“Alphabet Soup Stations” Strategies to increase Fine Motor and Visual Motor skills in At Risk Kindergarten students

““Alphabet Soup Stations”Alphabet Soup Stations”

Strategies to increase Fine Motor Strategies to increase Fine Motor and Visual Motor skills in and Visual Motor skills in

At Risk Kindergarten studentsAt Risk Kindergarten students

Today’s Kindergarten StudentsToday’s Kindergarten Students

Different home and preschool experiencesDifferent home and preschool experiences

Different English language skillsDifferent English language skills

Range from 4 – 7 years in age!Range from 4 – 7 years in age!

Some late bloomersSome late bloomers

Different physical and cognitive skillsDifferent physical and cognitive skills

These factors make teaching handwriting a challenge for Kindergarten These factors make teaching handwriting a challenge for Kindergarten teachers! teachers!

““Alphabet Soup Stations”Alphabet Soup Stations”Your school has been selected to receive funding from a PIE grant, to create an “Alphabet Soup Your school has been selected to receive funding from a PIE grant, to create an “Alphabet Soup Station” in each of your Kindergarten classrooms.Station” in each of your Kindergarten classrooms.

As the classroom teacher, you need to decide where to place this station, and how to use it. As the classroom teacher, you need to decide where to place this station, and how to use it.

Each “Alphabet Soup Station” will be equipped with:Each “Alphabet Soup Station” will be equipped with: One Doll-A-Dough tray and one set of Roll-A-Dough Letter CardsOne Doll-A-Dough tray and one set of Roll-A-Dough Letter Cards One Stamp and See Screen (with magnetic stamps)One Stamp and See Screen (with magnetic stamps) One HWT chalk slateOne HWT chalk slate

Each school will receive:Each school will receive: One Rock, Rap, Tap and Learn CDOne Rock, Rap, Tap and Learn CD One set of wooden dowels (for you to use to make your foam/card dowels)One set of wooden dowels (for you to use to make your foam/card dowels) One set of capital number cards (for you to use to make replicas)One set of capital number cards (for you to use to make replicas) One Kindergarten teacher’s guideOne Kindergarten teacher’s guide One “Letters and Numbers for Me” Kindergarten workbookOne “Letters and Numbers for Me” Kindergarten workbook One pack of gray block paper (104 sheets)One pack of gray block paper (104 sheets)

Your school will need to provide:Your school will need to provide: Play doughPlay dough Little chalk piecesLittle chalk pieces Little sponge cubesLittle sponge cubes Each Kindergarten classroom with a set of foam/card dowelsEach Kindergarten classroom with a set of foam/card dowels Each Kindergarten classroom with a set of Capital letter and number cardsEach Kindergarten classroom with a set of Capital letter and number cards Any additional paper/workbooks should your team decide to incorporate HWT teaching strategies Any additional paper/workbooks should your team decide to incorporate HWT teaching strategies

(mentioned in this in-service) in your lesson plans (mentioned in this in-service) in your lesson plans

Table of contentsTable of contents

☺☺The developmental sequence of visual-motor skillsThe developmental sequence of visual-motor skills

Activities to develop memory of how the letters lookActivities to develop memory of how the letters look

Activities and strategies to help develop fine motor controlActivities and strategies to help develop fine motor control

HWT activities to help develop body awareness and directionalityHWT activities to help develop body awareness and directionality

HWT Approach to teaching handwriting : capital letters and numbersHWT Approach to teaching handwriting : capital letters and numbers Alphabet Soup Station activitiesAlphabet Soup Station activities Activities to do with your classActivities to do with your class

HWT Approach to teaching handwriting: lowercase lettersHWT Approach to teaching handwriting: lowercase letters

The developmental sequence of visual-The developmental sequence of visual-

motor skills: grasp on writing utensilmotor skills: grasp on writing utensil Control over writing utensil:Control over writing utensil:

FistedFisted ““Pronated” (thumb pointing down towards paper)Pronated” (thumb pointing down towards paper) Finger-thumbFinger-thumb Tripod/quadruped staticTripod/quadruped static Tripod/quadruped dynamicTripod/quadruped dynamic

Writing utensils:Writing utensils: Markers (little resistance)Markers (little resistance) Crayons (more resistance)Crayons (more resistance) Pencils Pencils PensPens

The developmental sequence of The developmental sequence of visual-motor skills: grasp on scissorsvisual-motor skills: grasp on scissors

Control over scissorsControl over scissors ““Pronated” grasping pattern (thumb pointing down)Pronated” grasping pattern (thumb pointing down) Thumb-up (mature) grasping patternThumb-up (mature) grasping pattern

Types of scissorsTypes of scissors Self-opening (loop scissors)Self-opening (loop scissors) Regular Regular NB: Left hand friendly scissors (e.g. Fiskars)NB: Left hand friendly scissors (e.g. Fiskars)

The developmental sequence of The developmental sequence of visual-motor skills: handwriting sequencevisual-motor skills: handwriting sequence

Handwriting sequence:Handwriting sequence: Pre-strokesPre-strokes ShapesShapes Capitals/NumbersCapitals/Numbers Lowercase lettersLowercase letters

Stages of learning:Stages of learning: ImitationImitation CopyingCopying Independent writingIndependent writing

The developmental sequence of visual-motor skills: The developmental sequence of visual-motor skills: Primary and Secondary handwriting legibility skillsPrimary and Secondary handwriting legibility skills

Primary Skills:Primary Skills: MemoryMemory OrientationOrientation StartStart SequenceSequence

Secondary Skills:Secondary Skills: PlacementPlacement SizeSize SpacingSpacing ControlControl

Kindergarten children are sometimes “taught” to write by being encouraged to copy letters over Kindergarten children are sometimes “taught” to write by being encouraged to copy letters over and over again, with little regard to start and sequence of letter strokes. This results in the and over again, with little regard to start and sequence of letter strokes. This results in the student practicing poor letter formation habits. When letters are formed starting in the wrong student practicing poor letter formation habits. When letters are formed starting in the wrong place and when subsequent strokes are sequenced out of order, frequent reversals are place and when subsequent strokes are sequenced out of order, frequent reversals are observed, and handwriting is laborious and difficult to read (even in higher grades).observed, and handwriting is laborious and difficult to read (even in higher grades).

Kindergarten children need to be taught, and have opportunity to practice, CORRECT letter Kindergarten children need to be taught, and have opportunity to practice, CORRECT letter orientation, start and sequence in order to develop good letter formation habits. As they practice orientation, start and sequence in order to develop good letter formation habits. As they practice the correct way of forming letters, they will develop good motor memory habits, and their the correct way of forming letters, they will develop good motor memory habits, and their handwriting will become automatic and fluent. They will then be able to focus their brain power handwriting will become automatic and fluent. They will then be able to focus their brain power on the content of their writing, rather than the formation of the letters themselves.on the content of their writing, rather than the formation of the letters themselves.

ContentsContents

√√ The developmental sequence of visual-motor skillsThe developmental sequence of visual-motor skills

☺☺ Activities to develop memory of how the letters lookActivities to develop memory of how the letters look

Activities and strategies to help develop fine motor controlActivities and strategies to help develop fine motor control


HWT Approach to teaching handwriting :HWT Approach to teaching handwriting : Alphabet Soup Station activitiesAlphabet Soup Station activities Activities to do with your classActivities to do with your class

Activities to develop memory of Activities to develop memory of how letters lookhow letters look

Websites and educational software: Websites and educational software: www.starfall.comwww.starfall.com

Visual cues (Mneuphonics posted on wall)Visual cues (Mneuphonics posted on wall)

Mneuphonic powerpoint (demonstrate)Mneuphonic powerpoint (demonstrate)

Incorporate letters into centers e.g. puzzles, stencils, sorting, matching, Incorporate letters into centers e.g. puzzles, stencils, sorting, matching, alphabet stamps (play dough stamps, ink stamps), etc.alphabet stamps (play dough stamps, ink stamps), etc.



√√ Activities to develop memory of how the letters lookActivities to develop memory of how the letters look

☺☺Activities and strategies to help develop fine motor controlActivities and strategies to help develop fine motor control


HWT Approach to teaching handwriting :HWT Approach to teaching handwriting : Alphabet Soup Station activitiesAlphabet Soup Station activities Activities to do with your classActivities to do with your class

Activities and strategies to help develop fine motor Activities and strategies to help develop fine motor control: Upper body strengthcontrol: Upper body strength

Activities to develop upper body strengthActivities to develop upper body strength: :

Seat pushupsSeat pushups Wheelbarrow walkingWheelbarrow walking Door holderDoor holder Easel paintingEasel painting Clothespins/tongs activities: Clothespins/tongs activities:

Have clothespins and tong activities Have clothespins and tong activities

at a center (sorting, matching, counting, etc.)at a center (sorting, matching, counting, etc.) ColoringColoring

Activities and strategies to help develop Activities and strategies to help develop fine motor control: Finger dexterityfine motor control: Finger dexterity

Finger dexterity / In-hand manipulation skills suggested activities:Finger dexterity / In-hand manipulation skills suggested activities:

Squirreling away itemsSquirreling away items Translating itemsTranslating items Rolling balls and hot dog shapes between 2 handsRolling balls and hot dog shapes between 2 hands Rolling ball and hot dog shapes between thumb and 2 fingersRolling ball and hot dog shapes between thumb and 2 fingers Marching fingers up and down the pencilMarching fingers up and down the pencil Rotating the pencil in one handRotating the pencil in one hand

Activities and strategies to help develop fine motor Activities and strategies to help develop fine motor control: Mature grasp on pencil and scissorscontrol: Mature grasp on pencil and scissors

““Mature” Grasp:Mature” Grasp: Do upper body strengthening and finger dexterity activities on a daily basis.Do upper body strengthening and finger dexterity activities on a daily basis. To demonstrate a Tripod/quadruped grasp on pencil/crayon:To demonstrate a Tripod/quadruped grasp on pencil/crayon:

“ “Quack, quack”Quack, quack”

““A OK, drop fingers and pinch pencil”A OK, drop fingers and pinch pencil”

“ “Pick up the pencil and flip”Pick up the pencil and flip” Allow the children to use short, golf ball size crayons/pencils: When they use an Allow the children to use short, golf ball size crayons/pencils: When they use an

appropriate grasp on these, you can allow them to use longer pencils/crayons.appropriate grasp on these, you can allow them to use longer pencils/crayons. ““Thumb up” grasp on scissors and paper.Thumb up” grasp on scissors and paper.




√√ Activities and strategies to help develop fine motor controlActivities and strategies to help develop fine motor control

☺☺HWT AHWT Activities to help develop body awareness and directionalityctivities to help develop body awareness and directionality

HWT Approach to teaching handwriting capital letters and numbers:HWT Approach to teaching handwriting capital letters and numbers: Alphabet Soup Station activitiesAlphabet Soup Station activities Activities to do with your classActivities to do with your class

HWT Approach to teaching handwriting:HWT Approach to teaching handwriting: Lowercase lettersLowercase letters

Activities to help develop body Activities to help develop body awareness and directionalityawareness and directionality

Shake hands as children enter the room (say “we shake with our right hand” and put Shake hands as children enter the room (say “we shake with our right hand” and put a sticker, lotion, or scent on the child’s right hand).a sticker, lotion, or scent on the child’s right hand).

Songs: Songs: Head, shoulders, knees and toes..Head, shoulders, knees and toes.. Hokey PokeyHokey Pokey

Activities to help develop body Activities to help develop body awareness and directionality using awareness and directionality using

HWT wooden/foam dowelsHWT wooden/foam dowels

Introducing wooden pieces: big line, little line, big curve, little curve.Introducing wooden pieces: big line, little line, big curve, little curve. This is a big line, can you show me a big line?This is a big line, can you show me a big line? Polish, stack, sort and trade wooden pieces.Polish, stack, sort and trade wooden pieces. ““Simon Says” or “Teacher Says”, e.g. “touch the big line to your nose”.Simon Says” or “Teacher Says”, e.g. “touch the big line to your nose”. Positions in space and Body parts.Positions in space and Body parts. Curves and circles (apart, together, zero, rainbow, smile, squiggle-wiggle).Curves and circles (apart, together, zero, rainbow, smile, squiggle-wiggle).

Activities to help develop body Activities to help develop body awareness and directionality using HWT awareness and directionality using HWT

wooden/foam dowels continued…wooden/foam dowels continued…Mat Man:

Children sit on the floor in a circle. Teacher builds the Mat man on the floor. Teacher then lets children have a turn, giving them a curve or line, and tells the students what to do (e.g. “Amy, use your big line to make an arm”).

Table of ContentsTable of Contents




√√ HWT AHWT Activities to help develop body awareness and directionalityctivities to help develop body awareness and directionality

☺☺ HWT Approach to teaching handwriting capital letters and HWT Approach to teaching handwriting capital letters and numbers:numbers:

Alphabet Soup Station activitiesAlphabet Soup Station activities Activities to do with your classActivities to do with your class

HWT Approach to teaching handwriting:HWT Approach to teaching handwriting: Lowercase lettersLowercase letters

HWT Approach to teaching HWT Approach to teaching handwriting: Capital Lettershandwriting: Capital Letters

HWT teaches capital letters and numbers first, because these letters/numbers are all HWT teaches capital letters and numbers first, because these letters/numbers are all the same size, and all consist of big lines, little lines, big curves and little curves.the same size, and all consist of big lines, little lines, big curves and little curves.

HWT encourages using mulitmedia approaches to teaching and reinforcing these HWT encourages using mulitmedia approaches to teaching and reinforcing these letters and numbers: they use the Roll-A-Dough, Magnetic Letters, Wooden dowels, letters and numbers: they use the Roll-A-Dough, Magnetic Letters, Wooden dowels, and Slate boards. and Slate boards.

HWT encourage the use of terms such as “big curve”, “little curve”, “big line” and “little HWT encourage the use of terms such as “big curve”, “little curve”, “big line” and “little line”, when modeling letter and number formation for the child. line”, when modeling letter and number formation for the child.

HWT approach to teaching HWT approach to teaching capital letters continued…capital letters continued…

Each letter is formed in a top-down, left-right fashion.Each letter is formed in a top-down, left-right fashion.

Use words like “big line”, “little line”, “big curve” and “little curve”.Use words like “big line”, “little line”, “big curve” and “little curve”.

Frog jump Corner Starting capitals Frog jump Corner Starting capitals F E D P B R N M (F E D P B R N M (Start in the starting corner, Big line down, Frog jump to the starting Start in the starting corner, Big line down, Frog jump to the starting

corner, Now make ___ )corner, Now make ___ ) When the first line is on the left, the next part is on the right side. This prevents reversals, while When the first line is on the left, the next part is on the right side. This prevents reversals, while

teaching good stroke habits.teaching good stroke habits.

Starting Corner Capitals Starting Corner Capitals H K L H K L ((All start at the top left corner, now make a big line down, now make a __) All start at the top left corner, now make a big line down, now make a __) U V W X Y Z U V W X Y Z

Center Starting Capitals Center Starting Capitals C O Q G C O Q G ((Start at the top center, Make a Magic C, Now make ___)Start at the top center, Make a Magic C, Now make ___) S A I T JS A I T J ((Start at the top center, Now make ____)Start at the top center, Now make ____)Learning to print these letters correctly makes learning Learning to print these letters correctly makes learning c o s tc o s t and and jj much easier. much easier.

HWT Approach to teaching HWT Approach to teaching handwriting: Numbershandwriting: Numbers

Teaching numbers free of reversals…Teaching numbers free of reversals…

HWT teachers numbers in numerical order.HWT teachers numbers in numerical order.

1 2 3 4 5 6 71 2 3 4 5 6 7 begin in the top left (starting corner). begin in the top left (starting corner).

88 starts at the top, but in the center. starts at the top, but in the center.

99 starts at the top, but on the right. starts at the top, but on the right.

1010 is made with a is made with a 1 01 0 (Number (Number 00 and letter and letter OO are made the same way) are made the same way)






√√ HWT Approach to teaching Handwriting: Capital letters and NumbersHWT Approach to teaching Handwriting: Capital letters and Numbers☺☺ Alphabet Soup Stations: Letter playAlphabet Soup Stations: Letter play Activities to do with your classActivities to do with your class

HWT Approach to teaching handwritingHWT Approach to teaching handwriting

Alphabet Soup Stations: Alphabet Soup Stations: Letter/number playLetter/number play

Letter play develops confidence and rote memory. Letter play develops confidence and rote memory.

Alphabet Soup Stations:Alphabet Soup Stations: Letter of the day or letter of the weekLetter of the day or letter of the week Peer helpers at stationPeer helpers at station Each station will include:Each station will include:

Roll Letters with play doughRoll Letters with play dough

Stamp and See ScreenStamp and See Screen

Wet-Dry-Try (chalk board, sponge pieces, Wet-Dry-Try (chalk board, sponge pieces,

chalk pieces)chalk pieces)

Capitals/numbers with capital/number cards Capitals/numbers with capital/number cards

and wooden piecesand wooden pieces

Alphabet Soup Stations: Alphabet Soup Stations: letter/number play using playdohletter/number play using playdohRoll Letter with Me!Roll Letter with Me!

This activity helps children build strength in their fingers and hands while learning This activity helps children build strength in their fingers and hands while learning capital letter recognition. capital letter recognition.

It incorporates the Roll-A-Dough Tray, Dough, and Roll-A-Dough Letter Cards. It incorporates the Roll-A-Dough Tray, Dough, and Roll-A-Dough Letter Cards. Peer helper shows how to roll dough (making a rope or snake), student imitates. Peer helper shows how to roll dough (making a rope or snake), student imitates. Peer helper shows how to cut and place dough pieces to form a letter (use the Peer helper shows how to cut and place dough pieces to form a letter (use the

letter card or just the tray). Student imitates.letter card or just the tray). Student imitates.

Alphabet Soup Stations: Letter/number play using Alphabet Soup Stations: Letter/number play using Stamp and ScreenStamp and Screen

Making Letters on the Stamp and See ScreenMaking Letters on the Stamp and See Screen Children learn how to make the capital letters step by step. Children learn how to make the capital letters step by step. Peer helper stamps the complete letter, step-by-step and then erases it. Student Peer helper stamps the complete letter, step-by-step and then erases it. Student

imitates. imitates. Student uses the magnetic chalk to trace the letter and then erases it. Student uses the magnetic chalk to trace the letter and then erases it.

Students make letter from memory using the pieces or the magnetic chalk.Students make letter from memory using the pieces or the magnetic chalk.

Alphabet Soup Stations: Letter/number play using Alphabet Soup Stations: Letter/number play using chalk boardschalk boards

HWT Slate Chalk Board – teach “bumping” the lines using the wooden framed HWT Slate Chalk Board – teach “bumping” the lines using the wooden framed blackboards.blackboards.Wet-Dry-Try: Wet-Dry-Try:

Teacher or peer helper prepares the Slate Chalkboard with the letter(s) of the Teacher or peer helper prepares the Slate Chalkboard with the letter(s) of the week. week.

StudentStudentWet:Wet:

Wets a sponge cubeWets a sponge cube Squeezes it outSqueezes it out Traces the letter with the sponge.Traces the letter with the sponge. Wets his/her finger and traces it again.Wets his/her finger and traces it again.

Dry:Dry: Crumple a little paper towel.Crumple a little paper towel. Dry the letter a few timesDry the letter a few times Gently blow for final drying.Gently blow for final drying.

Try:Try: Take a little chalk bit.Take a little chalk bit. Use it to write the letterUse it to write the letter..

Alphabet Soup Stations: Letter/number play using Alphabet Soup Stations: Letter/number play using wooden dowelswooden dowels

Capitals/Numbers with Wooden Dowels on Letter Cards:Capitals/Numbers with Wooden Dowels on Letter Cards: Display the letter(s) of the day.Display the letter(s) of the day. Peer helper demonstrates how to start at the Peer helper demonstrates how to start at the , get the appropriate wooden , get the appropriate wooden

pieces, and then match the pieces to the letter/number card, going in numerical pieces, and then match the pieces to the letter/number card, going in numerical order.order.

Alphabet Stations: Letter/number Alphabet Stations: Letter/number play using wooden piecesplay using wooden pieces

Capitals/Numbers with the Mat:Capitals/Numbers with the Mat: Display the letter(s) of the day. Display the letter(s) of the day. Peer helper models how to create the Peer helper models how to create the

letter/number, using a top-down, letter/number, using a top-down,

left to right approach.left to right approach.

Other Wood Piece Activities: Other Wood Piece Activities: Boss of the Mat: The children take turns Boss of the Mat: The children take turns

being the Boss, and they instruct the being the Boss, and they instruct the

others how to form the letter.others how to form the letter. Show the students a lowercase letter and Show the students a lowercase letter and

have them the capital partner on their mat.have them the capital partner on their mat.

Alphabet Stations: Use a variety of Alphabet Stations: Use a variety of media!!!media!!!

Shaving creamShaving cream Finger paintFinger paint Wikki-StixWikki-Stix Sand playSand play Bingo dobbers (to trace in template, etc.)Bingo dobbers (to trace in template, etc.)

HWT approach to Capital Letters HWT approach to Capital Letters and numbers: Workbook and paperand numbers: Workbook and paper

To teach capital letters HWT starts To teach capital letters HWT starts teaching letters in groups on Gray Blocks teaching letters in groups on Gray Blocks (Gray Blocks are an easy transition from (Gray Blocks are an easy transition from the slate board as they as “tiny pictures of the slate board as they as “tiny pictures of the Slate”).the Slate”).






√√ HWT Approach to teaching Handwriting: Capital letters and Numbers:HWT Approach to teaching Handwriting: Capital letters and Numbers: Alphabet Soup Stations: Letter playAlphabet Soup Stations: Letter play☺☺ Activities to do with your classActivities to do with your class

HWT Approach to teaching handwriting: Lowercase lettersHWT Approach to teaching handwriting: Lowercase letters

Activities to do with your class to Activities to do with your class to reinforce capitals and numbersreinforce capitals and numbers

Door TracingDoor TracingPlace a laminated large smiley face on the door and use your door frame to model letter and Place a laminated large smiley face on the door and use your door frame to model letter and number formation for your students.number formation for your students.

Imaginary WritingImaginary WritingTo review a number or letter…. Trace it in the air in front of your class, giving directions. Have To review a number or letter…. Trace it in the air in front of your class, giving directions. Have students hold a pencil correctly in the air. Everyone checks their pencil grips. Retrace the letter students hold a pencil correctly in the air. Everyone checks their pencil grips. Retrace the letter or number again with your students. If you are facing your students, make the letter backwards or number again with your students. If you are facing your students, make the letter backwards in relation to you so the letter will be correct from your students’ perspective. in relation to you so the letter will be correct from your students’ perspective.

Follow the ballFollow the ballSimilar to the above activity, but everyone follow the ball with their pencils.Similar to the above activity, but everyone follow the ball with their pencils.

Laser LettersLaser LettersSimilar to the above activity, but the teacher first writes the letter on the chalkboard, and then Similar to the above activity, but the teacher first writes the letter on the chalkboard, and then uses the laser light to trace it while everyone follows the laser light with their pencils (in the air).uses the laser light to trace it while everyone follows the laser light with their pencils (in the air).

Gym or outside play:Gym or outside play: Relay racesRelay races Chalk play Chalk play


√√ The developmental sequence of visual-motor skills

√ Activities to develop memory of how the letters look

√ Activities and strategies to help develop fine motor control

√ HWT Activities to help develop body awareness and directionality

√ HWT Approach to teaching Handwriting: Capital letters and Numbers:

Alphabet Soup Stations: Letter play Activities to do with your class

☺ HWT Approach to teaching handwriting: Lowercase letters

HWT Approach to teaching handwriting: HWT Approach to teaching handwriting: Lowercase letter sizesLowercase letter sizes

Letter sizes and places: The hand activityLetter sizes and places: The hand activity

Teaching children the correct size and placement of letters is one of the most important things Teaching children the correct size and placement of letters is one of the most important things you can do to help make their printing neat and fast. The simple hand activity below is fun, gets you can do to help make their printing neat and fast. The simple hand activity below is fun, gets the students attention, and is a great way to help children learn the concepts of letter sizes and the students attention, and is a great way to help children learn the concepts of letter sizes and places. Students will develop a sense for how letters fit relative to one another, enabling them to places. Students will develop a sense for how letters fit relative to one another, enabling them to write letters the correct size and put them in the correct vertical place.write letters the correct size and put them in the correct vertical place.

Capital letters – left hand: Make a flat hand for all the capitals.Capital letters – left hand: Make a flat hand for all the capitals.

Lowercase letters – right hand:Lowercase letters – right hand:

Make a fisted hand for small letters (a c e i m n o r s u v w x z ) Make a fisted hand for small letters (a c e i m n o r s u v w x z )

Point the index finger up for tall letters ( b d f h k l t )Point the index finger up for tall letters ( b d f h k l t )

Point the thumb down for descending letters ( g j y p q )Point the thumb down for descending letters ( g j y p q )

Write the lower case letter on the double lined paper or on the board, and ask the students if it is Write the lower case letter on the double lined paper or on the board, and ask the students if it is small, tall or descending… students use their right hands to show whether the letter is small, tall small, tall or descending… students use their right hands to show whether the letter is small, tall or descending.or descending.

HWT Approach to teaching handwriting: HWT Approach to teaching handwriting: Lowercase letter formationLowercase letter formation

c o s v w tc o s v w t The first five letters are exactly like their capitals, but just smaller. The first five letters are exactly like their capitals, but just smaller. What an easy start! Just bring your good habits from capitals. What an easy start! Just bring your good habits from capitals. Lowercase Lowercase tt is made like is made like TT, it’s just crossed lower., it’s just crossed lower.

a d g ca d g c These high frequency letters begin with the familiar “These high frequency letters begin with the familiar “Magic C”Magic C”. . Starting with Starting with cc placed correctly helps children make and place the placed correctly helps children make and place the dd tall and tall and gg descending. descending.

u i e l k y fu i e l k y f Here are the rest of the vowels: Here are the rest of the vowels: u i eu i e. Letters . Letters u k y ju k y j are familiar are familiar from capitals. The focus will be on careful placement and size.from capitals. The focus will be on careful placement and size.

p r n m h b p r n m h b They dive! They start with the same pattern: dive They dive! They start with the same pattern: dive down, come down, come up, up, swim over! We avoid swim over! We avoid bb – – dd confusion by separating the letters confusion by separating the letters and and teaching them in different groups.teaching them in different groups.

f q x zf q x z Finally Finally ff! The letter f has a tricky start. Letter q is taught here to ! The letter f has a tricky start. Letter q is taught here to avoid avoid gg – – qq confusion. Letters confusion. Letters xx and and zz are familiar, but infrequently are familiar, but infrequently used.used.

The benefits of the HWT Approach to teaching The benefits of the HWT Approach to teaching lowercase letter formationlowercase letter formation

Good habits for letter formation: All lowercase letters (except Good habits for letter formation: All lowercase letters (except dd and and ee) begin at the ) begin at the top; top;

Correct placement: The tall, small, and descending letters are in proportion and Correct placement: The tall, small, and descending letters are in proportion and placed correctly.placed correctly.

Correct orientation: No Correct orientation: No bb – – dd confusion, no confusion, no g g – – qq confusion, no reversed letters! confusion, no reversed letters!

Lowercase letters are taught using double lined black boards and paper. With just 2 Lowercase letters are taught using double lined black boards and paper. With just 2 lines, children understand quickly how to place letters. Small letters fit in the middle lines, children understand quickly how to place letters. Small letters fit in the middle space. Tall letters go into the top space. Descending letters go into the bottom space. Tall letters go into the top space. Descending letters go into the bottom space. Later students can apply that philosophy to other styles of paper they’ll get in space. Later students can apply that philosophy to other styles of paper they’ll get in school. school.

Table of Contents:Table of Contents:

Today we have discussed:Today we have discussed:





√√ HWT Approach to teaching Handwriting: Capital letters and Numbers:HWT Approach to teaching Handwriting: Capital letters and Numbers: Alphabet Soup Stations: Letter playAlphabet Soup Stations: Letter play Activities to do with your classActivities to do with your class

√√ HWT Approach to teaching handwriting: Lowercase lettersHWT Approach to teaching handwriting: Lowercase letters

If you have any questions, please do not hesitate to contact your school’s O.T.If you have any questions, please do not hesitate to contact your school’s O.T.

You can also look at You can also look at www.HWT.comwww.HWT.com for teacher and student workbooks, etc. for teacher and student workbooks, etc.

If you have any questions about the Alphabet Soup grant, please feel free to contact If you have any questions about the Alphabet Soup grant, please feel free to contact me at me at [email protected]@craven.k12.nc.us

Thank you for your time!Thank you for your time!

Documents

“Alphabet Soup Stations” Strategies to increase Fine Motor and Visual Motor skills in At Risk Kindergarten students