Writing with Children Extra Activities

Here are some extra activities to use with your writing classes.

Category boxes Clay or dough letters Footbal wave Making books Old songs for new Recipes for play dough Stories Story starters Word matchboxes

Category boxes
Activities requiring children to match or categorize colours, pictures, patterns, shapes, and objects exercise observation skills and develop visual memory, which will help with letter and word recognition at a later stage. This activity is also useful for revising vocabulary and consolidating the children's learning. If you are using a course book, use this activity once the children have worked on two or more lexical sets. Level: 0+ Age: 3+ Time: depends on the number of objects Aims: to develop children's ability to categorize objects Preparation 1. Cover or paint four large boxes (for example, old shoe or photocopy paper boxes). Choose a category for each one, for example: Colours, Numbers, Toys. You can put a picture representing the category on each box. 2. Select pictures of words from these categories that you wish to revise. In class

Show the children the category boxes and name the categories, saying, for example: Colours. Numbers. Toys. Show the children the flashcards and try to elicit the words. Say any words the children have forgotten and encourage the class to repeat them a number of times. Now shuffle the flashcards and place them in a pile next to the category boxes.

The children take it in turns to go and pick up a flashcard from the pile and place it in the correct box. This continues until everyone has had a turn or until all the flashcards are in the boxes. [top]

Clay or dough letters

Level: 0+ Time: 10+ Aims: To make the letter shapes more memorable to children through kinaesthetic reinforcement. Materials: Plasticine or any malleable modelling material such as clay or play-dough (see the recipe) and boards to work on In class 1. Tell the children to take a piece of modelling clay and roll it into a long thin snake. 2. Now work through the alphabet, encouraging the children to make a letter by moulding the snake into the letter form. 3. The children can make a letter in secret for others to guess. Variation 1 Follow the above procedure but ask the children to write their name or any other word they can spell in English. Variation 2 Make the letters out of playdough and bake them. When cool, paint them and coat them in PVA glue. This will set clear like varnish, make the colours bright and preserve the letters. They could make their name to use as a name plate at their desk, by their coat hook or to take home for their bedroom door. Comments: This activity is good for visually impaired children as the letters are very easily distinguished. [top]

Football wave
Level: 0+ Age: Any Time: 15 minutes Aims: to recognize the letters of the alphabet; to recognize the names of the letters; to put the letters in alphabetical order; to make alphabet revision more fun. Materials: alphabet flashcards. Preparation

1. Make, buy, or download alphabet flashcards from the Internet. 2. Place the flashcards around the room where the children can reach them. In class 1. Sit the children in a circle or stand them in a line. 2. Show the children how to do the 'wave', standing up and sitting down one after the other. Practise it until the children do it smoothly. 3. Repeat the procedure but this time they say their name or 'Hello' when they stand up. 4. Point to the letters around the room. Say: 'A' and ask the first child in the line or circle to find the flashcard, saying the letters alphabetically until every child has a letter. If you have fewer than 26 children, choose enough cards for one per child but make sure they are consecutive letters. If you have more than 26, more than one child can have the same letter. Children with the same letter should sit together. 5. Sing an alphabet song (see activity 2.1 in the book) and encourage the children to do the 'wave', lifting the flashcards in the air as they stand up and then bringing them down slowly as you sing the next letter. 6. Repeat this procedure a number of times. 7. Once the children are confident, encourage them to sing the letter on their flashcard when holding it up. Variation: You could do this activity with picture flashcards, saying the words on the cards, and move onto word cards. It works particularly well with vocabulary sets that have natural order, e.g. numbers, days of the week, months. [top]

Making books with children

What better incentive to write than to know that others enjoy your writing? Children get great satisfaction from opportunities to be real authors and publish their work in the form of books, or projects for display. Encouraging children to make their writing permanent shows that you value their efforts and at the same time creates an audience and purpose for their writing. Knowing that others will read it gives them added incentive to produce their best work, to concentrate on the finished product and take care over the finer details of presentation like handwriting and spelling. Beginning with simple folded books and shaped books, here are some ideas for making the childrens' writing permanent, something they can go back to and read and re-read and most importantly, something they can feel proud of. Folded books 1 Concertina book

Features: Simple to make; length can vary to suit topic; add more pages if child writes more. Stands up easily and makes an attractive display. Basic book which can be shaped to make attractive books. Can be made by children. To make the book: 1 Cut papers to the desired size and fold them backwards and forwards to create pages. 2 Make it interesting by cutting the edges Variation 1: Make a concertina book in a CD cover. Tuck the front cover under the plastic guides to hold it in place. Variation 2: Use old CDs to make the covers of a circular folded book about favourite music. Variation 3: Make a concertina book to fit in a hinged fast food container for writing about any aspect of food. 2 Concertina book with a cover Features: This is a stronger book than the one above. The added cover improves its appearance and makes it able to withstand handling by the children. It is a little more complicated, so best for older children who would have to follow instructions as you demonstrate. Materials:: 1 sheet of paper 45cm square. 1 sheet of paper approximately 20cm x 32cm. To make the book: 1. Take the larger piece of paper and fold it in half lengthwise. 2. Fold it into quarters by folding each half back See illustration. 3. Open out the paper and repeat the procedure folding in half and then into quarters.You now have four columns. 4. Starting at the edge furthest away from you, cut down the fold line between the first and second column just for the first three squares. 5. Starting at the edge nearest to you, cut up the middle fold line for the first three squares. 6. Finally, cut from the edge furthest away from you, down the remaining fold line for three squares. Assembling the book 1. Re-fold the paper in half and then in quarters. 2. Fold the middle squares together until you have a square book which stands up. Making the back 1. Open the book and lay it flat on the other piece of paper.

2. Measure a border of approximately 4cm at the top and bottom edges and 5 cm wide edges at the sides. 3. Fold the backing paper in half to create a spine. 4. Measure and fold in 3cm border all the way round, folding the corners down; press the crease and neaten. 5. Open out each corner and this time fold in each corner diagonally (mitre) pressing on the crease to make it strong. 6. Lift the corners out once more, this time tuck the diagonal fold inwards to create a pocket in each corner to hold the corners of the book. 7. Fit the book inside the cover. 3 Small folded book Features: Cheap; uses one A4 sheet of paper. Creates 8 pages. Can be made easily by children. 1. Fold in half width ways, fold into quarters. 2. Open the paper up and cut lengthwise up the fold line to the centre point. 4 Folded book with window feature Features: Cheap. One piece A4 paper. Children may need help to cut the window. Materials: Piece of paper per child; ruler; scissors; To make the book: 1. Fold paper length ways. Locate quarter point and fold in each end to the centre. 2. Crease folds creating a doorway effect. 3. Measure the back to locate the centre; mark with pencil. 4. Measure the back to locate the quarter points; mark with pencil. 5. Make pencil marks 1cm from the top, folded edge opposite the quarter markers. 6. Mark opposite points approximately 4cm deep for the window 7. Open up the paper. Cut the window as shown. Cut with craft knife for neatest edge Threaded and Stitched books The following methods of binding books requires a reasonable amount of dexterity as it involves measuring and stitching. Staples are effective with thin books but for bigger books stitching makes a stronger spine. It is worth the effort for big books and for class books and laminating or covering the covers with plastic makes them stronger and makes it easy to clean finger marks. Apart from the first example, they involve threading a needle and stitching. 1 Simple threaded book Features: Has a threaded spine but does not require stitching. Introduces another method of binding

Materials: Sheets of paper for pages; a sheet of thicker paper for the cover; paper clip; glue; scissors; thread; strip of paper approximately 4cm x 6cm; old pencil To make the book: 1. Fold the paper in half and press along the crease. 2. Fold the cover paper in half. 3. Fit the pages inside the cover and hold in position with a paper clip on each side. 4. Roll the narrow strip of paper tightly round the old pencil. Take the pencil out of the roll and glue the end of the roll. Hold in place till dry. 5. Next, place the roll in the centre of the folded edge of the book and make a pencil mark on the book cover at each end of the roll. 6. Make a cut of about 1 cm in from the edge of the cover at the pencil marks. 7. Take the section of the cover between the cuts and fold it backwards and forwards a few times to make a crease. 8. Take a pencil and place it inside the book along the fold. At the middle section push the pencil throught the slit and pull the folded piece to the inside of the book. Move the pencil through the book to open the middle part up. 9. Put the thread through the roll, then through the slits, around each end of the book and back to the middle. 10. Tie the thread in a double knot. Cut close to the knot leaving a tail. 2 Book with moving pictures Materials: Paper for the pages; stiff paper for the cover; glue; scissors To make the book: 1. 2. 3. 4. Make a simple folded book. Staple the spine. Fold the cover paper in half and crease to make the spine. From one side of the cover cut out a window. Stick the book inside the cover the book opening from right to left, the cover opening from the top. 5. Have the children draw a picture of main character big enough to fit half of the frame. 6. Using a piece of scrap paper make a 'spring' by cutting a strip and folding it like a backwards and forwards as the concertina book. 7. Glue the figure onto the frame so that it moves backwards and forwards placing the character in the picture as the pages of the book are turned. Book with cut-out of the child Features: If you give the children an outline to draw the figure it ensures that their drawing is neither too small nor too large. The cutting out takes some dexterity. It makes a very attractive personalized book with plenty of space for writing. Materials: Paper for the pages; paper for the cover; outline shape for the figure; scissors; glue; colours. To make the book:

1. 2. 3. 4. 5. 6. 7. 8.

Fold the cover paper in half and press down fold to make a spine. Fold the pages and place in the cover. Staple or stitch the centre fold. Place the drawing of themselves centrally on the front cover and draw round the outline. Start to cut out the character by piercing with the scissors and making several cuts from the centre to the outline. Carefully cut round the outline. Draw round the shape onto the first page and repeat the process. Repeat until all the pages have a cut-out except the back cover. Carefully glue the figure inside the back cover so that it is visible through the pages from the front.

See the following for more ideas for making books with children. Wright, A. 1997 Creating Stories With Children. Oxford: Oxford University Press [top]

Old songs for new

Level: 1+ Age: 6+ Time: 20 Aims: Language: to listen to a familiar song and to use it as a model for writing a new song. Materials: the tune of 'The Wheels on the bus', a copy of the words for each child. In class 1. Sing the Wheels on the bus with the children. 2. Now give them the words: The wheels on the bus go round and round, Round and round, round and round, The wheels on the bus go round and round, All day long. The doors on the bus go open and shut The children on the bus go wriggle, wriggle, wriggle... The mummies on the bus go 'Don't do that!'... The daddies on the bus go read, read, read... The babies on the bus go 'Wah, wah, wah!'... The grannies on the bus go chatter, chatter, chatter. The grandads on the bus go sleep, sleep, sleep... The bell on the bus go ding, ding, ding!... The driver on the bus goes 'Sit down, please!'... 3. Ask the children to look at the song and elicit all the people and things. Then ask what action they are doing. 4. Now show them the following model: Say: The in school go and try and elicit a person/thing and the action

they do. You may need to prompt them at first saying: The children in school go Now build up a song on the board with the children, e.g. The teachers in school The bell in school The girls in school The boys in school The clock in school The computers in school etc. 5. Once you have a new song, sing it with the children adding actions where possible. Variation Write other versions with new situations, e.g. The in the street go/goes The in the shop go/goes The .. on the T.V. go/goesetc. [top]

Recipes for play dough and finger paint.

These recipes provide a resource for the tactile and multi-sensory approach. Play dough can be used to make models for the children to write about and can be rolled and stretched to make letters and words. Finished work can be painted and saved by varnishing or coating with PVA glue, which is transparent when dry. Teachers who strongly oppose the use of foodstuffs to make modelling material may consider using ingredients past their best for eating but adequate for crafts. Alternatively, long-life play dough remains malleable for a few weeks and would require just one set of ingredients. 1 Basic no-cook dough , which is very quick and easy to make. You must adjust the recipe to the quantity required but it is important to retain the same ratio of flour to salt as in the recipes. Ingredients: 2 cups of plain flour (without a rising agent) 1 cup of salt Water for mixing Flour to prevent sticking A little paint or food colouring if desired Method Measure the ingredients into a large bowl. Add the water a little at a time until the mixture is stiff and you can roll it into a ball. Add flour if it is too wet. When you can handle it, remove from the bowl and place it onto a floured surface. Knead and stretch the dough until it is malleable but not sticky. The play dough is ready for use. Store in a container in a refrigerator. 2 Glitter play dough.

Add glitter powder to the dry ingredients and a brightly coloured paint to the wet mixture for effective glitter letters. It will keep in a container in a refrigerator for up to a month. Ingredients 3 cups of plain flour 1 cup of salt 1 tablespoon of cooking oil Tablespoon of non-toxic paint Water for mixing Glitter Method Mix dry ingredients in a bowl. Blend in the colour and glitter. Add enough water to make stiff dough. Store as above. 3 Salt dough Ingredients 3 cups of self-raising flour (with a rising agent) 3 cups of salt Water for mixing Method Mix the dry ingredients together and add enough water to make a stiff dough. Store as above. 4 Long-life dough Ingredients 2 cups of plain flour 1 cup of salt 2 cups of water 2 tablespoons of vegetable oil 2 teaspoons cream of tartar Food colouring if desired Method Place all ingredients in a pan. Cook over a medium heat, stirring constantly to prevent sticking. When the mixture comes away from the sides of the pan remove and place on a floured surface. Allow to cool slightly then knead well until soft and malleable. Store as above. Cooking play dough in a microwave is quick and easy to clean away. Place the ingredients in a microwave dish and cook for about 3 4 minutes on medium (650 watts.) Stir every minute to prevent it setting hard. The mixture should come out clean from the dish. Allow to cool and knead well.

Comments: The high salt content acts as a preservative for a while but the mixture should be kept in a sealed container in a refrigerator. Naturally, children should not attempt to eat it. Recipe for finger paint 3 cups of self-raising flour Water to mix Thick non-toxic paint to colour Method Mix the ingredients well to form a paste. Store in a refrigerator. A search on the www for recipes will find many variations.Try: http://www.geocities.com/tam_chris_family/clays.html [top]

Stories which may help with remembering letters

A - Alphabet books. Dr. Seuss's ABC Collins: ISBN 0-00-171308-6 Kipper's A to Z: An alphabet adventure by Mick Inkpen The Teddy Bears' ABC S.Gretz Puffin Chicka Chicka Boom Boom B.Martin Jnr & John Archambault 1989 Simon & Schuster B - Brown Bear, Brown Bear. The Blue Balloon by Mick Inkpen C/ch Chicken Licken, Traditional The Very Hungry Caterpillar by Eric Carle E - Elmer by David McKee Random House Children's Books Eat Your Peas F The Fish Who Could Wish G - Goldilocks and the Three Bears (Traditional Story), The Gruffalo H - Handa's Surprise. Harry's Home by Catherine and Lawrence Anholt Orchard I - If I had a dog. By Bernice Lum. If my dog had a job. By Bernice Lum. J Jasper stories, e.g. Just Like Jasper by Nick Butterworth and Mick Inkpen

K Kipper stories by Mick Inkpen, e,g, Kipper's Toybox L - Little Red Hen (Traditional story.) M - Meg and Mog, Mog's Amazing Birthday Caper is good for young children with a good Level: of English, i.e., children in a bilingual school. The vocabulary is difficult but it has some lovely tongue twisters for each letter. Maisy books Maggie and the Monster by Elizabeth Winthrop. Anderson Press N Nice and Nasty by Nick Butterworth and Mick Inkpen Picture Knight O - Owl Babies P - Peace at Last by Jill Murphy. The Three Little Pigs. Traditional The Pig in the Pond by Martin Waddell. Walker Books Q - Farmer Duck by Martin Waddell and Helen Oxenbury. ( The word 'quack' features many times in this story) R Rainbow Fish by Markus Pfiser Rosie's Walk by Pat Hutchins S - Spot books Sydney the Monster by David Wood. Walker Books T - Titch by Pat Hitchins, Ten in the Bed The Tiger Who Came to Tea Th Three little Pigs. Traditional story. W Winnie the Witch By Korky Paul Where's My Teddy? By Jez Alborough. Walker Books. What's the Time: Mr. Wolf? By Colin Hawkins. Mammoth Z - Zug the Bug by Colin and Jacqui Hawkins. Dear Zoo by Rod Campbell [top]

Story starters
Once upon a time... Once there was a... I went shopping with my family. I wanted to buy... My friend is special because... When I got home from school, my father said, We have a special visitor...

On my birthday, I got a very unusual parcel. I would really like a pet... It was very funny and I couldn't stop laughing... The phone was ringing loudly as I ran into the house... My little brother climbed up a tall tree... My family went to a restaurant for my birthday. First we had... I wish I was as tall as a giant... My brother/sister is... From my window I can see... When I visit my grandparents... I want to go to... because... It was a big surprise... I wish I could... On the way to school one day... When I was very small... On my first day at school... I opened the envelope and inside there was... My favourite game is... My holiday was fun... I like to go to the park... I was the size of a mouse... Skating is fun... I like to ride my bicycle... [top]

Word matchboxes
Level: 1+ Age: 6+ Time: 15-20 minutes Aims: for children to collect words they have difficulty with, to make problem words easier to remember, to make a portable spelling resource Materials: matchboxes or any small box, cards cut to fit inside the matchboxes, paper and glue. Preparation: Each child will need to bring a matchbox or other small box to school. Make a word matchbox by covering with white paper and decorating it with your name and English words. Now make some word cards with words the children need to practise, doing the part of words the children find difficult in a bright colour, e.g. 'two' with the 'w' in red or 'eight' with the 'gh' in red. In class 1. Show the children your word matchbox. Open it and show the children the word cards you made. Explain why you have highlighted some letters. 2. Tell them they are going to make their own special word box and that it is to help them remember difficult words. 3. Now give the children some paper to glue on their matchbox.

4. Tell them to put their name on it and they could write some English words such as their favourite food or pet. 5. The children look through their work and find words you have corrected. 6. They now take some of the cards you cut to fit their matchbox and make word cards. Remind them that they should write the words in colours, highlighting the part of the word where they need to take care. Follow-up The children can carry their matchboxes around with them and use them when they need to check a spelling. Encourage them to 'have-a-go' and then check the word as in Activity 3.4 so that they do not rely on the matchbox each time. The aim is for the children to decide that they no longer need the word in their matchbox and can remove the card to make way for new words they need help with. Variation If the children can spell words aloud, you could ask for their matchbox and choose a word for them to spell. The children keep the matchbox on them at all times so you could make it into a 'quick-draw' game, stopping them in the playground or on the corridor to ask them a word. The children really like the surprise element of this and you often see them studying new words they have added to their matchbox.