1. Sultan Qaboos university
Education College
ECED4080
REPORT ABOUT:
Sample Album of Learning Task
Documentation Entry
ASILA SAID ALMAMARI
82942
2032011
2. Sample Album of Learning Task Documentation Entry
رLearning Task:
س
Play dough letters sounds
Learning task adapted form:
http://www.kinderplans.com/content.cfm?pageid=165
Description:
Focus letter would be made out of modeling clay (preferably
one that hardens). The children would feel the letters and
find the pictures that begin with the letter sounds. After, the
letters would be placed in a container. One child is
blindfolded and the other child chooses a letter to give to that
child. They must guess what letter they are feeling. After, the
roles are reversed.
Age group:
4.5 to 6.5 years
Subject area:
Language
Subject strand:
Reading and Writing
Subject Topic:
Letter sound
Background information:
3. Children need many experiences working with letters of the
alphabet before they can actually begin to print letters using a
pencil or marker. Understanding can begin in a receptive
manner with activities such as having children move their
fingers over the shapes of clay letter. In this learning task, clay
letters are rolled and put on colored cards. Once student can
recognize and name letters, they could attempt to match
letter and pictures of the first sound. Letter combinations can
placed on cards as letter chunks.
Student Learning Outcomes:
Reading & Vocabulary:
Names the pictures and pronouns the first letter.
Writing:
Moves their hand over the shapes of clay letter.
Prerequisite concepts, Skills, &Values:
• Follows class routines for selecting, using and returning
individual learning task
• Adopts class routines for obtaining teacher support to
demonstrate learning tasks and to obtain assistance
• Small muscle control to trace the clay letters
• Recognizes and names letters
• Recognizes tactile shapes from work with three
dimensional shapes
Learning Theory & Instructional Strategy:
4. • The activity follows the constructivist theory of learning
in that the child learns about letter formation by
actually tracing the letters themselves
• The instructional strategy is independent learning with
self-correction
• The teacher demonstrates the learning task for the child
initially, and then the child works on its own perhaps
working with the same task for several days to reach the
mastery level.
Student Characteristics Accommodated:
• Accommodating both bodily kinesthetic, spatial,
and naturalistic intelligences underlie the design of
this activity as student enjoy the texture, and sight
of the clay and observe the shapes and patterns of
letters.
• The activity provides concrete experience leading
to the more abstract recognition and formation of
printed letters.
• Visually impaired students are aided with the
tactile feel of the letters and their large size.
• Children only engage in this activity when it is
developmentally appropriate for them and are not
force to move along with the entire class or
through the forced progression inherent to printed
workbooks.
Introduction of the Learning Task:
5. • Show the child how to remove the activity tray from the
shelf noting the placement of each item.
• Take the learning task to an open space at a table
• Demonstrate how to trace the shape of a letter while
saying the sound that the letter makes.
• Show the child how to trace the shape of letters while
saying the sound, which they represent.
• Feel the letters and find the pictures that begin with the
letter sounds. After, the letters would be placed in a
container.
• Choose one child who is blindfolded and the other child
chooses a letter to give to that child. They must guess
what letter they are feeling and then bring the pictures
of sound letters. After, the roles are reversed.
• Say that letters can be models to use while a thick pencil
or paintbrush.
• Each week, the student should do five letters only
according to the easiest sounds.
• Show the child how to move the play dough to the tray.
Preparation:
6. Print out enough pictures of the first five letters ((،ن،ف،س،ع
2) رpictures for each letter). Cut out these pictures and glue it
on the cards. Laminate the cards. Roll the clay to make the
letter shapes. Put the letters to the laminated and colored
paper which using as background
Play Dough Recipe:
• 250 ml flour
• 125 ml salt
• 250 ml water
• 30 ml vegetable oil
• 30 ml cream of tartar
• Food colouring
• Empty plastic containers
• Parchment paper
Instructions:
Mix the flour, salt, cream of tartar, and oil together in
saucepan. Slowly add the water mixture. Cook over
medium heat, stirring until the dough becomes stiff.
Pour your dough onto a sheet of parchment paper. Set
aside to cool. When the dough is cool, knead it with your
hands until it is pliable but not mushy. Add a few drops
of food coloring and knead again to add colour to the
dough.
Tools and equipment needed:
7. • 2 Pictures of each letter
• Clay
• 5 colored cards according to the number of letters.
• 2 containers
• Scissors
• Super Glue.
Laminated Letter Sheets:
• File of Arabic letters
• Computer printout each of the pages of the file
• Pages glued to card
• Pictures laminated
Checklist of Tray items:
1. Tray
2. Container of Arabic letters
3. Container or bag of pictures
4. Laminated sheets of letters
Extension Activities:
1. Students roll the play dough to make the letters by
molding the printed letters.
2. Students could go on to use paintbrush strokes to form
letters of their names.
8. 3. Students could use a wet sponge to form letters on
concrete or a chalkboard.
4. Students could use a large, thick pencil to form letters
and print their names.
Enrichment Activities:
1. Students could be provided with specific letter
combinations chunks to address specific phonics skills
(such as pronounced and no pronounced letters).
2. Students could be provided with all letters combinations
as an aid to the letter of place value with double-digit
numbers.
Assessment Techniques:
• Student compares play dough letters with the pictures
sound and self corrects.
• Instructor observes student while working and provides
formative feedback.
• Instructor examines and analyzes finished product.
Feedback Suggestions:
• How you match the pictures as the letters?
• Please read the clay letters and its pictures.
• Give me two examples of things or names that are
started with same sound?
• How can you write this letter?
Alternate Play Dough Letter Activity:
9. Students can look at a sheet of laminated letters and
attempt to form various letters using play dough.
Evaluation Rubric:
1. Has difficulty keeping finger on the clay letters and
names the sounds. Transfers only a few letter strokes
to paper and remind him about the sound.
2. Forms letters with reversal and/or missing strokes
and names some of pictures.
3. Forms most letters and matching the sounds of
pictures.
4. Forms all letters correctly matching the sounds of
pictures.
Vocabulary:
Letter, sound, play dough, print, model, & trace
References:
http://www.kinderplans.com/content.cfm?pageid=165
Images from: http://images.google.com/
Comments, Hints, &Suggestions:
• Remember to make play dough letters before and
store it in the container.
Key Words:
