By teaching shapes like I, O, and +, Ms Sibanda is focusing _______ on skills that serve as the essential foundation for future letter formation.

Here are the completed sentences:

1. By teaching shapes like |, O, and +, Ms Sibanda is focusing pre-writing on skills that serve as the essential foundation for future letter formation.
2. If Thabo struggled to sit upright during the drawing activity, Ms Sibanda would identify this as a deficiency in gross motor control required for maintaining postural stability.
3. Thabo's consistent use of his right hand at nearly five years old suggests to Ms Sibanda that his dominance is becoming consolidated, even if it was not fully established earlier.
4. The learners' ability to sort different coloured shapes in the scenario demonstrates their proficiency in visual discrimination, which is the capacity to identify similarities and differences.
5. When Ms Sibanda encourages drawing as a method to tell a story, she is utilising the learner's first form of writing to bridge the gap between ideas and print.
6. The fine motor skills of the learners are the primary factor that determines how successfully they can manipulate the fat wax crayons during the emergent writing process.
7. The "building blocks" of strokes mentioned in the scenario are typically mastered in a specific sequential order, moving from simple vertical lines to complex shapes like triangles.
8. If Ms Sibanda observed a learner putting excessive pressure on their crayon and producing messy work, she would recognise this as a potential sign of a/an perceptual or fine-motor barrier.
9. The sorting game helps the learners' brains interpret visual information, a complex cognitive process known as visual perception.
10. By practising these foundational shapes, the learners are developing the visual motor coordination required to guide their physical movements through vision.
11. The learners' realisation that their marks have an expressive purpose for sharing stories represents the development of conceptual knowledge regarding the function of writing.
12. If Thabo were unable to move his hand into the space on the left side of his paper, Ms Sibanda would need to assess his ability to cross the midline.
13. Ms Sibanda could further increase the tactile awareness of her learners by having them trace their pre-writing shapes on textured surfaces instead of just paper.
14. The teacher's attention to the learners' posture reflects the developmental principle that head-to-toe control must be established for successful task completion.
15. The capacity to distinguish between the shapes in the sorting game is a prerequisite for future academic success in areas such as spelling and mathematics.