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Diagonal lines (/ and \) are part of the pre-printing shapes, that are precursors to drawing shapes and letters. Typically, these lines, drawn on their own, are developmentally expected by the start of kindergarten, yet they often need practice. Combining the two lines together, to make an X or a triangle, also require plenty of practice. Here are some ideas to reinforce drawing straight, diagonal lines.
Students need to be able to copy diagonal lines before they are able to accurately write the letters: v, w, x, y, z and k
Incorporate lots of diagonal lines into co-operative drawing. In this activity, a child and adult draw simple pictures together. An adult may draw a picture, line by line or shape by shape, and then have the child copy the same picture by taking turns.
Draw diagonals on vertical surfaces. Drawing left to right and then right to left creates almost an infinity symbol that could look like a butterfly or race track (see picture on right).
Consider drawing shapes within a square to better understand the visual boundaries/ landmarks. Use the edge of a broken crayon to pull across page to make a square. Have the student draw diagonal lines in boxes from corner to corner. Cross out days on a calendar; play “x’s and o’s” on a 3x3 grid. Make sure students draw straight rather than curved lines between corners. Laminate a piece of paper with multiple squares on it for students to practice on.
Have the student make LARGE diagonal movements repeatedly in the air or on the whiteboard. Use whole body movements like cross crawls (see picture on right) or use scarves/ribbons to make whole arm diagonals more fun. You could even tape a ribbon to a chopstick!
Have long pieces of stiff paper (or rulers) and have students practice making diagonal lines with the paper/ruler. Have them build shapes with diagonal lines in them (i.e. Triangle/ X). Use toothpicks, wiki sticks or other short, straight objects
Start drawing/printing letters with diagonals with hand over hand assistance, then tracing, then connect two dots, and then have students try letters/shapes on their own. Trace the shape they have made with verbal cues (“start at the top”, “slide down”) with their fingers. Use a white board or plastic sleeve/dry erase crayons for these activities.
Use various sensory elements like making diagonal lines with eyes open and eyes closed. Try making diagonals on surfaces with textures (sandpaper, trays of sand/cornmeal, finger paint, and bumpy plastic covering for fluorescent light fixtures for added sensory feedback).
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