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Copyright © by Erica Warren, 2014. All rights reserved. Published in the United States
of America. No part of this publication may be reproduced, stored in a retrieval system,
or transmitted, in any form or by any means: electronic, mechanical photocopying,
recording or otherwise, by anyone other than the original purchaser for his or her own
personal use without the prior written permission of the publisher.
Erica Warren Publications
43 Lakefront Road
Putnam Valley, NY 10579
845-528-6029
www.dyslexiamaterials.com
www.goodsensorylearning.com
www.learningtolearn.biz
[email protected]I would like to thank my editor, Mark Schiffman, for his help and support.
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!(©2014(!(Dr.(Erica(Warren(!(www.GoodSensoryLearning.com(
Table of Contents
Introduction!................................................................................................................!4(
What(is(Working(Memory?(....................................................................................................................................(4(
What(is(Hemispheric(Integration?(......................................................................................................................(4(
What(is(Sequential(Processing?(...........................................................................................................................(5(
Why(Use(these(Activities?(.......................................................................................................................................(5(
Tell!Me!Activities!.........................................................................................................!6(
Overview(........................................................................................................................................................................(6(
Directions(......................................................................................................................................................................(6(
Cross!Out!Activities!....................................................................................................!25(
Overview(.....................................................................................................................................................................(25(
Directions(...................................................................................................................................................................(25(
Squiggle!Activities!......................................................................................................!38(
Overview(.....................................................................................................................................................................(38(
Directions(...................................................................................................................................................................(38(
Score!Sheet!................................................................................................................!45(
Answer!Key!................................................................................................................!46(
Tell(Me(..........................................................................................................................................................................(46(
Cross(Out(.....................................................................................................................................................................(48(
References!.................................................................................................................!50(
About!Dr.!Erica!Warren!..............................................................................................!51(
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Introduction
Successful learners are fully engaged, can maintain attention and they activate both
hemispheres of their brain. However, many young learners go through their daily
classroom activities without being fully conscious of the task at hand. They are
constantly distracted by external stimuli as well as their own internal thoughts that take
them on “little trips” outside of the classroom. Although their bodies are present, their
minds are elsewhere. What’s more, when these students eventually become consciously
involved in the classroom, many have missed important instruction and they may only be
activating the dominant side of their brain. So, for example, if a student is only using the
right hemisphere, reading can become a difficult task, as for most people, the left
hemisphere of the brain is dominant for language. For students that fall into this profile,
learning can become difficult, frustrating and taxing.
What is Working Memory?
(
According to Google definitions, working memory is the part of short-term memory that
is concerned with immediate, conscious, perceptual and linguistic processing. The
development of working memory is fundamental to helping students to be present and
mindful while in the classroom. It also helps them to encode information as well as
perform mental manipulations.
What is Hemispheric Integration?
(
Hemispheric Integration is the activation of both the left and right hemispheres of the
brain. When hemisphere integration is poor, there is decreased communication between
the right and left sides of the brain. Electrically, the two hemispheres are not
communicating, there is an imbalance between the right and left sides of the brain or one
hemisphere is activated, while the other remains largely inactive. According to Stein,
Stanford, and Rowland (2009) multisensory integration is essential for almost every
activity that we perform because the combination of multiple sensory inputs is essential
for us to comprehend our surroundings. A healthy and productive mind “emerges from a
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process called integration” (Siegal, 2011). Both Dennison (2006) and Hannaford (1995)
offer physical activities that integrate the brain through movement, but this publication
offers quick printable activities that can also activate both hemispheres and train the brain
to be mindful and present for improved memory and processing.
What is Sequential Processing?
Sequential processing involves the ability to make sense of information that is presented
in a meaningful order. The development of sequential processing is fundamental to
reading, mathematics, following directions and other academic subjects.
Why Use these Activities?
(
We live in a society that is constantly bombarding children with stimuli to the point that
when there is no stimulation, many kids get bored. In addition, many children do not
know how to activate their own cognition and take control of their own thought processes.
I created these fun, game-like activities to help students become mindfully present,
develop working memory, engage both hemispheres of the brain and improve the
capacity to sustain attention. Many of the activities were created with the Stroop Effect
in mind. The effect is named after John Ridley Stroop who first researched and published
the effect in England in 1935 (Ridley, 1935). Later, his findings inspired a test, The
Stroop Test. The Stroop Test is purported to measure selective attention, cognitive
flexibility, processing speed, and executive functions (Howieson, Lezak, Muriel, and
Loring, 2004).
* Please note: At first, these activities can be challenging and mentally taxing. In a
single session, begin by completing one to two activities 2-3 times. Eventually, work up
to doing multiple activities numerous times.
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Tell Me Activities
Overview
(
• Tell Me Activities strengthen working memory, hemispheric integration, sequential
processing, and attention building skills.
• All these activities should be done multiple times with the intention of improving
speed of processing and accuracy.
• Each administration should be timed with the use of a stopwatch and the results
recorded at the bottom of the activity or on a copy of the Score Sheet from page 45.
• If the student does not like to be timed, evaluate his or her progress qualitatively.
• Once a student has improved his or her time and appears to work through the activity
with swift proficiency, move onto another activity.
Directions
For each activity there is a grid of rows and columns. Students should work their way
through the grid from image 1, to image 2 and so forth, across the row to the next row,
while applying the rule for that activity. See the sample below:
See how quickly you can name the color (image 1) and the shape (image 2). A student
would verbalize the following: “blue, triangle, yellow, triangle…” This continues across
all the rows until the last image on the last row. If they make a mistake, don’t provide the
answer; just repeat the rule for that item until the correct answer is given.
(
SAMPLE:(((((((((((((((Repeat!Rule:(((((( 1.(Color( ( 2.(Shape(
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Tell!Me!1:!!!!!!!!!!!!!!!!!!!!!!!!!!!Name:_____________________________________!
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See(how(quickly(you(can(name(the(color((image(1)(and(the(
number((image(2).((Continue(this(pattern(until(you(reach(the(
end(of(a(row.((Then(proceed(across(all(three(rows(until(you(
reach(the(last(image(in(the(last(row.((Note(your(time(and(try(to(
beat(your(score.(
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Repeated!Rule:(((((( 1.(Color( ( 2.(Number(
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1( ((2(( (((3(
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Tell!Me!2:!!!!!!!!!!!!!!!!!!!!!!!!!!!Name:_____________________________________!
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See(how(quickly(you(can(name(the(color((image(1)(and(the(letter(
(image(2).((Continue(this(pattern(until(you(reach(the(end(of(a(row.((
Then(proceed(across(all(three(rows(until(you(reach(the(last(image(in(
the(last(row.((Note(your(time(and(try(to(beat(your(score.(
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Repeated!Rule:(((((( 1.(Color( ( 2.(Letter(
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Tell!Me!3:!!!!!!!!!!!!!!!!!!!!!!!!!!!Name:_____________________________________!
(
See(how(quickly(you(can(name(the(shape((image(1)(and(the(number(
(image(2).((Continue(this(pattern(until(you(reach(the(end(of(a(row.((
Then(proceed(across(all(three(rows(until(you(reach(the(last(image(in(
the(last(row.((Note(your(time(and(try(to(beat(your(score.(
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Repeated!Rule:(((((( 1.(Shape( ( 2.(Number(
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Tell!Me!4:!!!!!!!!!!!!!!!!!!!!!!!!!!!Name:_____________________________________!
(
See(how(quickly(you(can(name(the(shape((image(1)(and(the(
letter((image(2).((Continue(this(pattern(until(you(reach(the(end(
of(a(row.((Then(proceed(across(all(three(rows(until(you(reach(
the(last(image(in(the(last(row.((Note(your(time(and(try(to(beat(
your(score.(
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Repeated!Rule:(((((( 1.(Shape( ( 2.(Letter(
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Tell!Me!5:!!!!!!!!!!!!!!!!!!!!!!!!!!!Name:_____________________________________!
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See(how(quickly(you(can(name(the(color((image(1),(the(number(
(image(2),(and(the(shape((image(3).((((Continue(this(pattern(
until(you(reach(the(end(of(a(row.((Then(proceed(across(all(three(
rows(until(you(reach(the(last(image(in(the(last(row.((Note(your(
time(and(try(to(beat(your(score.(
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Repeated!Rule:(((((1.(Color( 2.(Number((((((((((3.(Shape(
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Tell!Me!6:!!!!!!!!!!!!!!!!!!!!!!!!!!!Name:_____________________________________!
(
See(how(quickly(you(can(name(the(color((image(1),(the(letter((image(
2),(and(the(shape((image(3).((Continue(this(pattern(until(you(reach(the(
end(of(a(row.((Then(proceed(across(all(three(rows(until(you(reach(the(
last(image(in(the(last(row.((Note(your(time(and(try(to(beat(your(score.(
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Repeated!Rule:(((((1.(Color( 2.(Letter((((((((((3.(Shape(
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Tell!Me!7:!!!!!!!!!!!!!!!!!!!!!!!!!!!Name:_____________________________________!
(
See(how(quickly(you(can(name(the(number(inside(the(shape((image(1)(
and(the(shape’s(number(of(sides((image(2).((Continue(this(pattern(
until(you(reach(the(end(of(a(row.((Then(proceed(across(all(three(rows(
until(you(reach(the(last(image(in(the(last(row.((Note(your(time(and(try(
to(beat(your(score.(
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Repeated!Rule:(1.(Number(in(shape((2.(Shape’s(number(of(sides((
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