If the student struggles with fine-motor skills, practice writing exclusively with large-motor movements. Write on a whiteboard, chalkboard, in a sensory box, using finger paint, or with a fingertip on the Tactile Cards, with motions that originate in the elbow.
Meanwhile, at other times during the day, provide opportunities to develop the student's fine-motor skills:
**Many of these activities require adult supervision!**
- Color with markers, chalk, or crayons.
- Provide the students with an eyedropper and small paper cups. Fill one cup with water. Direct students to transfer the water with the eyedropper. For added fun, use a few drops of food coloring in each cup and allow students to experiment with mixing colors.
- Make necklaces and bracelets with plastic beads.
- Use tweezers to move beads from one cup to another.
- Provide students with small colored pom-poms and direct them to sort them by color.
- Provide clothespins that pinch. String a rope between two chairs and allow students to hang up doll clothes, socks, or pictures to display.
- Use child-safe scissors.
- Provide students with bolts, nuts, and washers of varying sizes to sort and screw together.
- Play with building toys.
- Play with play-dough.
In this way, the student can make progress with reading and writing comfortably, using large-motor skills, while further developing fine-motor skills. When the student is developmentally ready to transition to fine-motor writing, the muscle memory that he or she has formed using large-motor movement will translate into fine-motor motions. Until the student is ready for fine-motor writing, phonogram game tiles are a good option to practice spelling.