The student may hold their pencils to air-write.
1. Get your pencils ready to air-write capital D! Model how to hold the pencil in the air.
2. Who knows where we should start when we write capital D? Do we start at the top or the bottom? (top)
Everyone get your pencil ready at the top of your air-paper.
3. I pull my pencil down, go back up and around.
4. Let’s read the letter we wrote: D. Touch under the letter to demonstrate one-to-one.
5. You’ve written capital D!
Repeat this process a couple of times. Repeat the process with the student “writing” with their pointer finger on the palm of their other
hand while iterating the steps to engage tactile modality.
Repeat the modeling, air-writing, and palm-writing with lowercase d.
1. To write lowercase d, I don’t need to start at the top line; I start at the midline. I pull my pencil back, around,
up to the top line, and then down.
2. I need to read the letter I wrote: d. Touch under the letter to demonstrate one-to-one.
3. Now I have written a lowercase d! Even though it is lowercase, it is a tall letter.
This time, you will practice writing a lowercase d with me, but we will write them in the air. Remember to look at the
lowercase d I wrote on the board if you need help. Turn your back to the student to air-write the letter, or write it backward if you
face the student.
1. If you model air-writing the letter facing the student and do not start on the left, then the student may learn to form the
letter with the wrong directionality.
2. As you are modeling the air-written letter, narrate the movements clearly as you are doing them. Use the same
language each time so the student can create an internal monologue of the letter formation.
The student may hold their pencil to air-write.
1. Get your pencil ready to air-write lowercase d!
2. Since lowercase d starts on the midline, where should I put my pencil in the air? Should I stretch my arm tall
like this (reach arm up as if starting on the imaginary top line), or should I start here (bend arm and place hand at a
midpoint in the air)? Make sure the student is starting at around eye level and affirm the correct starting point.