Multisensory Teaching Strategies PDF

+-----------------------------------------------------------------------+ | **Disappearing ink**, is also known as invisible ink or magic ink. It | | is a type of ink that temporarily or permanently becomes invisible | | after writing or drawing | |...

+-----------------------------------------------------------------------+ | **Disappearing ink**, is also known as invisible ink or magic ink. It | | is a type of ink that temporarily or permanently becomes invisible | | after writing or drawing | | | | Benefits | | | | \- Encourage students curiosity. | | | | \- Foster students creativity and imagination. | | | | \- Improves student writing skills. | | | | \- Promotes teamwork and collaboration | | | | \- Encourage students to explore. | | | | Steps | | | | 1\. In a spray bottle, put an amount of water. | | | | 2\. Write or draw in a board using chalk. | | | | 3\. To make the chalk or ink disappear, gently wet the board with | | water. | | | | **Sentence Strips** | | | | It is an educational tool used to support reading, writing, and | | language development. | | | | Sentence strips can be pre-printed with sentences or phrases. | | | | Benefits | | | | \- Develops reading and writing skills. | | | | \- Improves grammar. | | | | \- Encourage creative writing and storytelling. | | | | \- Foster collaboration and discussion. | | | | How to use | | | | 1\. Write or type sentences/phrases/words on the paper or card. | | | | 2\. Cut the paper into strips. | | | | 3\. Laminate the paper for durability (optional). | +-----------------------------------------------------------------------+ | **Reappearing magic ink** is a captivating activity that combines | | science and creativity. It involves using a special ink that becomes | | invisible when dry but reappears under certain conditions, such as | | heat or a chemical reaction. | | | | Benefits: | | | | Engaging Learning: The element of surprise and magic sparks curiosity | | and interest. | | | | Scientific Exploration: It introduces basic scientific concepts like | | chemical reactions and physical properties. | | | | Fine Motor Skills: Writing or drawing with the magic ink helps | | develop fine motor skills. | | | | Creativity: It encourages creative expression through secret | | messages, drawings, or stories. | | | | Problem-Solving: Students can experiment with different techniques to | | make the ink appear and disappear. | | | | Steps: | | | | PREPARE MATERIALS | | | | 1\. Get a clean white paper (bondpaper) | | | | 2\. Coloring materials: color pencil, crayons, and water color | | | | 3\. Water | | | | HOW TO DO IT: | | | | \- Write any word in the clean paper using ONLY WHITE crayons/color | | pencil. | | | | \- After writing the word, brush it with water color (any color will | | do). | | | | -After brushing the water color into the paper it will reveal the | | word you write. | | | | **REPLAY ANALYSIS** | | | | Description: | | | | Replay analysis is a strategic approach in education where learners | | repeatedly engage with a specific piece of text or information. It | | involves re-reading, re-writing, re-telling, re-enacting, or | | re-creating the content in various ways. This repetitive exposure | | enhances comprehension, retention, and critical thinking skills. | | | | Benefits of Replay Analysis: | | | | Enhanced Comprehension: Repeated exposure to the text allows students | | to grasp complex ideas and nuances. | | | | Improved Retention: Regular practice strengthens memory and recall. | | | | Deeper Understanding: Multiple interactions with the text encourage | | deeper analysis and critical thinking. | | | | Increased Fluency: Re-reading and re-telling promote smoother reading | | and speaking. | | | | Boosted Confidence: Successful practice builds self-assurance in | | reading and language skills. | | | | Personalized Learning: Students can tailor the replay process to | | their individual needs and learning styles. | | | | How to Do Replay Analysis: | | | | 1\. Select a Text: Choose a text that aligns with the learning | | objectives and interests of the students. | | | | 2\. Initial Reading: Have students read the text independently or in | | a guided reading group. | | | | 3\. Replay Activities: Implement a variety of replay activities, | | such as: | | | | Re-reading: Encourage students to re-read the text multiple times, | | focusing on different aspects each time (e.g., vocabulary, main | | ideas, character development). | | | | Re-writing: Ask students to summarize the text in their own words, | | write a different ending, or create a related story. | | | | Re-telling: Have students retell the story to a partner, in a small | | group, or to the whole class. | | | | Re-enacting: Encourage students to act out the story or create a | | short play. | | | | Re-creating: Have students draw pictures, create a comic strip, or | | design a poster to represent the text. | | | | 4\. Guided Discussion: Facilitate discussions about the text and the | | replay activities. Ask open-ended questions to encourage critical | | thinking and deeper understanding. | | | | 5\. Assessment: Assess students\' understanding and skills. | +-----------------------------------------------------------------------+ | **On the go** | | | | Is amultisensory literature teaching refer to activities that | | encourage students to engage with literary content actively and | | physically, often outside the traditional classroom setting. | | | | Benefits of using on the go activity | | | | Strengthening Letter Recognition: helps students associate letters | | with real-world objects, making learning feel more relevant and | | tangible | | | | Building Vocabulary: As students observe their surroundings and find | | objects for each letter, they naturally expand their vocabulary | | | | Supporting Memory and Recall: they build an association between | | letters and real-life objects, which can make recall easier. | | | | Steps: | | | | 1\. Give students a paper plate with alphabets | | | | 2\. Allow students to explore and observe their surroundings | | | | 3\. Tell them if they see a object, they will fold the alphabet of | | the first letter of the objectbthat they have seen, for example | | Grass they fill fold the letter G on the paper plate | | | | 4\. Let the student present the object that they have seen, based on | | the alphabet that they fold | | | | In a **letter pattern word tracing** activity, students trace over | | printed or pre-written words that contain a targeted letter pattern | | | | Benefits of Letter Pattern Word Tracing | | | | Enhanced Pattern Recognition: helping them recognize and remember | | these common structures, which are essential for spelling | | | | Development of Fine Motor Skills:Tracing is a form of handwriting | | practice, which helps develop fine motor skills | | | | Steps | | | | 1\. Allow the students read the word that posted on the board | | | | 2\. Let them trace the word on the board | | | | 3\. Let them rewrite the word on the salt | +-----------------------------------------------------------------------+ | **Rice sensory Tub** | | | | A rice sensory tub is a container filled with rice, often combined | | with small toys, tools, or themed objects, designed for children to | | explore and play with their senses. This hands-on activity is | | commonly used in early childhood education | | | | to promote sensory play, | | | | Benefit is it supports the development of fine motor skills, hand-eye | | coordination, creativity, and sensory processing. | | | | In **\"Letter Body,\"** children try to form different letters of the | | alphabet using their own bodies. They can do this alone, with a | | partner, or in a group, especially for larger or more complex | | letters. | | | | Benefit of This game is it encourages children to think about letter | | shapes and use gross motor skills to mimic those shapes, reinforcing | | their learning through physical activity | +-----------------------------------------------------------------------+ | **Ball toss** | | | | is an active and engaging activity that allows learners to practice | | their speaking skills and reinforce vocabulary. | | | | Here\'s what you need: | | | | Ball | | | | Steps: | | | | -Let your pupils make a circle. | | | | -First player say a letter sound, then s/he will toss a ball to | | another player, and the other player must say the next sound into | | word and s/he will also make a letter sound and then pass the ball to | | the next player. | | | | **Spinners** | | | | are super easy to put together and they\'re great phonics practice | | for home or the classroom. Your children will spin the paper roll to | | make a word. This game addresses the phonics aspect of early reading | | and helps kids focus on the letter sounds within a word.Children are | | able to practice \"sounding out\" groups of rhyming words (often | | called word families). | | | | Here\'s what you\'ll need: | | | | Hanger | | | | Scissor | | | | Paper roll | | | | Steps: | | | | First, you need to cut the paper roll into two pieces. | | | | Second, write the first word family in one section (ex. c,m,p). | | | | Third, write the another family words in separate paper roll (ex. at, | | in, ap) | | | | Fourth, put the letters on hanger. | +-----------------------------------------------------------------------+ | **Playing with different fonts** | | | | Engages the learners visually, verbally, and kinesthetically. It | | enhances their letter recognition by allowing them to identify | | targeted letters written in different fonts and pronounce the sound | | of each letter. First, provide materials containing letters in | | various fonts, such as magazines, storybooks, posters, product | | labels, and more. Next, give them a set of targeted letters to find | | in the materials and let them cut out the letters. Then, guide them | | in pronouncing the sound of each targeted letter. Finally, ask them | | to give examples of words that start with the targeted letters. | | | | **Paper letter tiles** | | | | Engages learners visually, verbally, and kinesthetically, enhancing | | and testing their vocabulary. It allows them to come up with words | | that start with their chosen letter. First, mix all the letter tiles. | | Next, let your learners pick a random letter. Then, guide them in | | pronouncing the sound of the letter they picked. After that, ask them | | to give examples of words that start with that letter. Proceed by | | asking them to spell their sample words. Guide them by having them | | spell the words out using the remaining letters from the mixed letter | | tiles. | +-----------------------------------------------------------------------+ | Flip book & thumbs up big book | +-----------------------------------------------------------------------+ | Sight words | +-----------------------------------------------------------------------+ | **Talking  words part** | | | | a fun and engaging activity that helps children develop phonemic | | awareness and early literacy skills. | | | | Phonemic awareness is the ability to identify, think about, and | | manipulate the individual sounds in spoken words. | | | | I\'m going to divide you into two groups then by group you are going | | to say the sound of the letters and combine it together to create a | | word. | | | | **SPIN THE WHEEL(WITH A TWIST**) | | | | \"Spin the Wheel (With a Twist)\" is a fun and engaging game show | | that combines elements of luck, strategy, and audience interaction. | | The unique twist mechanism provides a thrilling element of | | unpredictability, making each spin a suspenseful and exciting | | experience | | | | This instructional material, which is composed of different pictures | | in a circle shape, is called Spin the Wheel. All you have to do is | | spin the wheel 2x, where you have to spin the big circle first and | | then the small circle that has pictures, Which picture goes straight | | to the arrow, then you have to make a sentence using that pictures. | +-----------------------------------------------------------------------+ | **Word building** | | | | STRATEGIES | | | | Word building multisensory strategies are instructional approaches | | designed to support reading, spelling, and vocabulary development by | | engaging multiple senses---visual, auditory, kinesthetic, and | | tactile. These strategies are particularly effective for young | | learners and those with dyslexia or other learning challenges, as | | they help reinforce learning through diverse sensory experiences. | | Using a variety of these multisensory techniques can help students | | retain word structures better, especially when different approaches | | are combined. Multisensory word-building strategies are particularly | | effective in early literacy and for students who benefit from | | engaging different senses in learning. | | | | Description | | | | Word building is a literacy strategy that helps students understand | | the structure of words, their meanings, and how they can be altered | | by adding or changing parts. This process usually involves | | manipulating letters, sounds, and word parts (like prefixes, | | suffixes, and roots) to create new words, which can build vocabulary | | and reinforce spelling and phonics skills. | | | | In a word-building activity, students might start with a base word | | and then add letters or syllables to create related words. For | | example, starting with the root word "play," students could build | | words like "playing," "played," or "playful." This approach allows | | them to explore word families, understand grammatical variations, and | | see how different parts of words come together to create meaning. | | | | Word building helps young learners become more aware of word | | patterns, phonics rules, and the relationship between sounds and | | letters, which supports reading and writing fluency. It can be used | | in various ways, such as spelling games, flashcards, and interactive | | activities, making it an adaptable technique for dif rferent literacy | | levels and contexts. | | | | Step | | | | Word building is a key step in developing phonics skills, especially | | in early literacy. It involves combining individual sounds (phonemes) | | or letters to form words. Teach students to blend these sounds | | together to form a word. For example, with the sounds /c/, /a/, and | | /t/, students learn to blend them to form the word \"cat.\", As | | students progress, introduce more complex words and patterns, such as | | digraphs (two letters that make one sound, like \"sh\" or \"ch\") and | | blends (two letters that blend their sounds, like \"st\" or \"bl\"). | | Encourage students to practice word-building regularly through | | activities like letter tiles, writing, and reading exercises, to | | reinforce their skills in forming and recognizing words. | | | | Through word building, students improve their decoding skills, expand | | vocabulary, and gain confidence in reading. | | | | **Word sorts- inductive analysis** | | | | Description | | | | A word sort is an activity where students categorize words based on | | specific features or patterns. This technique is commonly used in | | phonics, vocabulary, and spelling instruction to help students | | recognize and understand word patterns, spelling rules, and word | | meanings. Teachers select a list of words that share a common | | feature, such as the same initial sounds, vowel patterns, word | | endings, or parts of speech. For example, words might be chosen based | | on their short or long vowel sounds (e.g., "cat," "cake") or prefixes | | and suffixes. After sorting, students discuss the patterns they | | noticed. Teachers can guide this conversation to reinforce spelling | | rules, pronunciation, or meanings. For instance, students might | | observe that words with \"ck\" at the end, like \"duck\" or \"back,\" | | typically have short vowels. Word sorts support students in | | developing phonemic awareness, expanding vocabulary, and applying | | spelling rules, making them a versatile tool for building literacy | | skills. | | | | Benefits | | | | Word sorts are a powerful strategy in literacy instruction that help | | students learn to categorize, analyze, and understand word patterns. | | This approach improves spelling, phonics, and vocabulary knowledge by | | teaching students to notice similarities and differences between | | words. Word sorts can be tailored to meet students' developmental | | levels, helping them build word recognition, spelling accuracy, and | | vocabulary understanding. They also offer a hands-on, engaging way to | | explore and solidify language concepts. | | | | Steps | | | | Students categorize words based on specific criteria, which helps | | them notice patterns and relationships between words. By sorting | | words, students actively engage with spelling patterns, phonics | | rules, and word structure, which strengthens their understanding of | | word formation and improves their reading and spelling skills. | +-----------------------------------------------------------------------+ | **Which word doesn't look like** | | | | Description: An Activity where students are given a list of words, | | and they must identify which one doesn't belong based on meaning, | | categories, or other language features. | | | | Benefits: Improves vocabulary, encourages critical thinking and | | enhances categorization skills.Students can learn by identifying | | which word doesn't belong, students can learn to recognize patterns | | and categorization in language and it also helps them improve their | | reasoning skills. | | | | Strategies: Start with simple examples and gradually increase the | | difficulties. Focus on different categories such as objects, actions, | | or concepts. | | | | Steps: | | | | Provide list of words | | | | Ask student to identify which word doesn't belong | | | | Have students explain their choice | | | | **Sentence Mix up strips** | | | | Description: An activity where a sentence is broken down into | | individuals words or parts and the words are mixed up. The goal is | | for student to rearrange the words to form a grammatically correct | | sentence. | | | | Benefits: Improves sentence structure, Boost vocabulary and enhances | | critical thinking skills | | | | Strategy: Start simple sentences and gradually increase the | | complexity as student improve how to do it. | | | | Steps: Choose sentence, Break into words, mix into strips, Have | | students work to put the sentence in the right order. | +-----------------------------------------------------------------------+ | Inquiry | +-----------------------------------------------------------------------+