The student may hold their pencils to air-write.
1. Get your pencils ready to air-write capital C! Model how to hold the pencil in the air.
2. Where should we start when we write capital C? Do we start at the top or the bottom? (top) Get your pencil
ready at the top of your air-paper.
3. Pull back and around, and then stop.
4. Let’s read the letter we wrote: C. Touch under the letter to demonstrate one-to-one.
5. You’ve written capital C!
Repeat this process a couple of times. Repeat the process with students “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 c.
1. To write lowercase c, I don’t need to start at the top line because lowercase c is a short letter. I start at the
midline instead. I pull my pencil back, around and stop.
2. I need to read the letter I wrote: c. Touch under the letter to demonstrate one-to-one.
3. Now I have written a lowercase c! It looks like the capital C but smaller.
This time, you will practice writing a lowercase c with me, but we will write them in the air. Remember to look at the
lowercase c 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 students and do not start on the left, then students 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 his/her pencil to air-write.
1. Get your pencils ready to air-write lowercase c!
2. Since lowercase c 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.