Aids to Handwriting
Materials:
Chalkboards-blank and lined, small erasers in a container with sharpened chalk
Large wall chalkboard
Low tables for floor work
A designated space for writing papers (3½” x 1½”, 5” x 1½”, 8½” x 1½” )
Pencils
Purposes:
Development and later refinement of the recording process
To guide the child toward conventional writing
Age: 4 and up
Preparation:
The child is confident correctly tracing the Sandpaper Letters
The child has completed their Moveable Alphabet work with the letters still on the rug
The child is showing interest in writing their work
Parallel: Note: The child will be working with the metal insets learning to control their hand in the use of a pencil
Presentation:
Show the child a blank chalkboard and ask them to bring it to the rug while you bring a small floor table.
Ask the child to bring the tray with the erase and chalk.
Sit on the right of the rug.
Show the child the pointy end of the chalk, how to make a mark on the board, and how to erase it.
Move the word that will be written to the right side on the rug, so it is near the chalkboard.
Tell the child they can look at their word and then write it on the board. Let the child write.
When complete, have them erase, move the word back to the left and shift the next word to the right.
Fade and observe.
Control of Error: None
Following Exercises:
Writing on the Baseline:
Draw a horizontal line on the chalkboard using a ruler.
Move a word to the right side of the rug.
Show the child that the bottom of the letters are sitting on the line of the rug and we will write so the bottom of the letter is on the line.
Let the child write.
Writing Using the Waistline
Lay the ruler onto the chalkboard horizontally and trace the bottom of the ruler and the top.
Explain the top line is the waistline.
Move a word to the right side of the rug.
Set the ruler on the top of the Moveable Alphabet letters to show where the waistline sits on the letter (the top of the smaller letters).
Let the child write.
Writing Using the Ascenders and Descenders
Show the child the chalkboard with seven solid horizontal lines to bring to the table at the rug.
Use the colored chalk to color/shade in the 2nd and 5th space of the chalkboard.
Move a word to the right side of the rug.
Lay the ruler over the letter as before. Explain that some letters have ascenders that go up above the waistline and some letters have descenders that go down below.
Let the child write with the white chalk. When they erase, they will re-shades the lines
The Last Board with 10 Narrow Lines
Show the child the chalkboard with 10 lines.
Use the colored chalk to shade the 2nd, the 5th, and the 8th space.
Show the child where the parts of the letters will touch on the board, ascenders, descenders the same as in the last presentation.
Let the child write and repeat. When they erase, they will re-shades the lines.
Writing on Paper
At this point, the child is ready to write on paper. Offer the child the series of paper strips that match the chalkboard progression.
Pedagogical Notes:
The traditional rule in guiding the writing process is that the adult never writes. We are always modeling beautiful handwriting throughout many other exercises and occasions.
Chalkboards are nice because there is no permanency. We can make a mistake and erase it.
Occupational therapists recommend writing on a chalkboard over writing on a whiteboard. The child feels greater resistance, a drag, and more control with the chalkboard.
Large wall chalkboards allow for more large motor movement when writing one letter at a time.
Floor tables allow the child to still work comfortably on the floor while using good writing posture.
These chalkboards are only for writing practice. Drawing should be done on a different board from the art area.
Be sure the child is not writing by holding the chalk in their fist.