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Patterns: Level 1 (Ready to Write)
Framework | Level 1 (Ready to Write)
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Patterns: Level 1 (Ready to Write)Patterns: Level 1 (Ready to Write)
# Patterns: Level 1 (Ready to Write) Level: Level 1 (Ready to Write) Notes: Early patterns for motor skills, pencil control, and pre-writing development. Publication: Student Book 1, Teacher Handbook Status: In Progress Type: Framework <aside> π¨ **Purpose** Level 1 patterns develop the foundational motor skills and pencil control needed before letter formation begins. Children practise movements and shapes in an enjoyable, low-pressure context. </aside> --- ## Why Patterns at This Level? Based on NHA guidance, patterns help children: - Develop **fine motor skills** without the anxiety of "getting letters right" - Learn correct **body position** and **pencil grip** through repetitive movement - Build **confidence** before formal letter instruction - Establish **left-to-right** directionality - Regulate **pencil pressure** <aside> π‘ **Key Principle** Blank paper is preferable to lined paper when children are beginning to create and practise patterns. </aside> --- ## Early Pattern Types ### 1. Straight Lines | **Pattern** | **Movement** | **Patter** | **Prepares For** | | --- | --- | --- | --- | | Vertical lines ||| | Top to bottom | "Down, down, down" | l, i, t, all downstrokes | | Horizontal lines βββ | Left to right | "Across, across, across" | Crosses on t, f; directionality | | Diagonal lines /// | Top-left to bottom-right | "Slide down, slide down" | v, w, x, z, k | | Diagonal lines \\ | Top-right to bottom-left | "Slide back, slide back" | x, second stroke | **Teaching Notes:** - Start LARGE (whole arm movement) - Progress to smaller (wrist/finger movement) - Use varied materials: chalk, paint, sand, finger paint --- ### 2. Circles | **Pattern** | **Movement** | **Patter** | **Prepares For** | | --- | --- | --- | --- | | Anticlockwise circles βββ | Start at 2 o'clock, go left | "Round and round this way" | c, a, d, g, o, q (Curly-C family) | | Clockwise circles βββ | Start at 10 o'clock, go right | "Round and round that way" | b, p belly shapes | | Concentric circles (outward) | Start centre, spiral out | "Growing, growing, growing" | Controlled circular movement | | Concentric circles (inward) | Start outside, spiral in | "Shrinking, shrinking, shrinking" | Controlled circular movement | **Teaching Notes:** - **Anticlockwise is critical** β this is the direction for most Curly-C letters - Practise both directions but emphasise anticlockwise - Use hoops, arm circles, finger circles before pencil --- ### 3. Zigzags | **Pattern** | **Movement** | **Patter** | **Prepares For** | | --- | --- | --- | --- | | Zigzag ///\ | Diagonal down-up-down-up | "Zig, zag, zig, zag" | v, w, z (Zig-Zag family) | | Waves βΏβΏβΏ | Gentle curves left to right | "Wave, wave, wave" | Flowing movement | --- ### 4. Dots | **Pattern** | **Movement** | **Patter** | **Prepares For** | | --- | --- | --- | --- | | Dots in a row β’ β’ β’ β’ | Controlled placement | "Dot, dot, dot" | i, j dots; pencil control | | Dots in patterns | Following a path | "Dot here, dot there" | Spatial awareness | --- ### 5. Spirals | **Pattern** | **Movement** | **Patter** | **Prepares For** | | --- | --- | --- | --- | | Outward spiral | Centre out, anticlockwise | "Round and out, round and out" | Curly-C letters | | Inward spiral | Outside in, anticlockwise | "Round and in, round and in" | Controlled ending | --- ### 6. Loops (Garlands & Arcades) | **Pattern** | **Movement** | **Patter** | **Prepares For** | | --- | --- | --- | --- | | Upward loops (garlands) βͺβͺβͺ | Down-curve-up, points at top | "Dip and up, dip and up" | u, y, Long-Line family | | Downward loops (arcades) β©β©β© | Up-curve-down, points at base | "Hump and down, hump and down" | n, m, h, Bounce family | --- ### 7. Figure of Eight | **Pattern** | **Movement** | **Patter** | **Prepares For** | | --- | --- | --- | --- | | Vertical figure 8 | Continuous looping | "Loop up, loop down" | Continuous movement | | Horizontal figure 8 (infinity) | Side-to-side looping | "Loop left, loop right" | Crossing midline | --- ## Multisensory Pattern Activities <aside> β **Use varied materials and scales before pencil and paper:** </aside> ### Large Scale (Gross Motor) - **In the air** β whole arm movements - **On the playground** β chalk patterns - **With bodies** β walking/running pattern paths - **On whiteboards** β standing, large movements ### Medium Scale - **Sand trays** β finger patterns - **Finger paint** β on tables or trays - **Shaving foam** β on tables - **Salt/rice trays** β finger drawing ### Small Scale (Fine Motor) - **Playdough** β roll and shape patterns - **Wool/string** β form patterns on paper - **Paint with brushes** - **Felt-tip pens** β need less pressure than pencils - **Gel pens on dark paper** β high appeal --- ## Daily Warm-Up Routine **Duration:** 2β3 minutes before handwriting 1. **Finger exercises** β open/close fists, finger wiggles, piano fingers 2. **Air patterns** β large arm movements making today's pattern 3. **Table patterns** β finger trace pattern on table 4. **Paper patterns** β 3β5 repetitions of the pattern <aside> β±οΈ **NHA Tip:** In early primary years, encourage children to write about 3β5 shapes, then lift their writing tool. Long continuous lines are difficult for young children. </aside> --- ## Pattern Shape Templates Provide basic **outline shapes** for children to fill with patterns: - Circles (balloons, balls) - Fish shapes - Hot air balloons - Simple animals - Geometric shapes **Purpose:** Contains the pattern-making within a manageable space; prevents boredom from endless repetition. --- ## Assessment Indicators | Skill | Developing | Secure | | --- | --- | --- | | Holds pencil with functional grip | Uses fist/immature grip | Tripod or adapted tripod | | Applies appropriate pressure | Too heavy or too light | Consistent, moderate pressure | | Moves left to right | Random direction | Consistent LβR movement | | Forms anticlockwise circles | Goes clockwise or inconsistent | Consistent anticlockwise | | Controls stopping point | Overshoots or stops short | Stops where intended | | Maintains pattern size | Highly variable | Reasonably consistent | --- ## Resources to Develop - [ ] Pattern Cards (one per pattern type) - [ ] Shape Templates (fish, balloon, etc.) - [ ] Warm-Up Routine Poster - [ ] Assessment Checklist - [ ] Parent Guide: Patterns at Home