BY FIONA ON FEBRUARY 15, 2012
Bean bags are particularly well adapted for developing the ability to throw and catch objects. Small children and children with motor or visual difficulties can play successfully with a bean bag when it would be impossible for them to play with a ball. The child is able to catch the bean bag by just getting his hand in front of it whereas he has to coordinate his grasp to a much greater extent to catch a ball. If he misses the bean bag, it hits the ground and slides to a stop in a short distance. If he misses the ball, it bounces and rolls and the child has to chase it. Therefore the bean bag is much less frustrating.
1.Throw the bean bag up in the air and catch it when it comes down.
2.Throw the bean bag up and make it just touch the ceiling. Then throw it up and make it come as close to the ceiling as you can without touching the ceiling.
3.Throw the bean bag up in the air and try to touch it with your right foot when it comes down.
4.Throw the bean bag up in the air and try to touch it with your left foot when it comes down.
5.Throw a bean bag up in the air. On the command “right”, “left”, or “both” catch the bean bag with the right hand, the left hand, or both hands.
6.Throw the bean bag up in the air. When it reaches the top of its trajectory close your eyes. Try to catch the bean bag with your eyes closed. This activity requires the child to visualise the path that the bean bag will follow in its descent and predict where it will fall. This is an important part of his training.
7.Hold two bean bags, one in each hand. Throw both bean bags in the air simultaneously and catch them when they come back down.
8.Throw the two bean bags up in the air and catch them with the opposite hands. Catch the bean bag thrown with the right hand in the left hand, and catch the bean bag thrown with the left hand in the right hand.
9.Throw the two bean bags up in the air and clap a rhythm pattern with hands (clap, clap, clap, pause, clap) before catching the bean bags.
10.Throw the two bean bags up in the air, clap your hands, slap your legs, then catch the bean bags.
11.Invent five new patters to clap, slap or stamp while throwing and catching the bean bags.
12.Keep two bean bags in motion by throwing one up in the air, watching it reach the top of the trajectory, then throwing the other one up and so on.
13.Throw the bean bags in rhythmic sequences, for example left –2, right –1. Continue the sequence at least 10 times.
14.Throw the bean bags in rhythmic sequences that include left, right and both hands. Left –2, right –1, both -2. Repeat 10 times.
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Dyslexics have difficulty recalling words.
As soon as your child has learned enough common sight words if they continue reading very easy books every day they will usually be able to recall the words they have learned and gradually build up a reading vocabulary.
If your child reads only now and then, they will forget the words, begin substituting others, become discouraged and make little progress.
Easy going love may lead a parent to neglect daily reading.
There are so many things that make it difficult to read daily your child wants to play, they have homework, birthday parties, play dates, the list goes on and on. If your dyslexic child’s reading is often neglected, they assume it is unimportant and cease to cooperate.
To teach your dyslexic child to read, you must have proper materials and know-how, but most of all you must have tough love. Love strong enough to enable you to find the time every single day to help your child to read.
Reading must be part of your child’s daily routine the same as brushing teeth, having breakfast or getting up in the morning.
Choosing a book.
Use the 5 finger rule to determine if the book is “just right”
1. Open a book to any page.
2. Start reading the page.
3. Hold up one finger for EVERY word that you don’t know or have
The book is too EASY.
The book is at the Interest level.
The book is at the Challenge level. You can try it ~ be sure it makes sense.
The book is at the Frustration level and is not a good choice for now.
How to do paired Reading.
Talk about the story.
You must be enthusiastic and supportive. Daily practice brings success!
Exercises to help with learning difficulties and concentration.
Materials: Hidden picture magazines and games like where’s Waldo? also, Highlights, magazine offers a lot of hidden picture activities.
Method: Have the child do the activities below.
Levels 1 to 2: Use the Highlight, magazines or where’s Waldo? Books.
Levels 3 to 5: Use normal reading material. Designate a letter (for example, R) and ask the child to look at the page of print and circle as many R’s as he can. Vary the letters he is to find. Time him and see how fast he can find the designated letter. You can vary this and ask him to find blends or circle all the words with “tion” in them or that end with “ing).
Materials: Normal reading material.
Method: Have the child do the following activity.
Levels 2 to 5: The child is to circle all words where a letter appears twice. This can be varied by finding words with three letters or words where there are no letters that appear more than once. For younger children, use large print books. The child is to scan to a left to right direction on each line of print. He is not to randomly search or use his finger as a marker to keep his place.
Words in Words
Materials: Reading material.
Method: Have the child do the following activity.
Levels 3 to 5: Have the child find as many words as he can that are hidden in other words. For example many = man; other = the.
One Foot Hop
Method: Have the child do the following activities.
Have the child hop in place on one leg, hop four steps forward, four steps backward, hop to the left, hop to the right, hop in place and turn around.
Repeat with opposite foot.
Hop while grasping the ankle with the opposite hand behind the back.
Hop while grasping the leg in front of the body with both hands.
The child should try to do at least 10 hops across the room on each foot.
Coordination between left and right.
Materials: Different coloured tile or carpet cut into 4 inch squares (have 20 squares – 10 of one colour and 10 of another colour).
Method: The child is to walk on the squares. He is to keep his body straight and have good posture.
Level 1: Put the squares in a straight line. The child is to walk on them and keep his balance.
Arrange the squares slightly off centre with one colour on the right of centre and the other on the left of centre. For example:
Have the child walk on the squares and call out the side that is stepping on the square. For example, each time he steps on the blue square, he calls out “right” and each time he steps on the red square, he calls out “left”.
Put the squares in various patterns that make up letters or numbers. Have the child walk on the patterns and tell you which letter or number it is.
Method: The child will do the following activities.
The child stands in front of you, arms at his side. Have him hop up and down. Make sure both is feet leave and touch the floor at the same time.
Have him hop across the room on one foot. Have him do it first with his right foot and then hop back on his left foot.
Clap a pattern and have him hop to the pattern. For example, one clap, pause and two quick claps would be one hop, pause and two quick hops. Have him do this first on both feet, then on one foot.
Do #1, but have the child facing away from you as so he cannot see you clapping.
Level 3: Have the child facing you. Clap a pattern. He is to alternate feet as he hops to the pattern. For example, clap, clap, pause, clap, and clap, clap would be right, left, pause, and right, left, right.
Level 4: Have the child facing away from you. Clap a pattern. He is to alternate feet and call out which foot he is hopping on as he hops to the pattern. For example, clap, pause, clap, clap, he would hop and call out “right”, pause, “left”, “right”.
When we write or talk about negative experiences it has a very positive effect on us.
It can improve our general health, our ability to communicate with others and generally make our life much happier.
Talking to another person or even talking into a tape recorder can help.
As soon as you talk or write about a negative experience you will show a reduction in blood pressure and muscle tension.
Expressing how you feel gives great physical relief.
Telling a friend or seeking help early on will reduce your chances pf stress related illness.
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Irish Christmas Traditions
IRISH CHRISTMAS TRADITIONS
Ireland, like most countries, has a number of Christmas traditions that are all of its own. Many of these customs have their root in the time when the Gaelic culture and religion of the country were being supressed and it is perhaps because of that they have survived into modern times.
THE CANDLE IN THE WINDOW
The placing of a lighted candle in the window of a house on Christmas eve is still practised today. It has a number of purposes but primarily it was an symbol of welcome to Mary and Joseph as they travelled looking for shelter.
The candle also indicated a safe place for priests to perform mass as, during Penal Times this was not allowed.
A further element of the tradition is that the candle should be lit by the youngest member of the household and only be extinguished by a girl bearing the name ‘Mary’.
THE LADEN TABLE
After evening meal on Christmas eve the kitchen table was again set and on it were placed a loaf of bread filled with caraway seeds and raisins, a pitcher of milk and a large lit candle. The door to the house was left unlatched so that Mary and Joseph, or any wandering traveller, could avail of the welcome.
THE WREN BOY PROCESSION
During Penal Times there was once a plot in a vilage against the local soldiers. They were surrounded and were about to be ambushed when a group of wrens pecked on their drums and awakened the soldiers. The plot failed and the wren became known as ‘The Devil’s bird’.
On St. Stephens day a procession takes place where a pole with a holly bush is carried from house to house and families dress up in old clothes and with blackened faces. In olden times an actual wren would be killed and placed on top of the pole.
This custom has to a large degree disappeared but the tradition of visiting from house to house on St. Stephens Day has survived and is very much part of Christmas.
The placing of a ring of Holly on doors originated in Ireland as Holly was one of the main plants that flourished at Christmas time and which gave the poor ample means with which to decorate their dwellings.
All decorations are traditionally taken down on Little Christmas (January 6th.) and it is considered to be bad luck to take them down beforehand.
TRADITIONAL GAELIC SALUTATION
The Gaelic greeting for ‘Merry Christmas’ is:
‘Nollaig Shona Duit’
……which is pronounced as ‘null-ig hun-a dit’.
Irish Christmas Traditions – An article provided by The Information about Ireland Site.
(C) Copyright http://www.ireland-information.com
Eight-year-old Virginia O’Hanlon wrote a letter to the editor of New York’s Sun, and the quick response was printed as an unsigned editorial Sept. 21, 1897. The work of veteran newsman Francis Pharcellus Church has since become history’s most reprinted newspaper editorial, appearing in part or whole in dozens of languages in books, movies, and other editorials, and on posters and stamps.
“DEAR EDITOR: I am 8 years old.
“Some of my little friends say there is no Santa Claus.
“Papa says, ‘If you see it in THE SUN it’s so.’
“Please tell me the truth; is there a Santa Claus?
“115 WEST NINETY-FIFTH STREET.”
VIRGINIA, your little friends are wrong. They have been affected by the skepticism of a skeptical age. They do not believe except they see. They think that nothing can be which is not comprehensible by their little minds. All minds, Virginia, whether they be men’s or children’s, are little. In this great universe of ours man is a mere insect, an ant, in his intellect, as compared with the boundless world about him, as measured by the intelligence capable of grasping the whole of truth and knowledge.
Yes, VIRGINIA, there is a Santa Claus. He exists as certainly as love and generosity and devotion exist, and you know that they abound and give to your life its highest beauty and joy. Alas! how dreary would be the world if there were no Santa Claus. It would be as dreary as if there were no VIRGINIAS. There would be no childlike faith then, no poetry, no romance to make tolerable this existence. We should have no enjoyment, except in sense and sight. The eternal light with which childhood fills the world would be extinguished.
Not believe in Santa Claus! You might as well not believe in fairies! You might get your papa to hire men to watch in all the chimneys on Christmas Eve to catch Santa Claus, but even if they did not see Santa Claus coming down, what would that prove? Nobody sees Santa Claus, but that is no sign that there is no Santa Claus. The most real things in the world are those that neither children nor men can see. Did you ever see fairies dancing on the lawn? Of course not, but that’s no proof that they are not there. Nobody can conceive or imagine all the wonders there are unseen and unseeable in the world.
You may tear apart the baby’s rattle and see what makes the noise inside, but there is a veil covering the unseen world which not the strongest man, nor even the united strength of all the strongest men that ever lived, could tear apart. Only faith, fancy, poetry, love, romance, can push aside that curtain and view and picture the supernal beauty and glory beyond. Is it all real? Ah, VIRGINIA, in all this world there is nothing else real and abiding.
No Santa Claus! Thank God! he lives, and he lives forever. A thousand years from now, Virginia, nay, ten times ten thousand years from now, he will continue to make glad the heart of childhood.
1/2 cup uncooked oatmeal
1/2 cup cake sprinkles
1/4 cup red or green sugar crystals (as used for cake decorating)
You can also use cereals, nuts or anything you think reindeer might like.
Reindeer Food Poem—-
Make a wish and close your eyes tight,
Then sprinkle it on your lawn tonight.
As Santa’s reindeer fly & roam
this food will guide them to your home
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