a
cq
uire
d b
asic
skills fo
r develo
pin
g e
arly
litera
cy. W
here
there
are
gap
s
in le
arn
ing
it is imp
orta
nt to
inte
rven
e q
uic
kly
so th
at se
lf
este
em
is nu
rture
d a
nd
en
han
ced
. Fo
r exam
ple
, po
or sk
ills in
listen
ing
, co
ncen
tratio
n o
r ph
on
olo
gic
al a
ware
ness m
ay a
ll
co
ntrib
ute
to e
arly
learn
ing
diffi
cu
lties. R
ese
arc
h h
as sh
ow
n
that e
arly
inte
rven
tion
can
be e
ffectiv
e if c
learly
structu
red
an
d
mu
ltisen
sory
ap
pro
ach
es a
re in
trod
uced
pro
mp
tly, in
clu
din
g
timely
iden
tificatio
n a
nd
asse
ssmen
t.
Th
e H
an
ds o
n L
itera
cy p
rog
ram
me su
pp
orts tra
inin
g a
nd
men
tor v
isits from
the S
pecifi
c L
earn
ing
Diffi
cu
lties S
erv
ice to
pro
vid
e e
arly
years p
rovid
ers w
ith th
e sk
ills to id
en
tify, a
ssess
an
d d
eliv
er a
n a
pp
rop
riate
pro
gra
mm
e o
f inte
rven
tion
.
If afte
r the tw
elv
e w
eek in
terv
en
tion
the sp
ecifi
c d
ifficu
lties
wh
ich
were
first id
en
tified
co
ntin
ue to
persist, th
en
it is
Th
e W
ay F
orw
ard
Ap
pe
nd
ix 3
reco
mm
en
ded
that a
rep
etitio
n o
r exte
nsio
n o
f the p
rog
ram
me
is imp
lem
en
ted
.
Fu
rther a
dvic
e o
n th
e b
est w
ay fo
rward
for th
e in
div
idu
al c
hild
can
be so
ug
ht fro
m th
e S
pL
D S
erv
ice. T
he re
ferra
l pro
cess is
ou
tlined
in th
e c
hart o
verle
af to
geth
er w
ith a
refe
rral fo
rm a
nd
a p
are
nta
l co
nse
nt fo
rm w
hic
h w
ill need
to b
e c
om
ple
ted
for
each
ch
ild b
ein
g c
on
sidere
d.
69Appendix 3
The Hands On Multisensory Programme
Appendix 3
For some pupils the 12 week Intervention Programme will not be sufficient to remediate
areas of weakness. What can you do if following intervention a pupil has made very limited
or no progress?
Repetition/ Extension of Programme
during Autumn Term Year 1
• Specialist Dyslexia Teacher visits
school and completes several
classroom observations.
• Specialist Dyslexia Teacher gives
advice and guidance on suitable
programmes/classroom approaches
to be delivered at SA.
• Progress is monitored and reviewed
termly.
If pupil is still making insufficient
progress in the acquisition of literacy
skills, all information gathered is
presented to SpLD Moderating Panel
for consideration of a diagnosis of
dyslexia.
Following diagnosis the SpLD Service
will work with school to ensure
appropriate support for the pupil.
Complete Inclusion Referral Form
and seek advice from SpLD Service
OR
Help
Appendix 3
Meeting Special Educational Needs in Bridgend…
Bridgend Inclusion Referral Form
Pupil Name: Gender: M / F
DOB: Home Address:
N.C. Year: School:
SENCo:
What concerns you about this individual?
What strategies have already been tried regarding your concern?
What action of the Code of Practice has been put in place: School action/school
action plus (please attach copies of current IAP)?
Relevant school based assessment scores (such as NFER Progress in English &
Maths/CATS etc):
Agency involvement:
Agency:
Yes
No
Link Name:
Inclusion Service
Educational Psychologist
School Doctor
Occupational Therapist
Speech & Language Therapist
Physiotherapist
Language Support Teacher
CAMHS
Other
Any other comments or concerns?
Please complete and return to: Bridgend Inclusion Service
Ty Morfa,
Hafan Deg,
Aberkenfig,
Bridgend, CF32 9AW
For the attention of:
Please enclose a completed parental consent form.
What do you hope to get from this consultation/assessment?
Completed by: Date:
Designation:
INVOLVEMENT OF THE
INCLUSION SERVICE
CONSENT FORM
For the Attention of:
Name of the Child:
Date of Birth: N.C. Year:
School:
I agree to my child’s needs being discussed or assessed by AIS.
Signed: Date:
Relationship to the Child:
Home Address and/or Contact Number:
Parental Views (Please give a brief outline of your concerns or any information
that you think may be relevant):
It is the school’s responsibility to ensure that a copy of relevant reports and
information is provided for parents.
Please return to:
Access & Inclusion Service, Hafan Deg, Aberkenfig, Bridgend, CF32 9AW
Fig
ure
1.
Effe
cts o
f the in
terv
en
tion
on
the a
t-risk sc
ore
. All c
hild
ren
were
sele
cte
d fo
r the in
terv
en
tion
becau
se th
ey h
ad
an
at-risk
sco
re o
f 0.6
or m
ore
, with
0.9
ind
icatin
g h
igh
risk. A
fter th
e
inte
rven
tion
, all th
e c
hild
ren
had
imp
roved
an
d 7
5%
were
no
lon
ger a
t risk. C
hild
ren
with
the g
reate
st diffi
cu
lties (2
an
d 3
)
mad
e th
e m
ost im
pro
vem
en
t.
Brid
gend
Early
Inte
rventio
n P
roje
ct - Resu
lts and
Furth
er In
form
atio
nA
pp
en
dix
4
75Appendix 4
The Hands On Multisensory Programme
Child 1Child 2Child 3Child 4Child 5Child 6Child 7Child 8Child 9Child 10Child 11Child 12
0
0.2
0.4
0.6
0.8
1.21
1.4
At risk pre
At risk post
In th
e g
rap
hs b
elo
w, w
here
ch
ildre
n c
on
tinu
e to
strug
gle
desp
ite th
e in
terv
en
tion
, this su
gg
ests th
at th
ey w
ill co
ntin
ue to
need
extra
sup
po
rt in th
is skill.
Le
tter n
am
ing
Th
ese
resu
lts sho
w th
at 6
7%
of th
e c
hild
ren
have im
pro
ved
their le
tter n
am
ing
ab
ility, o
ne o
f the m
ajo
r pre
dic
tors o
f
read
ing
success. N
ote
ch
ild 11 w
ho
se sc
ore
has im
pro
ved
from
0! T
he m
axim
um
sco
re is 10
Pre
-litera
cy p
re a
nd
po
st inte
rve
ntio
ns
76Appendix 4
The Hands On Multisensory Programme
Ap
pe
nd
ix 4
Child 1Child 2Child 3Child 4Child 5Child 6Child 7Child 8Child 9Child 10Child 11Child 12
0 1 2 3 4 5 6
Letter Nam
e preLetter N
ame post
Th
is is an
imp
orta
nt la
ng
uag
e to
ol, w
hic
h c
hild
ren
need
to b
e
tau
gh
t. Ch
ildre
n w
ho
have stre
ng
ths in
rhym
ing
usu
ally
make
go
od
pro
gre
ss in re
ad
ing
. 67%
of th
e g
rou
p m
ad
e p
rog
ress.
Maxim
um
sco
re is 8
. Ch
ild 2
sco
res 0
at p
re-te
st, an
d 7
at p
ost-
test, a
lmo
st the m
axim
um
sco
re!
Rh
ym
ing
77Appendix 4
The Hands On Multisensory Programme
Ap
pe
nd
ix 4
0 1 2 3 4 65 7 8 9
Child 1Child 2Child 3Child 4Child 5Child 6Child 7Child 8Child 9Child 10Child 11Child 12
Rhym
e pre
Rhym
e post
Th
e a
bility
to b
reak in
to a
wo
rd a
nd
iden
tify th
e 1st so
un
d o
r
on
set is a
key sta
ge in
learn
ing
to re
ad
. Tw
o o
f the c
hild
ren
were
skille
d a
t pre
-test a
nd
main
tain
ed
this a
t po
st-test. A
fter
the in
terv
en
tion
the m
ajo
rity o
f the g
rou
p m
ad
e strik
ing
imp
rovem
en
ts. No
te in
partic
ula
r that 7
5%
of th
e c
hild
ren
sco
red
0 a
t pre
test a
nd
on
ly 2
faile
d to
imp
rove! T
he m
axim
um
sco
re is 5
an
d 7
5%
of th
e c
hild
ren
ach
ieve th
is sco
re
Se
gm
en
ting
the
1st lette
r
78Appendix 4
The Hands On Multisensory Programme
Ap
pe
nd
ix 4
0 1 2 3 4 5 6Child 1Child 2Child 3Child 4Child 5Child 6Child 7Child 8Child 9Child 10Child 11Child 12
1st Letter pre
1st Letter post
Mo
st of th
e c
hild
ren
sco
red
well a
t bo
th p
re-te
st an
d p
ost-
test. T
ho
se w
ho
sho
wed
pro
ble
ms a
ll had
imp
roved
sco
res a
t
po
st-test, b
ring
ing
the a
vera
ge fro
m 5
.25
to 6
.58
. Ch
ild 4
on
ly
reco
gn
ised
1 nu
mb
er a
t pre
-test, b
ut re
co
gn
ised
them
all a
t
po
st-test!
Dig
it nam
ing
79Appendix 4
The Hands On Multisensory Programme
Ap
pe
nd
ix 4
Child 1Child 2Child 3Child 4Child 5Child 6Child 7Child 8Child 9Child 10Child 11Child 12
Digit N
aming pre
Digit N
aming post
0 1 2 3 4 5 6 7 8
Ph
on
olo
gic
al d
iscrim
inatio
n
Ou
r rese
arc
h h
as sh
ow
n th
at c
hild
ren
with
diffi
cu
lties in
disc
rimin
atin
g so
un
d a
re n
ot a
ble
to b
en
efi
t as m
uch
as
oth
er c
hild
ren
from
small g
rou
p su
pp
ort. 7
5%
of th
e c
hild
ren
imp
roved
, maxim
um
sco
re is 9
Au
dito
ry p
roce
ssing
80Appendix 4
The Hands On Multisensory Programme
Ap
pe
nd
ix 4
Child 1Child 2Child 3Child 4Child 5Child 6Child 7Child 8Child 9Child 10Child 11Child 12
Phonological
Discrim
ination pre
Phonological
Discrim
ination post
0 1 2 3 4 5 6 7 8 9 10
In th
is test c
hild
ren
are
ask
ed
wh
ich
sou
nd
cam
e fi
rst, the
mo
use
or th
e d
uck. T
he te
st starts w
ith th
e so
un
ds w
ell
diffe
ren
tiate
d a
nd
then
mo
vin
g c
lose
r tog
eth
er u
ntil th
ey
alm
ost o
verla
p. T
he a
bility
to d
iscrim
inate
sou
nd
s that a
re
pre
sen
ted
with
in 5
0 m
secs o
f each
oth
er is im
paire
d in
ch
ildre
n
with
lan
gu
ag
e d
ifficu
lties a
nd
this m
ean
s they c
an
no
t easily
diffe
ren
tiate
sou
nd
s in w
ord
s, such
g a
nd
d. T
his ty
pe o
f
pro
ble
m m
ay b
e fo
un
d in
ch
ildre
n w
ith ‘g
lue e
ar’ o
r rep
eate
d
ear in
fectio
ns.
So
un
d o
rde
r.
Aro
un
d 5
0%
of th
e c
hild
ren
imp
roved
at p
ost-te
st, with
ch
ild
9 sh
ow
ing
a strik
ing
imp
rovem
en
t. Th
ere
may b
e in
term
itten
t
pro
ble
ms fo
r ch
ildre
n w
ho
have c
old
s, wh
ich
can
exp
lain
the
ch
ild w
ho
sco
red
top
mark
s of 13
at p
re-te
st an
d d
eclin
ed
to 9
at p
ost te
st.
Au
dito
ry p
roce
ssing
at sp
ee
d
81Appendix 4
The Hands On Multisensory Programme
Ap
pe
nd
ix 4
Child 1Child 2Child 3Child 4Child 5Child 6Child 7Child 8Child 9Child 10Child 11Child 12
0 2 4 6 8 10 12 14 16
Sound pre
Sound post
Au
dito
ry m
em
ory
.
Th
is is base
d o
n liste
nin
g to
a se
ries o
f nu
mb
er a
nd
rep
eatin
g
them
back in
the c
orre
ct o
rder. L
ists beco
me p
rog
ressiv
ely
lon
ger a
s the c
hild
rep
eats th
em
co
rrectly
, with
2 lists
pre
sen
ted
at e
ach
len
gth
. Th
is is on
e o
f the m
ost d
ifficu
lt
skills ro
imp
rove, a
nd
on
ly 2
5%
mad
e im
pro
vem
en
ts afte
r
inte
rven
tion
, 2 c
hild
ren
go
t wo
rse, a
nd
the re
st main
tain
ed
their
levels fro
m p
re-te
st. If yo
u h
ave p
rob
lem
s with
this te
st yo
u
may h
ave p
rob
lem
s follo
win
g in
structio
ns in
sch
oo
l
Me
mo
ry
82Appendix 4
The Hands On Multisensory Programme
Ap
pe
nd
ix 4
Digit S
pan pre
Digit S
pan post
Child 1Child 2Child 3Child 4Child 5Child 6Child 7Child 8Child 9Child 10Child 11Child 12
0 1 2 3 4 5 6 7
Co
rsi frog
is base
d o
n c
op
yin
g th
e se
qu
en
ce th
at a
frog
jum
ps
on
to a
serie
s of lily
pad
s, with
the n
um
ber o
f pad
s tou
ch
ed
incre
asin
g p
rog
ressiv
ely
. Perfo
rman
ce im
pro
ved
in o
ver
50
%. N
ote
partic
ula
rly im
pro
vem
en
t from
0 (c
hild
1 an
d c
hild
7)! S
om
e c
hild
ren
wh
o g
o o
n to
be d
iag
no
sed
with
read
ing
diffi
cu
lties h
ave sp
ecifi
c p
rob
lem
s in th
is test, w
hen
their
perfo
rman
ce o
n th
e o
ther te
sts is no
t that im
paire
d.
Sp
atia
l me
mo
ry
83Appendix 4
The Hands On Multisensory Programme
Ap
pe
nd
ix 4
Child 1Child 2Child 3Child 4Child 5Child 6Child 7Child 8Child 9Child 10Child 11Child 12
Corsi frog pre
Corsi frog post
10 2 3 4 5 6
Th
is task
measu
res th
e sp
eed
with
wh
ich
ch
ildre
n c
an
nam
e
simp
le e
arly
ag
e o
f acq
uisitio
n p
ictu
res. T
his is a
measu
re o
f
speed
of le
xic
al a
ccess, a
nd
so th
e fa
ster th
e b
ette
r – a lo
w
sco
re h
ere
is go
od
. Pro
ble
ms in
nam
ing
speed
, partic
ula
rly in
nam
ing
lette
rs is a p
recu
rsor o
f late
r pro
ble
ms. N
ote
that 7
5%
mad
e im
pro
vem
en
ts in th
eir sp
eed
, with
strikin
g im
pro
vem
en
ts
for C
hild
2 a
nd
4. T
o d
o th
is task
, yo
u h
ave to
mo
ve y
ou
r eyes
from
left to
righ
t as in
read
ing
, retrie
ve th
e n
am
e a
nd
then
keep
yo
ur p
lace. A
ch
ild w
ho
has d
ifficu
lty w
ith th
is is likely
to h
ave
pro
ble
ms w
ith re
ad
ing
Sp
ee
d o
f nam
ing
84Appendix 4
The Hands On Multisensory Programme
Ap
pe
nd
ix 4
Child 1Child 2Child 3Child 4Child 5Child 6Child 7Child 8Child 9Child 10Child 11Child 12
0 20 40 60 80
100
120
140
160
180
RA
N pre
RA
N post
Th
is has b
een
sho
wn
to b
e a
majo
r pre
dic
tor o
f ch
ildre
n’s
success in
read
ing
. Th
is test is a
measu
re o
f recep
tive
vo
cab
ula
ry, b
ecau
se th
e c
hild
is giv
en
the n
am
e a
nd
ask
ed
to c
ho
se th
e p
ictu
re th
at m
atc
hes fro
m a
set o
f 4. E
ven
shy
ch
ildre
n c
an
perfo
rm w
ell o
n th
is typ
e o
f task
, becau
se th
ey c
an
po
int ra
ther th
an
speakin
g. N
ote
that 7
5%
of th
e c
hild
ren
make
imp
rovem
en
ts here
, som
e q
uite
strikin
g. T
he m
axim
um
sco
re is 12
Vo
cab
ula
ry
85Appendix 4
The Hands On Multisensory Programme
Ap
pe
nd
ix 4
Child 1Child 2Child 3Child 4Child 5Child 6Child 7Child 8Child 9Child 10Child 11Child 12
0 2 4 6 8 10 12
Vocab preVocab post
Po
stura
l stab
ility
Po
stura
l stab
ility is a
measu
re o
f bala
nce, p
oo
r perfo
rman
ce o
n
wh
ich
has b
een
asso
cia
ted
with
persiste
nt re
ad
ing
pro
ble
ms.
Th
e te
st measu
res th
e a
bility
to re
co
ver w
hen
pu
shed
gen
tly in
the b
ack, a
nd
so a
low
sco
re h
ere
is go
od
. So
me c
hild
ren
have
no
pro
ble
ms a
t all o
n th
is (ch
ild 4
sco
res 0
at b
oth
pre
an
d
po
st test), b
ut th
e o
nes w
ho
do
are
likely
to b
e la
ter d
iag
no
sed
with
read
ing
pro
ble
ms. N
ote
the p
rob
lem
s Ch
ild 2
an
d 3
sho
w
at-te
st, an
d c
hild
8 c
on
tinu
es to
sho
w d
ifficu
lties. 7
5%
of th
e
ch
ildre
n im
pro
ved
on
this ta
sk
Mo
tor sk
ills
86Appendix 4
The Hands On Multisensory Programme
Ap
pe
nd
ix 4
Child 1Child 2Child 3Child 4Child 5Child 6Child 7Child 8Child 9Child 10Child 11Child 12
0 2 4 6 8 10 12 14
Postural S
tab preP
ostural Stab post
Over 5
0%
of th
e c
hild
ren
imp
roved
on
bead
thre
ad
ing
, a
measu
re o
f dexte
rity
Be
ad
thre
ad
ing
87Appendix 4
The Hands On Multisensory Programme
Ap
pe
nd
ix 4
0 1 2 3 4 5 6 7 8 9
Beads pre
Beads post
Child 1Child 2Child 3Child 4Child 5Child 6Child 7Child 8Child 9Child 10Child 11Child 12
Th
e d
ata
pre
sen
ted
here
are
from
shap
e c
op
yin
g, a
n im
po
rtan
t
pre
cu
rsor o
f writin
g. A
gain
67%
of th
e g
rou
p h
ave im
pro
ved
,
som
e q
uite
sub
stan
tially
.
Sh
ap
e c
op
yin
g
88Appendix 4
The Hands On Multisensory Programme
Ap
pe
nd
ix 4
0 2 4 6 8 10 12 14 16 18
Shape C
opy preS
hape Copy post
Child 1Child 2Child 3Child 4Child 5Child 6Child 7Child 8Child 9Child 10Child 11Child 12
89Appendix 5
The Hands On Multisensory Programme
Ad
am
s, M.J
., Fo
orm
an
, B., L
un
db
erg
, I. & B
eele
r, T. (19
98
)
Ph
on
em
ic A
ware
ness in
Yo
un
g C
hild
ren
, Pau
l Bro
okes
Pu
blish
ing
Bald
win
Liz
(20
06
) I Hear w
ith m
y L
ittle E
ar, L
DA
BD
A (19
93
) Op
en
ing
the D
oo
r, British
Dysle
xia
Asso
cia
tion
BD
A (19
97)D
ysle
xia
in P
rimary
Sch
oo
ls, Asse
ssmen
t into
Actio
n, B
ritish D
ysle
xia
Asso
cia
tion
CR
IPS
AT
(20
10) A
ll-Wale
s Base
line A
ssessm
en
t for th
e
Fo
un
datio
n P
hase
, AC
CA
C: W
elsh
Asse
mb
ly G
overn
men
t, for
use
from
Sep
t. 20
11
DfE
S (2
00
7) L
ette
rs an
d S
ou
nd
s
Dre
w, S
. Do
an
d D
isco
ver (2
00
8) B
CB
C
Elk
s, L. &
McL
ach
lan
, H. (2
00
6) E
arly
Lan
gu
ag
e B
uild
ers, E
lkan
Faw
cett, A
.J. &
Nic
ho
lson
, R. D
ES
T -2
(20
04
) Psy
ch
olo
gic
al
Co
rpo
ratio
n
ES
IS (19
99
) 4C
ou
ntie
s Base
line A
ssessm
en
t Pro
file
Faw
cett, A
.J., N
ich
olso
n, R
.I. & L
ee, R
. (20
00
) Th
e P
re-sc
ho
ol
Scre
en
ing
Test, P
sych
olo
gic
al C
orp
ora
tion
Ho
rnsb
y, B
. (199
9) B
efo
re A
lph
a, S
ou
ven
ir Pre
ss
Lan
gu
ag
e L
inks (2
00
4) B
CB
C
Miln
e, D
. (20
05
) Teach
ing
the B
rain
to R
ead
, Sm
art K
ids
pu
blish
ing
Mu
ter, V
. (20
03
) Early
Read
ing
Develo
pm
en
t an
d D
ysle
xia
,
Wh
urr P
ub
lishers
Re
fere
nce
sA
pp
en
dix
5
90Appendix 5
The Hands On Multisensory Programme
Nash
-Wo
rtham
, M. &
Hu
nt, J
. (199
0) T
ake T
ime, R
ob
insw
oo
d
Pre
ss
Pasc
al, C
. & B
ertra
m, T
. (20
00
) Effe
ctiv
e E
arly
Learn
ing
,
Ho
dd
er a
nd
Sto
ug
hto
n
Sp
eech
link M
ultim
ed
ia (2
00
6)
Vail, P
. (199
1) Co
mm
on
Gro
un
d: W
ho
le L
an
gu
ag
e a
nd
Ph
on
ics
Wo
rkin
g T
og
eth
er, M
od
ern
Learn
ing
Pre
ss
Vail, P
. (199
2) L
earn
ing
Sty
les: F
oo
d fo
r tho
ug
ht a
nd
130
Pra
ctic
al T
ips fo
r Teach
ers, M
od
ern
Learn
ing
Pre
ss
Welsh
Asse
mb
ly G
overn
men
t Fo
un
datio
n P
hase
Ch
ild
Develo
pm
en
t Pro
file
Gu
idan
ce (2
00
9)
We
b A
dd
resse
s
ww
w.sp
eech
link.c
o.u
k
Brig
ht Id
eas fo
r Early
Years
Actio
n R
hym
es a
nd
Gam
es
Max d
e B
oo
ww
w.sc
ho
lastic
.co
.uk
Jo
lly P
ho
nic
s
ww
w.jo
llyle
arn
ing
.co
.uk
Th
e L
ittle B
oo
k se
ries
Feath
ersto
ne E
du
catio
n
ww
w.fe
ath
ersto
ne.u
k.c
om
e.g
. Little
Bo
ok o
f Messy
Pla
y
Little
Bo
ok o
f Mu
sic
Little
Bo
ok o
f Writin
g
Of F
rog
s an
d S
nails (a
ctio
n rh
ym
es a
nd
fin
ger rh
ym
es)
Yvo
nn
e W
iner, B
ela
ir Pu
blic
atio
ns
PO
PA
T P
rog
ram
me o
f Ph
on
em
e A
ware
ness T
rain
ing
ww
w.p
op
at.c
o.u
k
Pu
pp
ets b
y P
ost
ww
w.p
up
petsb
yp
ost.c
om
Sen
se T
oys –m
em
ory
gam
e w
ith p
ots
ww
w.se
nse
toys.c
om
Sm
art K
ids
ww
w.sm
artk
ids.c
o.u
k
Sm
art M
oves M
oto
r Skills D
evelo
pm
en
t Pro
gra
mm
e
By S
haro
n D
rew
ww
w.sm
artc
c.c
o.u
k
Ste
pp
ing
Sto
nes - e
du
catio
nal to
ys
ww
w.ste
pp
ing
ston
eso
nlin
e.c
o.u
k
Teo
do
resc
u, I. &
Ad
dy, L
. (199
8) W
rite fro
m th
e S
tart -
Teo
do
resc
u P
erc
ep
tuo
-Mo
tor P
rog
ram
me
LD
A
ww
w.ld
ale
arn
ing
Re
sou
rce
sA
pp
en
dix
5
91Appendix 5
The Hands On Multisensory Programme
Th
is Little
Pu
ffin
Actio
n rh
ym
es/ fi
ng
er rh
ym
es a
nd
po
em
s
Eliz
ab
eth
Matte
rson
, Pu
ffin
Bo
oks
TT
S
ww
w.tts-sh
op
pin
g.c
om
Win
do
w o
n W
ale
s
So
lva a
nd
St D
avid
’s, Pem
bro
kesh
ire
ww
w.w
ind
ow
on
wale
s.co
m
Write
Dan
ce
Pau
l Ch
ap
man
pu
blish
ing
ww
w.p
au
lch
ap
man
pu
blish
ing
.co
.uk
We
b A
dd
resse
s
ww
w.h
um
min
gb
ird.c
om
ww
w.ic
hild
.co
.uk
ww
w.k
idsc
halk
bo
ard
.co
m
ww
w.k
idzo
ne.w
s
ww
w.p
up
petsb
yp
ost.c
om
ww
w.se
nse
toys.c
om
92Appendix 5
The Hands On Multisensory Programme
