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5 OT Tips for writing lessons

One of the most common motor skills that students learn at school at school at school to write their name. Children are asked to identify and write their name in the classroom, class work, tests, tests, tests and other required activities. Even if my students enter high school and transition, they are asked to write their names on job applications, working time tables and bank documents. When OT, which works in the schools, I often asked to support students in learning this ability. Here are some of my favorite general tips with which you can support your students. For more recommendations you can reach your OT!

1. Use a multi-sensed approach

Just because we typically ask the students to use a pencil and a paper to write their names at school, does not mean that we should practice the only way we should practice! A multi-sensitive approach to teaching students to write their name is essential to integrate themselves from a young age. The possibilities are endless! You probably have many great materials to implement this at home or at school. Some of my favorite wines include: writing letters in the shaving cream, with chalk, using PlayTough, Putty or Floam, letters, drawing letters in sand, salt or color with Cheerios or other Fun delicacies to use accounts.

2. Start big

If students first learn to write their names, ask them to worry about the letter size and position, can be overwhelming. To focus on the lettering alone, make children make the letters of their name on large surfaces while practicing the engine pattern. Perhaps, instead of pursuing all the letters of their name in a small room, they practice the student a letter without worrying about the size or attachment. In this way, he can focus on learning only the basic formation. When you put a large piece of paper on the wall or use an easel, great ways would be to provide a large room for students to practice their letters.

3. Use visual notes

Visual Cues are super important if you teach new engine plans. It is important to promote the right letter formation from left to right and top downwards. I like to use green 'start points as well as arrows to display startpoints and directions. In addition, visual limits may be important as a student learns to refine their letters and retain them in a particular room. I like to use elkonin boxes that offer a visual result of the expected height and the letter width. At the persecution, I will eventually use a yellow or gray line in contrast to dotted lines. I found the dotted lines to be more confusing for my students. Gray or yellow lines, combined with additional visual indications, offer a very clear expectation what the student should do.

4. Consider what is appropriately reasonable

It is always important to consider the development sequence of writing skills. Take a look at my previous blog about pre-root stops here. It's okay if a three-year-old does not write his or her name. We would expect a child of this age to create some simple lines and shapes. Three-year three years can write their names, but it's fine if they are unable. It would not be expected based on development standards. In addition, children will not expect children to make some more complex lines and shapes until they are older. For example, diagonal lines are controlled closer to 5 years. A student having a name with letter requiring diagonal lines may not be able to form these letters correctly until they are older. It is also important to remember that students typically learn to first imitate and then copy. You can start with your student in reality activities instead of expecting you to fully copy a letter.Contact your OT if you are not sure what your student is the "court challenge".

In addition, there are some students who may not be ready for pencil and paper practice. You can still support you with some of the basic skills that relate to write your name. In this case, I had students working on matching letters in their name using laminated manipulative parts, or even with magnetic letters that customize the letters in their name. The letter recognition is also important for the overall name writing process, so that the opportunity offers to work on which this can be very helpful.

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