aboard - being on or inside a vehicle, ship, or airplane.Here are a few words to continue the journey in 1st grade, 2nd grade and 3rd grade. By the time students reach first grade, it's time to up the ante on their A words list. Whichever number of fingers you lean more towards having your child use for air-tracing, you may check out these other online references that impart the same practice:. Second, the practice of two-finger air writing is an easy and practical differentiation from single-finger air writing - which can be confused by a younger child with simply pointing to an object of interest or curiosity (i.e., people are wont to use their index fingers to point at objects in most western societies, anyway). as made popular by Montessori), it stands to reason that having your child engage more (finger) muscles in the air-writing or tracing activity will enhance their muscle memory, because this would stimulate more of the sensorimotor part of their brain. While one-finger tracing has its benefits (e.g. Hi Vanessa, Many educators suggest that children use two fingers when air-writing. In a group situation, the teacher can fix the flash card to a wall, and can have a group of children working together while they stand behind the children, monitoring performance in correct letter formation. Not touching the card also allows multiple children to air write the word simultaneously. The feeling of touching the paper flash card simply distracts from and dilutes the effect of these primary motions. These are the movements and senses we want the child to focus their attention on. Q: Why shouldn’t the child touch the flash card while air-writing the word? Does it really matter? A: The kinesthetic and tactile feedback we are aiming for in this exercise comes from the arm and hand motions involved in underlining and air-writing the word. A vital part of the sight words learning process is that the child spends time looking at the word while saying/spelling/tapping/writing it. Also, tracing the printed letters can obscure the child’s view of the flash card word. Air-writing the letters in a (slightly) different location means the child has to intentionally form the letters, rather than mindlessly tracing lines. Q: Why does the child need to air-write underneath the word on the flash card? Doesn’t it make more sense for them to trace the letters on the card? A: Tracing the letters is easier, but writing underneath the word is better for the learning process. Here is a sample script for you to follow: Adult: Let’s air-write this word. It also makes it easier for the adult to see whether the student is really writing the word or just waving their arm around! This helps with the kinesthetic reinforcement of the writing exercise. One more tip: Have the child hold their writing arm straight and stiff as they air-write the word. You and the child should both air-write below the word on the flash card so that your fingers don’t block the student’s view of the letters. And watch the child to make sure they also are forming the letters correctly. After air-writing the word, say the whole word one more time, again tracing the arrow to “underline” the word from left to right.Īs children in this age range are also learning handwriting, be sure you form each letter correctly as you say its name, to model the correct technique. You will air-write the letters underneath the printed word on the flash card, but do not actually touch the flash card. Then spell the word out loud, using two fingers of your writing hand to “air-write” each letter as you say it. The first step of air-writing a word is to say the word while “underlining” it, using two fingers of your right hand to trace the arrow that runs from left to right underneath the word on each flash card. We want to make sure that the child is focused on the written word on the flash card, not on your face or mouth. The flash card also needs to be held at the child’s eye level. As you do this exercise, hold the flash card at arm’s length from your body, and at arm’s length from the child.
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