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Shoe Tying and Writing Made Simple Pre-K/K Workshop

Guidelines for a 3.25 CEU Hours Workshop/Pre-K/K- An Introductory Level Class

The “Shoe Tying Made Simple and Writing Made Simple” award winning product lines are innovative, colorful, action-oriented, programs that incorporate both gross and fine motor skill development using a multimodal instructional approach which helps prepare young children for school.

This workshop introduces the “Shoe Tying Made Simple and Writing Made Simple” product lines. Enroll now to review our newest colors of the “Shoe Tying Made Simple” big teaching sneakers and our “Shoe Tying Made Simple”-teaching kits. Our “Writing Made Simple” Magnetic Tins and the “Writing Made Simple” lowercase flashcards were specifically designed for travel. These specific products from the “Writing Made Simple” line are used in conjunction with our “hot” new products from the Pre-K line that are known as Formation Station. We are bringing the station to you as the hub for developmental readiness in preparation for a child’s successful school-based career!

Our new workbooks are “chock full” of specific teacher/parent readiness activities as well as lesson plans that are developmentally appropriate. The curriculum is innovative, colorful, engaging, and FUN! Children learn age-appropriate gross and fine motor skill enhancements, position-in-space, directionality concepts, letters, numbers, tracing, and cutting skills.

Learn to use our award winning “Shoe Tying Made Simple” program. You will be amazed as to how easy this program is to implement for one just child or for an entire classroom.

This document may not be printed or distributed without the written permission of Junction of Function, Inc.

All Rights Reserved © Kelly Ann Wilk 2011

Shoe Tying and Writing Made Simple Pre-K/K Workshop Goals and Objectives:

At the end of the STMS/WMS Pre–K/K Workshop, attendees will be able to:

Understand how gross motor and fine motor development can be enhanced through the use of our lesson plans. Learn how to plan new activities to teach body awareness and other school readiness skills.

You will understand how directionality concepts and knowing where we are in space is one of the key roles to learning success in school.

You will come to understand why a multi-modal approach works best with children. Children love to be read to, play, and enjoy music.

You will understand how to use our multisensory, play-based map, and other hands-on manipulatives to prepare children for handwriting.

You will understand how to “mold and shape” the correct pencil grip and determine which pencil grips may be the best for each developmental level.

Learn how to teach counting, drawing, shape recognition, and letter/number formations to children at the Pre-K/K level

You will learn how to instruct on our multisensory approach to shoe tying. It is FUN, fool-proof and very effective. * Please realize that we are engaging in evidence-based research that is about to be evaluated for its efficacy.

Schedule of Activities

|1:45 P.M. |Registration |

|2:00 P.M. |A Play Date at Formation Station- my “very first map” -introduction to the” Writing Made Simple” caricatures through our soft, bendable |

| |magnetic puzzle pieces and piece placement on the map- teach R/L orientation, directionality concepts, and midline integration |

|2:30 P.M. |Learn body parts and play many right and left body parts games- to assist young children while ingraining these concepts for life |

|3:00 P.M. |Instruction on how to use the “Writing Made Simple Magnetic Capital Letters and Number Kids” following our developmental sequence (one or |

| |two players)- size, shape, positional concepts with visual cues- great activity for centers and circle time |

|3:30 P.M. |Introduction to our ever so fabulous” Writing Made Simple” Computer Game that you can pair up with the SMART BOARDS! Children can play this|

| |FREE “Writing Made Simple” game on an individual basis or play with the entire class on the SMART BOARD- Children love this activity- |

| | |

|4:00 P.M. |Movement Break: “Get your groove on!” |

|4:15 P.M. |Writing Made Simple Lowercase Flashcards: These FUN, lowercase flashcards are unique to the “Writing Made Simple” program (first |

| |task-analyzed set to teach proper lowercase stroke formations)- perfect for small hands! Children love to peel off the vinyl |

| |electro-static shapes and watch them stick to the flashcards! See Harry, Sherry, Barry, and Terry for unending FUN! |

|4:45 P.M. |Letterplay ideas Therapy Putty and PlayFoam- use dry erase crayons with out newest edition of the “Writing Made Simple Shadow Sheets” |

|5:00 P.M. |“Shoe Tying Made Simple”- Fall in |

|6:00 P.M. |Certificate of Attendance for 3.25 Contact Hours. Adjourn. |

This outline includes the following:

A script/guideline for the presenter to follow

Optional PowerPoint presentation

Important points relevant to those teaching children with differing learning styles

Materials to be in placed on each table before the presentation begins:

A SMART BOARD for demonstration purposes

A Scholastic (red-trimmed), magnetic dry erase board- (Prop that is excellent paired with WMS)

“Writing Made Simple Magnetic Letter and Number Kit” Tins with clear overlays * Presenter should have an open tin for demonstration purposes

Brochures that accompany the tin with the correct developmental sequence

Formation Station-Play Date Map

Copies of the Writing Made Simple Letter Kids instructional posters

Writing Made Simple Lowercase flashcards.

WMS Boards and placemats along with dry-erase crayons for demonstration purposes

Brochures and other promotional materials

Shoe Tying Materials

Shoe Tying Made Simple teaching sneakers and a pair of instructional bicolored shoelaces along with instructional brochures that accompany the method (left-handed instructions included)

Script of the “Tie My Shoe” teaching song along with a CD-player

Demo teaching sneakers R/L with a fabric pen to show how to place dot markings

Copy of the “Shoe Tying Made Simple” instructional poster and individual versions that are laminated and on rings

Crayons for coloring left-handed version of “Shoe Tying Made Simple”

Supplemental literature, course script, promotional materials, etc. discussing fund-raising opportunities, and children’s shoe boutiques, PTA/PTO’s, and “Lace Up For The Cause” specialty shoelaces

.

© Copyright 2011 Junction of Function, Inc.

Kelly Ann Wilk, OTR/L

8603 Ibis Cove Circle

Naples, FL 34119-7728

239-777-4009 (F) 239-352-9015



kwilk11247@

DESCRIPTION:

Writing Made Simple Letter Kids and Clear Overlays

The Writing Made Simple Magnetic Capital Letters and Number Kids kit comes complete with:

48 soft, bendable, animated magnetic caricature pieces that are six-inches tall

36 Clear Overlays that have all 26 capital letters and number from 0-9

Full-color instructional brochure

Tin-tray packaging for two

The “Writing Made Simple” Tin Kit was designed for travel for busy adults and children who are on-the-go! Everything you will need to instruct on letter/number recognition and proper stroke formation is provided in the tins. The “Writing Made Simple” caricature magnets are six inches in height.

To Use:

To ensure complete mastery and for introductory and orientation purposes, it is recommended that you pair this item with the Formation Station, Play Map.

The child should be familiar with the WMS caricatures, right and left, top-middle-bottom, and understand basic propositional concepts. *Please be certain to instruct according to the developmental sequence that is suggested within the instructional brochure that comes with the kit.

To begin with the tins, magnets and overlays, place a clear overlay into the tin tray. Build your letter or number beginning with shape #1, then #2, etc.

Be very specific/rigid in building the letter or number with the correct sequence.

You may lay out all of the magnets and allow the child to choose the correct piece that coincides with shape #1. This skill (to pick the corresponding magnet) will help to strengthen visual perceptual pursuits.

Allow the child to place the magnet on the overlay. Have them “feel the draw of attraction” as the magnet is placed correctly on the corresponding shape!

**PLEASE INSERT THE WRITING MADE SIMPLE POSITIONAL CHARACTERS

Juan………can you help me insert the WMS postional characters……page one and page two? I have to get crackin on this one! I sent you the PDF’s to put on the front page of the website as a FREE DOWNLOAD.

WMS SmartBoard®

An Amazing Learning Experience for Your Child! – Writing Made Simple Smart Board

Writing Made Simple® is an ingenious innovation created for an efficient and enjoyable learning experience for kids. This program, along with helpful complementary products is strategically designed to create a fun learning environment with easily controlled level of difficulties. It also allows teachers and parents to apply their own teaching techniques suited for each child.

Our willingness to share this one of a kind innovation to you and your kids lead us to the creation of the Writing Made Simple Online SmartBoard®. This game is available in our website, . Just click on the big, red, star at the top part of the homepage or click on Game at the bottom of the homepage and you’re all set to try Writing Made Simple Smart Board online.

The WMS SmartBoard is complete with simple mechanics, visual and sound effects that correspond to all actions made. This interactive game is an overview of the Writing Made Simple products, which allows you and your child to experience Writing Made Simple® Here’s how it works:

BEGIN

The SMARTBoards® game page has interactive sound and visual effects that correspond to all actions. To begin, click on

Upon hitting Start, the board changes to the four WMS namely Sherry, Terry, Barry and Harry. They give out simple instructions on how to play the game.

STEP 1

Sherry says click on a letter or number to get started.

This section is divided in two; one for the alphabet kids (alphabet a-z) and other is for the number kids (numbers 0-9). Click on any of the letters or numbers you want to construct with your child. You can also let the kid click on his/her own as an added interactive experience.

STEP 2

Terry says place the matching puzzle piece that matches shape #1 on the overlay, and then look for shape #2, #3 and so on. They must be placed in the correct order.

Once the desired letter or number is clicked, its gray outline that is referred to, as the overlay will appear in the puzzle box. It will chronologically show which WMS Kids to place in the overlay to construct the letter or number.

STEP 3

Barry says use the arrow keys to turn the shape until it fits on the overlay correctly.

Underneath the puzzle box is the complete set of WMS Kids. All you have to do is to click and drag it towards the overlay. Remember to choose chronologically, click, and drag the WMS kids. Once the WMS kid you chose is already place in the overlay, just use your arrow keys to rotate the shapes until it fits the overlay correctly. You’ll know you got it when the puzzle board sprinkles colorful stars coming your successfully created WMS kid letter or number!

STEP 4

Harry says play, learn and have fun!

This is the most important instruction. So go ahead try building all the letters and numbers with your kids and have fun!

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***Juan, Please insert the Formation station play date map (front/back)

“A Play Date At Formation Station Rhyming Verse”

**Please read aloud to children and discuss the poem with them.

Guess what guys……. She know all about

You’re growing up fast! Those As, Bs, and Cs!

But growing up is fun She will help you write them out…………

You can have a blast! It will be a breeze!

It certainly will be great And Miss Kelly has other friends

If you learn a few easy things, That want to meet YOU!

Like how to write your letters They’re her All-Star Team

And your 1s, 2s, and 3s. That will help you write like the crew.

Once you learn to write some letters So let’s get started!

You can make a WORD; Your friends don’t want to wait

You can say whatever you want To have fun with you,

Without even being heard! On the Letter form Play Date!

But everything’s more fun

With friends along

So meet Ms. Kelly and

With her help you won’t go wrong. [pic]

**Hi Juan Can we insert the Letter Lingo and Number Nuance papers here please. Also can we move around Miss Kelly off to the right? There is one last rhyming verse that needs to go with the other three verses……when I added Miss Kelly is moved things over too much! Please help!

| | |

|Presenter’s Script for “Writing Made Simple” |Transparencies and |

| |Demonstrations. |

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| | |

|Introduction. | |

| |Transparency of WMS Tins. |

|Introduce yourself and tell the audience about your experience in the school systems/working with children. | |

| | |

|Kelly Ann Wilk, author and developer of “Writing and Shoe Tying Made Simple,” is an occupational therapist with | |

|more than 16 years of experience specializing in Pediatrics. Her interest in children’s “function” and | |

|purposeful skills came about while working in the schools and realizing that even the most basic tasks can be a | |

|feat for children. Remembering a college course called “Task Analysis,” and | |

| | |

|breaking the steps down in an activity, started to “hit home” while practicing in the schools. Also, Ms. Wilk’s| |

|father is a reading-learning-disabilities specialist and has always expressed VAKT, which is an acronym for | |

|V=Visual, A=Auditory, K=Kinesthetic, and T=tactile. Kelly has always had a flair for the creative, and | |

|formulated a multi-sensory program after watching many children struggle with this skill. Using concepts from | |

|child development, child-friendly terminology, music, age-appropriate language, and fun tips and tricks, Kelly | |

|developed this program. | |

| | |

|The Purpose of WMS | |

| | |

|To instruct on letter and number identification, letter and number formations. | |

|caters to every learning style. | |

|The program can be broken down into segments. The children must master each s | |

| | |

| | |

|l with this program. | |

| | |

|lll. Meet our Writing Made Simple Caricatures. | |

| | |

|ndwriting in their future. | |

|Children are not being exposed to skills that, in the overall scheme of things, will help . | |

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|IV. Becoming acquainted with our magnetic shapes. | |

|Letter Shapes | |

| | |

|(l and ---) ** Need to insert shapes | |

|Harry Diver-Harry Diver starts at the top, then drops....by diving | |

|down. Harry Diver forms tall vertical and diagonals. | |

| | |

|Sherry Diver- Sherry Diver forms short vertical and diagonals. | |

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|Sherry Horizontal- Sherry Horizontal forms short horizontals only. | |

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|The program incorporates various learning styles to include: | |

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|Auditory—letter lingo and number nuance verbiage. | |

|Kinesthetic--hand over hand | |

|Tactile-touching laces, pairing up dots. Stretchy, oval laces provide some proprioceptive feedback. Oval laces| |

|tend to lay flat and stay tied longer. | |

|Visual--step by step instructional pictures, marked laces (dots). | |

|Multi-Modal--Incorporating all styles and senses to give/provide overlap and reinforcement when needed. | |

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|Visually appealing, caricatures that are visually appealing. | |

|Proprioceptive input, magnets attract. | |

|Catchy. | |

|Includes prepositional lingo. | |

| | |

| | |

| | |

|Appeals to the visual learner. |Refer to: Classic TMS Book. |

|s. | |

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| |Have copy of the song and rhyming verse |

| |on the table for reference. |

| | |

| |Prop: |

|Hand-over-hand learning so child can “feel” the steps. | |

|Rote learning for the movements. | |

|Developmentally based preparatory exercises can assist with some of the more difficult movements involved in | |

|some of the steps; i.e., rolling putty in between index, first, and second fingers; sliding thumb down the index| |

|finger; forearm pronation-supination activities. | |

| | |

|Universal method. |Prop: |

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|Instructions for both right-handed or left-handed children. | |

|Adult- and child-friendly. Adult can feel confident teaching the steps to the program. | |

|Two different programs. Classic STMS offers more step- by-step visual supports. Newer STMS is wonderful for | |

|“typically developing” children. | |

|Either program is appropriate for typical to severely disabled. | |

|Classic STMS is ideal for nonreaders. | |

|Universal skill; shoe-tying is done all over the world, but there are various ways of tying. | |

| | |

|V. Readiness for Shoe-Tying. | |

| | |

|Not all five-year-olds may be developmentally ready to learn to tie. Alternatively, there may be four-year-olds| |

|who are developmentally ready to learn to tie, particularly little girls. | |

|Make sure hand dominance is established. *The adult needs to decide which hand is the dominant hand and which | |

|is the helping hand (assisting hand). | |

|Make sure the children are able to do some of the “preparatory exercises.” Check their fine motor dexterity and | |

|coordination and observe how they hold a pencil. | |

| | |

|Rolling a ball of putty in between thumb, index, and third fingers. | |

|Check that they can slide their thumb down the shaft of the index finger and back up again. |Prop: e difficult steps in the program. |

|Look for proper forearm pronation-supination. | |

|Make sure they have a tight pincher grasp (lobster pinchers)--thumb and pad of the index finger. | |

|Make sure their bilateral motor coordination is appropriate. | |

|Make sure they understand prepositional terms such as: under, around, through, on top of, hold together, pull | |

|sideways, etc. | |

|Visual perception/-depth perception and figure/ground are vital. | |

|A pleasant, cooperative, and “ready to learn” attitude are also very important. | |

|Child must be able to imitate the adult. | |

| | |

|VI. Bunny Ear Method verses STMS Classic Tie | |

|Developmentally, the “Bunny Ear” method is much harder for children, because there is an ambidextrous skill | |

|involved. (A very small percentage of the population is truly ambidextrous). A child has to be able to make two| |

|loops with the right and left hand, making the second loop after the first loop. The children have to pinch | |

|both loops down low and tight while continuously pinching both loops. Then the children must place an accurate | |

|amount or torque and pull loops sideways tightly to tie. This method definitely involves more bilateral | |

|coordination (symmetry and skill development in both hands). | |

| | |

| | |

|VII. Teaching Laces. | |

|Patented design of the discriminating bicolor shoelaces adds greatly to the child’s success. These are the | |

|first available bicolor teaching laces with this unique design. The teaching laces were designed to be placed | |

|into children’s shoes. They are soft, attractive and fun! The laces are oval and designed to be somewhat | |

|stretchy to spring back a bit and “hold the knot” better. When a child matches the dot at the base of the knot | |

|to the dot approximately four inches up on the shoelace, the shoelace will stand stiff and erect. This makes it| |

|easier when the child wraps the other half of the shoelace (opposite color) around the loop. | |

|The laces remain tied because of their particular design, the teaching method ensures a low, tight pincher | |

|grasp; and we reinforce this by teaching double knotting! | |

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|STMS Demonstration: | |

| | |

|Important point! You need to take into consideration how many eyelets your particular shoe has. **If there are| |

|an odd number of eyelets on the side of the shoe, then the darker half of the lace needs to be on the right (R) | |

|side of the shoe when the toe is pointed away from you. | |

|If there are an even number of eyelets, then the darker half of the lace needs to be on the right (R) side of | |

|the shoe when the toe is pointed away from you. |Props: Show classic STMS book, with its|

|Please refer to pamphlets regarding proper lacing sequence. |features. |

| | |

|For some children, this initial step of lacing up the shoe may be a very good first step. This teaches proper |Stand-up. |

|sequence, forces the child to cross midline, and uses visual-perception abilities, like figure-ground and |Flip-Bound/ easel style. |

|visual-discrimination and bilateral skills. |Printed in full colorful color. |

| |Actual photos of each step in the |

|Have the audience members’ lace up the teaching shoes on their tables. (Reminder. Keep in mind whether the |process. |

|child will be making the initial knot with the right or left hand and count the eyelets in the shoe.) * |Right-hand and left-hand dominant |

| |instructions. |

|Next, make an initial knot. Make a dot or marking on the lighter-colored lace that is just at the base of the |Rhyming verse for each step. |

|knot. Be sure that you use the fabric pen, and mark the front and back portion of the lace at the base. Then | |

|make a mark that is about four inches up. Be certain to color in the dot on the front and back of the shoelace.|New Version: |

|ALLOW THESE MARKINGS TO DRY/SET. |Catchy song! |

| |Great new color selections in teaching |

|Vlll. Steps to teaching the program. |laces. |

| |Can do “team spirit” themes with |

|To familiarize the children with the program, you can play the song as background music and talk to the children|bi-colors. |

|about the fun program that they will begin to learn! |Classroom kits available. |

|Show the children (in-service recipients) the actual pair of shoelaces. Tell them about the specifically | |

|designed laces and that they are available in two lengths: 42 inches for Kindergarteners and 50 inches for | |

|adolescents- and adult-sized shoes. Let the kids feel the laces. | |

|These laces were specifically designed so that they are a bit longer and give children the additional “length” | |

|that is needed when first learning to tie. | |

|The teacher always demonstrates first, and then the child imitates the steps. | |

|*If you are teaching higher functioning children with the new kit, you may start by placing the marked shoe on | |

|the child’s foot. If you are using the classic kit, you start with the marked shoes off the child’s feet. |Demonstration: It is a good idea to |

|Then, the nose of the shoe is pointed toward you! |show class participants how to lace up |

|You can begin with the initial “X.” Pick up the lighter-colored lace and drape it across the shoe. Then pick |the shoe! |

|up the darker lace and lay over the lighter-colored lace to form an “X.” Pick up the blue half of the lace (tip|Encourage them to participate with you! |

|or blue portion.) Take it “under” the lighter-colored lace. Pull both laces tightly until they STOP! You can |You can say this to the children! |

|give a motion (stop sign with wrist extended) of your hand as a visual support to show STOP! |“Grab your ends that have the logo STMS |

|Prompt the children, “See the dots on the lace? Now pinch them together and hold them in place!” Personally, I |and are coated with the plastic tips.” |

|like to use supplemental “lingo” that is child-friendly like, use your “Lobster Pinchers.” “Pinch them down low|“Lace your shoe and make an ‘X’ at each |

|and tight. Wow your work is dynamite!” *I always check to make sure the children have a nice, tight grasp on |step!” |

|the laces at the base of the knot. You can make a game of “Tug of War” out of this until they have demonstrated|“This is your shoe, this is my shoe. |

|a nice, tight grasp! |Now watch how I do it first!” |

|Now pick up the blue, or darker, remaining strand! This is where some forearm pronation and supination come |“My turn, then your turn.” |

|into play. The children have to grasp the darker half with their palm facing down. They take the darker half | |

|and wrap it around the “front of the loop!” * You want to make sure that the child wraps the loop tightly | |

|around the lighter-colored loop. Look for a “tighter wrap” verses a loose wrap! | |

|This last step can be somewhat tricky for some children, and may be the most challenging part. Certainly the | |

|bi-color laces help to ensure sweet success! *Keep in mind that, if they are having some difficulty with this | |

|step, you can encourage the preparatory exercises before beginning this step! Tell the children: | |

|Use your pointer finger and thumb to push the blue (or the darker lace through. | |

|Now, let go of the dots in order to pick up the blue or darker lace you just pushed through! | |

|Pull sideways tightly. | |

|Now let go and see what appears; looks kind of like two Bunny Ears! | |

|You are not finished yet. DOUBLE KNOTTING! You must instruct the child how to grasp both bunny ears from the | |

|base and go up the middle of the ears and make another “X.” *You may have to take some time to show them how | |

|this is done. Feel free to do hand-over-hand to help the children feel this! Instruct them on how to pinch all| |

|four strands at the top to make Mickey Mouse! | |

|Take the top loop (ear) through the opening (Mickey’s | |

|face) and pull sideways like you did before. Now your shoe is ready to run out the door! | |

| | |

|Using just the song or the rhyming verse: | |

|Play the “Tie My Shoe” song so that the children get familiar with the verses. They will automatically learn or| |

|“ingrain” the steps through listening to the song. *On the new version of STMS brochure, there is a perforation | |

|which will allow you to tear the song verse away from the rest of the instructional manual. | |

|If you are going to use the rhyming verse, the teacher/parent/therapist should memorize the verses to state them| |

|as the child moves through the steps. | |

| | |

|Using just the pictures or visuals: | |

|When instructing and entire classroom, you can incorporate the instructional poster. The classic STMS kit has | |

|real pictures of each step and the newer edition has computer generated graphics of the sequence. You should | |

|instruct the child by the numbered sequential steps. | |

| | |

|Review and Mastery. | |

|Children are successful with STMS because they are taught using a multi-sensory approach and they must prove | |

|mastery before they move on to the next step! | |

|Practice or recommended home work on this method suggests only doing the steps for a few minutes a night. Now | |

|remember, each and every child is going to learn at his or her own pace. Some children may understand the | |

|method in just one sitting and then be ready to wear the teaching laces in their shoes! |Demonstration: Show the steps to |

|The new laces are cute. Children really love making a fashion statement and really enjoy wearing COLOR! |wrapping around the front of the loop! |

|You can always switch to regular laces once they have learned how to tie, but they may miss the cute bi-color | |

|laces! | |

| |Show the children the Bunny Ears! |

|Review the important points with the audience. | |

| | |

|The program is task-analyzed and broken down into precise increments. |Then: Show the kids how to grasp both |

|Caters to the multi-modal method of instruction. |sides of the lace at the base and then |

|Practice time is very short (a couple of minutes a night)! |cross again to make another “X” by |

|Preparatory exercises to accompany or accommodate the more difficult steps in the program. |pinching at the “X.” The Bunny Ears |

|The books that are on the market do not generalize the skills and, therefore, more times than not, the child is |turn into Mickey Mouse! |

|unsuccessful. | |

|No fuss. Cute color selections now available. | |

|No teacher jargon. The song, rhyming verse, and terminology of the method are all “child-friendly”! | |

| | |

|*Important Guidelines Prior to Whole-Class Instruction. | |

|Make sure you know exactly how many right-handed and left-handed children there are in the classroom. | |

|Make sure to send the “introductory paper” home to the parents to let them know that you are beginning this | |

|classroom instruction and you may need additional parental support/help. | |

|You need to have each child bring from home one teaching shoe that has eyelets for lacing using the bicolor | |

|teaching laces. | |

|The classroom teachers may want to have their own demonstration shoe for teaching the steps. | |

|You can set up “classroom teaching shoes” for right-hand- and left-hand-dominant children. | |

|Use the STMS Instructional Poster. It is helpful! | |

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|Note to Presenters. | |

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|Here at Junction of Function, Inc., we wish you the utmost of success as you present your in-service. Visit our| |

|website for additional product information. Please contact us if you would like additional promotional | |

|materials for your attendees. We are always happy to hear from you, and welcome your comments and suggestions. | |

|Thank You! | |

| | |

|Kelly Ann Wilk | |

| | |

|Kelly Ann Wilk, OTR/L | |

|8603 Ibis Cove Circle | |

|Naples, FL 34119-7728 | |

|239-777-4009 (F) 239-352-9015 | |

| | |

|kwilk11247@ | |

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|Steps for Teaching Untying with our STMS Teaching Laces! | |

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|Many teachers and therapists have been asking us for preparatory steps or things we can teach preschool-aged | |

|children that might prepare them for the method. Here at Junction of Function, Inc. we came up with a list of | |

|really good ideas that are fun as well. | |

| | |

|Use our teaching board as a lacing card that is truly fun and functional. This is actually “purposeful” and is | |

|indeed one of the prerequisite steps required before tying. Teach children how to lace the STMS Sneaker Boards.| |

|Talk to them about under, pull through, and Poke through the hole, cross-like an “X” makes your (diagonal | |

|lines). | |

|Incorporate the preparatory therapeutic exercises we have outlined for you as a precursor to learning the | |

|program. | |

|Teach how to untie double and single knots. Children must know how to untie as well! Talk to them about using | |

|their index (pointer fingers) to “gently unloosen” the double knots. Then teach them how to pull “one of the | |

|pigtails” to unleash the single knot. Finally have them put their index finger under the single knot to untie | |

|the original “first knot.” | |

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