Writing
Collect data with samples on writing progress using the developmental stages of writing. Document the strengths of the students over time. Document specific needs of the student.
Strengthen fine and gross motor skills through multi-sensory play activities.
Provide opportunities to use playdoh, putty, tweezers, tongs, pintzer grips.
Provide opportunities for crab walks, yoga, wall push ups, scooter hops, hippity hops, wall climbing, and balance activities.
Use a variety of different workspaces such as table, easel, clipboards, an angled bnder. Use a vertical surface if working on grasp.
Insure correct body position. Check that the table is not too high and that the chair is not too low.
Support students with appropriate paper.
Black and white paper, not colored paper is preferable.
Keep paper simple and avoid distracting borders.
Use single line paper and not triple lined paper.
Provide modeling of letter formation in small groups.
Use the wooden pieces and the prompts/letter stories provided by Handwriting without Tears following sequence of Lively Letters.
Refrain from having children complete worksheets without an adult monitoring correct letter formation.
Reminder students to start letters at the top.
Match the appropriate tools for writing.
Preferable writing tools include pipsqueak markers, HWT flop crayons, golf pencils, think handled paint brushes, broken crayons or chalk, and sometimes egg crayons/pebble crayons.
Avoid caps on the end of marker, “normal” crayons or thick crayons, skinny paint brushes that come with the watercolor sets, or “normal” pencils or tripod pencils.
Prompt orally for students to fix their grasp. Use visual to prompt correct grasp.
See visual to remind students of correct grasp.
Provide opportunities for multi-sensory writing including finger paints, shaving cream, sand, salt, rice, gel, etc.
Provide opportunities for students to write throughout the school day such as in block area, at recess, dramatic play.
Provide students the opportunity to rehearse their stories before writing. Encourage use of oral language for students to tell their stories before writing. Have students draw and then tell about their drawings to help support their writing.
Make the learning goals more salient for the student using a learning progression. See link to the kindergarten writing progression.