Color-Coded Writing: A Scaffolding Approach for Word Formation

Many young learners struggle with the sizing and formation of letters.   In addition, writing across the paper in a straight line can be challenging.   For these students, I like to offer a color-coded scaffolding approach that provides support and also brings the fun factor into the learning process.  I call it, Color-coded Handwriting and it helps my students master this difficult, fine motor task. 

What's the Process:

1. I offer my students color-coded paper as well as color-coded letters.  
2. I tell my students that all the letters have to match up with the colors.  
3. I share with my students that the colors represent, “the sky - blue, the grass – green, and the ground - orange.”  Letters that are green, such as the lowercase letter “o” are called grass letters, tall letters such as “t” are grass and sky letters, and letters such as the letter “g” are grass and ground letters.  All letters rest on the line below the grass. 

You Can Make This Yourself, or Purchase it Ready Made:

You can make the paper and letters with hand writing paper and highlighters, but if you would prefer to have the paper and letters already made for you, you can purchase my publication, Color Coded Handwriting for only $4.99. This downloadable, printable PDF comes with color-coded upper and lower case letters, as well as a variety of lined, color-coded templates in small, medium and large.  Furthermore it offers a two column option that is ideal for spelling words.  Finally, this product suggests a fun game-like activity.  

Dr. Erica Warren is the author, illustrator and publisher of multisensory educational materials at Good Sensory Learning and Dyslexia Materials.  She is also the director of Learning to Learn, in Ossining, NY.  To learn more about her products and services, you can go to www.goodsensorylearning.com, www.dyslexiamaterials.com, & www.learningtolearn.biz  

                                           

Embracing Positive Learning Environments

Part of the learning process is making mistakes.  However, inadvertently teachers and parents often correct young learners with negative remarks.  Kids continually hear the words "no," "incorrect" and "wrong."  What’s more, in moments of frustration, many children must withstand cutting, belittling names such as careless, lazy and unmotivated.  I think we have all been called these names at some time in our life, and I can promise you, these negative labels never help the situation.  It only breeds frustration and disempowerment.  In fact, if teachers or parents get too critical, students can feel dejected and even develop a sense of learned helplessness.

Stop the Negative Labels:

Have you seen Dan Siegal speak about the psychological impact of the word, “no?”  Here is a link to a YouTube Video where he shows an audience the difference between “no” and “yes” responses (Click Here).  I hope you have a moment to view it.  

Replace Negativity with Words of Encouragement:

How can teachers communicate student errors without sending a punitive message? Always point out what is right before using positive terms to guide any mishaps to the correct answer.  Here is a list of browbeating, contentious words that can be replaced with suggested words of encouragement.

Evaluating Errors:

Getting students comfortable evaluating their mishaps can be useful for the teacher as well as the student.  I tell my students that there are two types of errors.

1. An oops or oopsy doodle: This is when a student knew the content but overlooked a detail.  If my students get discouraged with these types of mistakes, I always give them a high five and remind them that we are human.  I then say, "If people didn't make mishaps, there would be nothing to learn." 
2. What?:  I always say this as if I am asking a question.  A "What?" is when a student never learned the concept.  This lets me know that I have to reteach the concept in a different way. 

Many of us grew up with negative labels, and I know, first hand, how difficult it can be to temper discouraging comments.  However, with practice, you will find that embracing words of encouragement will change the atmosphere of the learning environment and your students will embrace the learning process with confidence and enthusiasm.  In addition, providing a safe place where students feel comfortable evaluating their mishaps with cutesy terms such as oopsy doodle and What? will guide classroom strategies that nurture individual success. 

Dr. Erica Warren is the author, illustrator and publisher of multisensory educational materials at Good Sensory Learning and Dyslexia Materials.  She is also the director of Learning to Learn, in Ossining, NY.  To learn more about her products and services, you can go to www.goodsensorylearning.com, www.dyslexiamaterials.com, & www.learningtolearn.biz