Mrs.

Atkin
Atkinson’s
son's

Handwriting
Workbook
An OT Approach to Handwriting
Composed by Amanda M. Atkinson MS: OTR/L

Name:
Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 1
 Table of Contents
Dear Grown Ups: A Note From The OT……………………………………………………………………………………………………… 3
Steps to Teaching Handwriting…………………………………………………………………………………………………………………………. 4
Foundational Motor Skills……………………………………………………………………………………………………………………………………….. 5
Pre-Writing Skills…………………………………………………………………………………………………………………………………………………………. 6
The Writing Line…………………………………………………………………………………………………………………………………………………………… 7
Printing Part 1: Upper Case Letters……………………………………………………………………………………………………………….. 9
Upper Case Letter Formation Blueprints………………………………………………………………………………………………… 10
Letter Formation Pieces………………………………………………………………………………………………………………………………………… 11
Frog Jump Upper Case Letters FE D P B R…………………………………………………………………………………………… 13
Magic C Upper Case Letters C G O Q…………………………………………………………………………………………………………. 16
Big Line Down Upper Case Letters L H K U T I J…………………………………………………………………………….. 18
Diagonal (Slide) Upper Case Letters V W X Y………………………………………………………………………………………. 22
Silly S & Sliding A Upper Case Letters S A……………………………………………………………………………………………….. 24
Alignment Concepts: Mrs. Atkinson’s House…………………………………………………………………………………………….. 26
Alignment Concepts: The Alphabet Stretch…………………………………………………………………………………………….. 27
Shrinking lower case letters c o s v w z…………………………………………………………………………………………………….. 29
Magic c lower case letters c e o a d g q…………………………………………………………………………………………………… 31
Diving lower case letters r n m h b p…………………………………………………………………………………………………………… 33
Line down lower case letters i u l t k…………………………………………………………………………………………………………… 37
Hook lower case letters f j………………………………………………………………………………………………………………………………….. 39
Appendix A: Home Motor Activities……………………………………………………………………………………………………………….. 43
Appendix B: Three-Lined-Paper………………………………………………………………………………………………………………………… 48

Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 2
Dear Grown Ups,
Over the years, I have seen the “handwriting curriculum” disappear. The
educational system has shifted its focus to reading and math. While those skills are
obviously essential to academic growth – there are some fundamental principles that are
taught through handwriting that are lost in the shuffle. Concepts such as “big and small”
– “left to right” – “across and down” – are just a few examples of how handwriting
turns our three dimensional reality into a one dimensional pencil and paper world.
In addition to language concepts, handwriting works on finger movement and eye
hand coordination skills. Working on size, alignment and spacing is how a child develops
control of their movements. And finally, while handwriting is quickly disappearing from
those early school years, it makes a re-appearance in the “state testing years”. Children
are required to print legible, lengthy answers to reading and math questions. Without a
solid handwriting foundation, this task can be both frustrating and fatiguing for a child.
Having a strong academic base means relatively nothing if it cannot be reflected on
paper.
As a school-based therapist, most of the referrals I receive from teachers are
complaints of “bad handwriting”. But the fact is, handwriting needs to be taught. If it is
not taught, then “bad handwriting” turns into an epidemic. Working closely with
kindergarten and first grade teachers, both in the general education and special
education settings, I developed this modified version of Handwriting Without Tears®
with my own creative spin. My goal was to provide teachers with common language,
simple concepts and center-based activities that they could easily integrate in their
classrooms. This workbook is a 10-year work in progress.
That being said, I receive absolutely NO profit from this creation. This is my
resource gift to you. However, 10 years is a long time on any project, so I ask that if
you choose to utilize this tool, you keep my name as it is on what you use.
All it takes is 15-minutes a day to develop a solid handwriting base. Children can
easily be motivated by “play” – simple sensory mediums, like playdoh, chalk and paint can
become part of your handwriting routine. Movement patterns eventually become
movement “habits”. The motor skills for handwriting are typically established by 2-3rd
grade. Teaching a child how to correctly draw and position letters in their early years
will last them a lifetime.
Sincerely,

Amanda M. Atkinson MS; OTR/L

Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 3
 Steps To Teaching Handwriting
1. Develop a strong fine motor base.
In order to move a pencil to form letters, the child needs good hand and finger strength.
Never underestimate the importance of “play” tasks like coloring, drawing, cutting and
crafts. Have the child get off their LeapPads, iPads, Smartphones, Wii games and etc. Do
some old school play activities with crayons, scissors and glue. In Appendix A at the back of
this workbook, you can find a list of activities that work on developing fine motor strength,
control, precision and coordination.

2. To write a letter, the child must know the letter.

Before a child can write a letter, they must be able to recognize and name it consistently
(regardless of the size or font). This concept of “letter memory” is the very first step to
handwriting. If the child cannot consistently recognize all of the letters of the alphabet,
they are not ready for printing.

3. Start with the writing line.

Before you even think of showing the child how to “draw” the letter, introduce them to a
writing line. Show and explain the top, middle and bottom components. Make sure that the
child can consistently name and identify these components. This part of handwriting is so
important, because it is the basis of the child’s understanding of where to start and end
letters. Spend as much time as the child needs on understanding the purpose and parts of a
writing line.

4. Start with a sensory experience, NOT pencil and paper.

Start teaching letter formation by “building” the letters. Use the Sensory Writing Line
Model, Letter Formation Pieces and Letter Formation Blueprint in this workbook to build
upper case letters. Roll playdoh into “snakes” to make the letter strokes for upper case and
lower case letters. Teach how to position the sensory mediums correctly on the writing
lines, making sure that the letters start and end in the correct places.

5. Introduce pencil and paper.

For younger children, use larger three lined paper. As the child improves the control of their
pencil, decrease the size of the writing lines. Be consistent with what kind of paper you use.
It is unfair to use one type of lined paper for one task, and a different kind for another
task. Remember to use the same type of lines for your visual models.

6. Practice makes perfect.

Once the child can form the letter, encourage them to do independent work by completing
each letter worksheet provided in this workbook. Make sure to monitor that the child is
forming the letter correctly. To master handwriting, the child should spend 15-minutes a day
practicing how to form letters.

Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 4
 Foundational Motor Skills
We are no longer primates. Unlike our hairy ancestors, we have this great thing – an
opposable thumb. Despite our computers, smart phones and other gadgets that are slowly turning
reality into virtual reality – we were created to use our hands, we were made to use tools. One of
the most underestimated and overlooked tool is the pencil. It is our primary means of written
communication. And just like any other tool, it takes strength, control, coordination and practice to
use it.
Being able to hold and move a pencil is a motor task. Motor skills typically follow a
linear developmental pattern, where the child improves strength and control from the inside
outward.

Finger Skills
(Precision, Step 1:
coordination &
speed) Foundation Motor Skills
The previous step should be mastered
Hand Skills before moving up the triangle.
(Hand Strength, Hand Dominance,
Mature Pencil Grasp)

Arm Skills
(Strong Shoulder Girdle, Bilateral Coordination)
Core Skills
(Core Strength, Reflex Integration, Midline Crossing)

In order to successfully manipulate a given tool (in this case, the pencil) the child needs:
1. A strong core in order to sit upright and hold that position for as long as needed
2. Good arm strength to hold their shoulder stable so that their fingers have the base of support
to move upon
3. Strong hand muscles, particularly in their opposable thumbs, for holding the pencil with
appropriate pressure and control
4. The ability to move one finger at a time to guide the pencil to make appropriate size and shape
strokes.

The best way to build a solid foundation in motor skills is to simply play. And I mean old
school play - no LeapPads, no iPads, no Smartphones. Just those seemingly ancient things – hitting
up the playground, riding a bike, playing tag, drawing on the sidewalk, coloring and cutting, Legos,
blocks, and board games. For an extensive list of Home Motor Activities, refer to Appendix A. If
your child seems to be having difficulty developing a strong motor base, speak to your pediatrician.
Physical or occupational therapy assessment or treatment may be appropriate.

Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 5
 Pre-Writing Skills
Once a child has developed their underlying motor skills, they are ready to transition on
to “pre-writing skills”. To begin teaching how to print, the child must be able to recognize and
name the letter they are printing. Without this essential step, handwriting is built on a faulty
foundation. I can assure you, without this piece, the child will not be able to produce legible
written work independently. You will have a child that can copy from a model all day long. But
that connection between what a letter is and how it is draw will not be automatic. While you
can walk without crawling, I would not suggest it.
All upper case letters are made of just two shapes – lines and curves. The first step in
teaching handwriting is teaching the child what these two shapes look like so they can
recognize and name them consistently. To build upper case letters, we need big and little
versions of lines and of curves. So once the child can recognize and name the shape, they need
to be able to understand the difference between a big curve, a little curve, a big line and a
little line. Finally, once the child understands shape and size – the last step is direction. The
child needs to understand that shapes can go “up and down” (vertical lines); from “left to
right” (horizontal lines); and “slide” (diagonal lines). This is the second step in the printing
process. Again, do not skip on to drawing letters until the child demonstrates a good
understanding of shape, size and direction. Spend as much time as he/she needs on this
concept. The rest will come naturally.
Once these two foundational steps are establish, bring in the motor component – you
are ready to teach handwriting. Think of handwriting as “drawing”. The child sees letters in
shapes and lines – not symbols. Train yourself to see them this way too.

Step 2:
Recognizing &
Naming Size
Pre-Writing Skills
(Big Line, Little Line,
The previous step should be
Big Curve, Little mastered before moving up the
Curve triangle.
Recognizing & Naming Size
(Big Line, Little Line,
Big Curve, Little Curve
Recognizing & Naming Shapes
(Lines & Curves)
Recognizing & Naming Letters

Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 6
 The Writing Line
I always find it funny that the first lesson I do when teaching my students handwriting is so
often skipped over by teachers and parents – the concept of a writing line. It seems to be assumed
that the child understands what a writing line is and what it is used for. This is definitely not the
case. The first time I ask most kindergarten students what the picture below is, I get at least half
of the class yelling out “A ROAD!”……Nope.
I start by explaining that a writing line has three parts: a top line, a middle line and a bottom
line. I have the children orient these directionality concepts to their own bodies. For example, I have
a “Silent Writing Line” game where I point to one of the three parts of the writing line. As I point
to the part, the child must show me the corresponding part on their own bodies (i.e. “the top” = the
head; “the middle” = the belly/hips; “the bottom” = the feet). Again, understanding the language and
the terms is such as important part of teaching handwriting. Be consistent in what you call these
parts – don’t switch over the “the sky line” one day and “the top line” the next.
To provide a helpful visual cue, I like to highlight the parts of my writing line. You will see
throughout this workbook, I like to make my top line green, my middle line yellow and my bottom line
red. I myself am a visual learner, so I understand how helpful these little things are in the beginning.
As the child gets the hang of orienting to the parts of the writing line automatically, feel free to
remove the highlighting.
The other suggestion I have at this point is to stick to one writing line at a time when you
are demonstrating how to “draw” a letter. Have a page full of writing lines is extremely confusing.
Think about it….. you tell the child to start on the top…… but every line technically has a top…..doesn’t
it? Well, I mean, start on the top on the top line. Wait, what?! On the following page, you will find
an example of my Sensory Writing Line Model. This models be photocopied and laminated so that
you can use sensory mediums (paper pieces, playdoh, wikkisticks or dry erase markers) to “build
letters”. In Appendix B, you will find three-lined-paper that has larger spaces between each line.
These spaces help to emphasize where one writing line ends and another begins.

the What teachers see…

What children see…

Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 7
 Sensory Writing Line Model

Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 8
 Printing Part 1: Upper Case Letters
I am just going to come out and say it – I teach upper case letters first. Now remember,
before I even think about teaching the child how to draw the letter – I have already ensured that
they can recognize and name all the letters of the alphabet (both upper case and lower case). This
concept of teaching upper case letter formation first makes many of my kindergarten teachers
uneasy. “But they can’t write in all upper case letters!! That’s not correct!!” Point taken. Printing in
all upper case letters is not the correct way to write. But either is scribbling some crazy wave that
looks like an upside down 6 for the letter “e”; or making a big candy cane for the letter “r”. Lower
case letters have many, many complex visual motor concepts – retracing lines (r n m b h), hook
components (f j), and crazy diagonals (q). Not to mention, some start at the middle line and some
start at the top. Some sit on the bottom line, some dip down below it. That is a lot of spatial
concepts for a little one to understand. As we already discussed, all upper case letters are made up
of only two shapes – lines and curves. All upper case letters start at the same place – the top line.
And lucky for us, they all sit on the same line too - the bottom.
All upper case letters can be built by putting four basic forms together – a big line, a little
line, a big curve or a little curve. On the following page, you will find my Upper Case Letter
Formation Blueprint.s You can use this to see how each upper case letter is built. In the pages that
follow the Upper Case Letter Formation Blueprint, you will find the Letter Formation Pieces: Big
Lines & Little Lines and Big Curves & Little Curves .To build every upper case letter, each student
will need 4 big lines, 3 little lines, 2 big curves and 2 little curves. Both sets of Letter Formation
Pieces can be photocopied and laminated so that you can “build” letters.
I encourage teaching how to draw upper case letters first simply because it is more
developmentally appropriate – and frankly, easier. Yes, this does mean that your kindergartener will
write in all upper case letters for a period of time. But, more importantly, your kindergartener will
be able to WRITE. You will be able to recognize the letters they are producing, and maybe even get
an idea of what they are trying to portray to you as a writer. I promise you faithfully, that as long
as you continue on to teach the formation of lower case letters once upper case letters have been
mastered, they will transition right along. But at the end of the day, you are the educator. Do what
you feel is best for each individual student.

Ab Bb Cc
We are ready to begin teaching letter formation. Here we go………

Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 9
Upper Case Letter Formation Blueprints

Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 10
 Letter Formation Pieces:
Big Lines & Little Lines
Laminate & cut out the big lines and little lines below. These lines can be used to “build” upper
case letters on the Sensory Writing Line Model. Use the Upper Case Letter Formation
Blueprints to determine what shapes to use & how to put them together.

Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 11
 Letter Formation Pieces:
Big Curves & Little Curves
Laminate & cut out the big curves & little curves below. These curves can be used to “build” upper
case letters on the Sensory Writing Line Model. Use the Upper Case Letter Formation Blueprints to
determine what shapes to use & how to put them together.

Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 12
Set 1: Frog Jump Upper Case Letters
FEDPBR
Frog Jump Upper Case letters all start the same. I found that it is easier to teach the
Frog Jump letters that have diagonal components after the ones that do not. Diagonal
lines are more difficult to draw.

1. Start at the top, make a big line down

to the bottom and STOP!

2. Pick up your pencil and FROG JUMP

back to the top – Ribbit!

3. Finish the letter by making…..

F: A little line on the top and a little line in
the middle
E: A little line on the top, a little line in the
middle and a little line on the bottom
D: A big curve from the top to the bottom
P: A little curve from the top to the middle
B: A little curve from the top to the middle
and another little curve from the middle to
the bottom
R: A little curve from the top to the middle
and a little diagonal line from the middle to
the bottom.
Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 13
Name:
Frog Jump Letters

F
E
D
P
Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 14
Name:
Frog Jump Letters

R
N
M
Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 15
 Set 2: Magic C Upper Case Letters
CGOQ
Magic C Upper Case letters all start with a BIG CURVE (or “Magic C”). With the help of
Magic C Bunny, this big curve can magically be changed into three other upper case
letters.

1. Start at the top, make a big curve down

to the bottom.

2. Finish the letter by making…..

G: A little line up to middle, then another
little line across the middle
O: Another big curve back up to the top
Q: Another big curve back up to the top,
then a little diagonal line from the
middle to the bottom

Hi! I’m Magic C

Bunny! I come
back to play when
we do lower case
letters too!

Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 16
Name:
Magic C Letters

C
G
O
Q
Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 17
Set 3: Big Line Down Upper Case Letters
Left Side Starters: L H K U
Big Line Down Upper Case letters all start the same way – start at the top, draw a big
line down to the bottom. Unlike the Frog Jump letters, for Big Line Down letters, you DO
NOT jump back to the top line. Big Line Down upper case letters are grouped by whether
they start towards the left side of the top line (left side starters), or more towards
the center of the top line (center starters).
Left Side Starters:

1. Start at the top, make a big line

down to the bottom.

2. Finish the letter by making…..

L: A little line at the bottom
H: Another big line next to the first
big line, then a little line across the
middle
K: A little diagonal line from the top
to the middle, then another diagonal
line from the middle to the bottom
U: A little curve at the bottom, then
another big line up to the top

A Big Line Down, Just Like A Tree!

Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 18
Name:
Big Line Down: Left Start

L
H
K
U
Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 19
Set 4: Big Line Down Upper Case Letters
Center Starters: T I J
Big Line Down Upper Case letters all start the same way – start at the top, draw a big
line down to the bottom. Unlike the Frog Jump letters, for Big Line Down letters, you DO
NOT jump back to the top line. Big Line Down upper case letters are grouped by whether
they start towards the left side of the top line (left side starters), or more towards
the center of the top line (center starters).
Center Starters:

1. Move slightly towards the center

of the line and make a big line
down

2. Finish the letter by making…..

T: A little line at the top
I: A little line at the top, then a
little line at the bottom
J: A little curve at the bottom
(and a little line on top if you want
to add the “hat”)

A Big Line Down, Just Like A Tree!

Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 20
Name:
Big Line Down: Center Start

T
I
J
Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 21
 Set 5: Slide Right Diagonal Upper Case Letters
VWXY
Slide Right Diagonal upper case letters all start with a big diagonal line that slides from
the top to the bottom.

1. Starting at the top, make a big line

sliding down to the bottom

2. Finish the letter by making…..

V: Another diagonal line sliding from
the bottom to the top.
W: Another diagonal line sliding from
the bottom to the top, another
diagonal line from the top to the
bottom and finally, another diagonal
line from the bottom to the top.
X: Another big line sliding to the left,

Dia starting at the top and sliding to the

bottom
y: Stop your diagonal line at the
middle (so it is actually a little
diagonal line). Then starting from the
top, slide to the right to the bottom.

Diagonal Lines are a very difficult thing to draw. In fact, most

Pssst…… children do not master drawing diagonals correct until they are
at least 5 years old. So if you have younger kindergarten
students, be patient – it’s a developing skill!

Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 22
Name:
Diagonal (Slide) Letters
Sliding Right

V
W
X
Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 23
Set 6: Silly S & Sliding A Upper Case Letters
SA
The last two upper letters fall into their own category.

1. S: Starting at the top, make a little

curve to the middle, then turn
around to make a second little
curve the other way to the
bottom.

2. A: Starting at the top, make a

diagonal big line sliding to the left
to the bottom. Go back to the top
and make another diagonal big line
sliding to the right to the bottom.
Make a little line across the middle.

I like to pretend S is the slide. The

top part of the slide results in a
sliding to the left. This is exactly
how the letter A starts, with a
diagonal line sliding to the left. So to
me, they are buddies.

Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 24
Name:
Silly Slide: Letter S &
Letter A: Sliding Left

S
A

Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 25
Alignment Concepts: Mrs. Atkinson’s House
Congratulations, you have finished the upper case alphabet! That’s the good news. The bad
news? Lower case letters are much trickier. For starters, they do not all start in the same place.
Some start on the top – I call them “upstairs” letters. Some start in the middle – I call them
“middle” letters. “Upstairs” and “middle” letters sit on the bottom line. But some lower case letters
dip under the bottom line – I call them “downstairs” letters. The position of the letters on a writing
line is called alignment. Just like being able to identify and name a letter, the child also should be able
to recognize and name the alignment of the lower case letter on the writing line trying to write it.
What I have found works well with teaching alignment is comparing the writing line to a
house. The top line is the attic. If a letter goes into this area, it is called an “upstairs” letter. If a
letter sits in the living room area, it is called a “middle” letter. If a letter goes below the bottom
line, into the “stinky” basement, is called a “downstairs” letter. If your child is in Occupational
Therapy with me, there’s a whole story that goes along with “Mrs. Atkinson’s House”. Grandpa is
upstairs in the attic, reading the newspaper. Lower case letters b d f h k l t like to go up and visit
him. I play Wii with my sons and Mr. Atkinson in the living room. Letters a c e i m n o r s u v w x z
come over all the time and play Wii with us. It’s a real party. And then there is the stinky basement,
downstairs with the spiders. Only the few and the brave go down there. It’s a good thing g j p q y
are brave enough. Won’t you come and visit Mrs. Atkinson’s house?

Upstairs
Mrs. Atkinson’s House
Come on over!

Middle

Downstairs

Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 26
Alignment Concepts: The Alphabet Stretch
Just like when we use the Letter Formation Pieces to make Upper Case letters in
three dimensions before moving to one dimensional pencil and paper – it is also important
to teach alignment concepts in three dimensions. The best way? Relating directionality
and alignment concepts to our own bodies!
The Alphabet Stretch is a movement activity that corresponds to the lower case
alphabet alignment. Using the concepts of top, middle, and down – the child moves their
hands to the corresponding areas of their body. On the next page, you will find a visual
of the Alphabet Stretch. The movements are easy……
“upstairs” letters = putting your hands in the air
“middle” letters = putting your hands in your middle (your hips/belly)
“downstairs” letters = putting your hands on the floor
These cute Alphabet Stretch people will help guide your movements!

Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 27
 The Alphabet Stretch

Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 28
 Set 1: Shrinking lower case letters
cosvwxz
Let’s start simple. The first set of lower case letters are the “shrinking letters”.
Shrinking lower case letters look (and are formed) the same way as their upper case
counterparts. The only difference is that THEY SHRUNK! This means that while upper
case letters start on the top line, these shrinking lower case letters start on the middle
line. Since the child already learned how to form these letters when we worked on upper
case letters, their lower case counterparts should be super easy.

Cc Oo Ss
Vv Ww Xx Zz
Whoooops!
They
SHRUNK!

Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 29
Name:
Shrinking Letters
c
o
s
v
w
x
z
Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 30
 Set 2: magic c lower case letters
ceoa dgq
Just like Magic C Upper Case letters, magic c lower case letters all start with a
curve. However, Upper Case Magic C letters start with a big curve. Lower case magic c
letters start with a little curve, starting in the middle and sitting on the bottom line.
Some magic c lower case letters stay in the middle (c e o a), some go upstairs (d) and
some go downstairs in the stinky basement (g q).

1. Start in the middle, make a little curve to the

C bottom line

C
C 2. Finish the letter by making…..
e: A little line from the top of the
curve to the belly of the curve
o: Another little curve back up to the
top
a: Another little curve back up to the
top, then a little line from the middle
to the bottom
I’m Back! g: Another little curve back up to the
top, then a big line from the middle
down to the stinky basement and a
fish hook at the end

Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 31
Name:
Magic c
c
e
o
a
d
g
q
Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 32
 Set 3: diving lower case letters
low dive: r n m
Some lower case letters are tricky to form correctly because they involve a “re-
tracing “ stroke. Re-tracing simply means that you draw a line down, then come back up
on that same line to make the next stroke. This step is often neglected, and as a result,
letters like r n m lack that first line. I tell my students that if they don’t make that
“diving line” – their letters look like candy canes, rainbows and bat wings. The diving
letters are broken up into three subsets – the low dive letters (letters that start in the
middle and sit on the bottom line), the high dive letters (letters that start on the top
and sit on the bottom line) and deep sea divers (letters that start in the middle but go
under the bottom line). Re-tracing is a hard concept, so take your time practicing the
stroke.

1. Start in the middle, dive down to the bottom

2. Swim straight back up to the middle to get

some air.

3. Finish the letter by…..

r: swimming in a small curve to the right
n: swimming to make a little hill
m: swimming to make two little hills

Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 33
 Set 3: diving lower case letters
high dive: h b
Some lower case letters are tricky to form correctly because they involve a “re-
tracing “ stroke. Re-tracing simply means that you draw a line down, then come back up
on that same line to make the next stroke. This step is often neglected, and as a result,
letters like r n m lack that first line. I tell my students that if they don’t make that
“diving line” – their letters look like candy canes, rainbows and bat wings. The diving
letters are broken up into three subsets – the low dive letters (letters that start in the
middle and sit on the bottom line), the high dive letters (letters that start on the top
and sit on the bottom line) and deep sea divers (letters that start in the middle but go
under the bottom line). Re-tracing is a hard concept, so take your time practicing the
stroke.

1. Start at the top, dive down to the bottom

2. Swim straight back up to the middle to get

some air.

3. Finish the letter by…..

h: swimming to make a little hill
b: swimming to make a little circle

Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 34
 Set 3: diving lower case letters
deep sea dive: p
Some lower case letters are tricky to form correctly because they involve a “re-
tracing “ stroke. Re-tracing simply means that you draw a line down, then come back up
on that same line to make the next stroke. This step is often neglected, and as a result,
letters like r n m lack that first line. I tell my students that if they don’t make that
“diving line” – their letters look like candy canes, rainbows and bat wings. The diving
letters are broken up into three subsets – the low dive letters (letters that start in the
middle and sit on the bottom line), the high dive letters (letters that start on the top
and sit on the bottom line) and deep sea divers (letters that start in the middle but go
under the bottom line). Re-tracing is a hard concept, so take your time practicing the
stroke.

1. Start at the middle, dive WAY down till you

see a whale

2. Swim straight back up to the middle to get

some air.

3. Finish the letter by…..

p: swimming to make a little circle

Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 35
Name:
Diving Letters
r
n
m
h
b
p
Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 36
 Set 4: line down lower case letters
little line down: i u
We’re in the home stretch now! Lower case line down letters (just like upper case
line down letters) start with a simple line going down to sit on the bottom line. Some line
down letters start with a little line, others start with a big line.

1. Start at the middle, make a little line to sit

on the bottom.

2. Finish the letters by making…..

i: a dot for an eyeball
u: a small curve, then back up to the middle

Little Lines are

like Little Trees!

Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 37
 Set 4: line down lower case letters
big line down: l t k
We’re in the home stretch now! Lower case line down letters (just like upper case
line down letters) start with a simple line going down to sit on the bottom line. Some line
down letters start with a little line, others starts with a big line.

2. Start at the top, make a big line to sit on

the bottom. Look it’s a lower case L.

2. Finish the letters by making…..

t: a little line across the middle
k: a diagonal line from the middle to the
big line, then another diagonal line from
the big line to the bottom

Mrs. Atlkinson thinks that lower

case k is the most difficult letter
for kids to form – so take
your time when teaching
& practicing!

Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 38
Name:
Line Down
i
u
l
t
k

Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 39
 Set 4: hook lower case letters
fj
The last set of lower case letters are the hook letters. As their name suggests,
you form the letter by making a hook. Lower case letter f and j are often reversed, so
take your time orienting the child to left and right as you demonstrate how to form the
letter.

1. f: Start with a hook, then make a big line

down to the bottom. Finish the letter with a
little line across the middle.

2. j: Start in the middle and make a big line

down to the stinky basement. Finish the
letter with a hook and a little dot for an
eyeball.

Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 40
Name:
Hook Letters
f
j

Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 41
APPENDIX

Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 42
 Home Motor Activities
WHAT ARE MOTOR SKILLS?

GROSS MOTOR SKILLS involve the “big muscles” of your body – like your stomach, back, legs & shoulders. You
must first develop strong “big” muscles before you develop fine motor skills.

FINE MOTOR SKILLS are any finger & hand movement used to perform a task. They involve strength & coordination
of small muscles in the fingers, hands & wrists.

As we get older, our brain becomes more involved in planning out our movements. We use our vision to determine how to
move. Your VISUAL PERCEPTUAL SKILLS help you understand things like direction, size & space. Using fine motor
skills with visual skills is known as VISUAL MOTOR SKILLS or “eye hand coordination”. Your visual skills also work
with your brain to help you understand what you see.

All of these skills are needed to do everyday tasks – sitting tall at your desk, printing on paper, cutting on a line,
understanding a graph, reaching in your desk to find materials, etc. Here are some activities to help improved these skills:

GROSS MOTOR SKILLS

Gross motor skills are the skills needed for you to use your body to perform tasks that require balance, coordination &
strength.
 Hop Scotch  Playing on Playground Equipment (slide,
 Playing Kick Ball & Catch monkey bars, etc)
 Riding a bike or scooter  Swinging on a swing
 Balancing  Dancing or Stepping
 Jump Roping  Basketball, Baseball or any other sport
 Hula Hooping  Hobbies like Karate or Gymnastics
 Climbing
SHOULDER GIRDLE STRENGTHENING ACTIVITIES
Shoulder girdle strength is important to provide stability for your hand when you are doing fine motor tasks.
 Weight bearing activities
o Working on stomach while propping self on elbows
o Supporting self with arms to wheelbarrow walk
o “Animal walks”: crab walking, bear walking, commando crawling, etc.
o Riding on a scooter board on belly using arms to navigate
 Working on an incline
o Taping worksheets on a wall or blackboard
o Using a 5-inch binder as “incline board” at desktop
o Writing on a blackboard
o Painting on a easel
 Resistive activities using arms
o Erasing/washing a blackboard
o Washing a table
o Vacuuming or sweeping
o Chair, wall or floor push ups
o Pushing, pulling or carrying
o Tug of war
 Playground Activities
o Monkey bars
o Climbing

Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 43
 FINE MOTOR SKILLS
Fine motor skills are the skills needed for you to use your fingers & hands for smooth, quick, accurate movements.
Strength, Steregnosis, Grasp & Precision are all a part of good fine motor skills.
 Strengthening
o PlayDoh activities (hiding small objects o Using a manual pencil sharpener
in PlayDoh then finding them) o Making cookies/pizza out of dough
o Cutting through thick paper, like Oak o Chinese “stress” balls
Tag or Cardboard

 Steregnosis (the ability to recognize what an object is JUST by feeling it)

o “Mystery” Box/Bags : Place various small items (coins, toy cars, blocks, keys, paperclips, cotton ball, etc)
into a box or bag. Have the child reach inside & feel the object with their hands. Have the child try to
guess what the mystery object is without looking at it.
o “Hidden” Objects: Place various small items (coins, toy cars, blocks, keys, paperclips, cotton ball, etc)
into a container of rice, sand and/or beans. Have the child dig through the container to find hidden objects
with their hands. Have the child try to guess what the hidden object is without looking at it.

 Grasp (the ability to handle medium to large objects) Skills

o Stacking blocks
o Legos & Tinker Toys
o Using PlayDoh & SandBox tools (i.e. shovels, rakes, “pasta” makers, rolling pins)
o Water Toys
o Dominoes
o Using rubber & sponge stamps

 Precision (the ability to handle small objects) Skills

o Opening & closing markers, twist containers (i.e. Bubble bottles or soda bottles)
o Using tweezers or an eye dropper
o Manipulating clothespins
o Playing with toy/real tool sets (screws, bolts, washers, etc)
o Playing with marbles
o Using push pins to make “designs” in paper (place flashlight behind paper & turn off lights to create “star
designs”)
o Using “Cheerios”, macaroni, small beads or sequins for making necklaces.
o Creating candy sculptures with toothpicks
o Popping “Bubble Wrap” (packaging wrap)
o Placing coins into a piggy bank
o Mosaic Tile crafts & Parquetry designs
o Games that focus on finger movement
 “Connect 4”  “Pick Up Sticks”
 “LiteBrite”  “Trouble”
 “Checkers”  “Sorry”
 “Chinese Checkers”  “Jenga”
 “Hungry Hippos”  “Operation”
 “Ants in the Pants”  “Bed Bugs”
 “Don’t Break the Ice”  “HiHo CherryO

BILATERAL COORDINATION SKILLS

Bilateral coordination skills are the skills needed for you to use the two sides of your body together, especially your two
arms & hands, to perform tasks.
 Stringing beads or macaroni to make  Hand-over-hand tasks (such as tug
“jewelry” of war, climbing a rope, pulling a
 Lacing Crafts rope while on a scooter, etc.)
 Playing cards  Lacing & tying shoes
 Folding tasks (laundry, paper, etc)  Sport activity – catching & throwing
 Cutting out shapes, pictures,
coupons or “snowflakes”

Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 44
 VISUAL PERCEPTUAL SKILLS
Visual perceptual skills are the skills needed for you to understand what you see in terms of its size, shape, direction &
distance from other objects. Visual perceptual skills can be broken down into many “sub-types” of skills, each important
to using visual information to understand your environment.

 Form Consistency (the ability to accurately recognize & understand that an object remains the same despite
changes in its size, direction, orientation, color, texture or context – i.e. recognizing a number in a different
fonts)
 Figure Ground (the ability to filter out unimportant visual material in order to concentrate on the important stuff)
 Visual Discrimination (the ability to identify differences & similarities between shapes, symbols, objects &
patterns – i.e. matching & sorting skills)
 Spatial Relationships (the ability to understand the position of two or more objects in relation to oneself & in
relation to each other - i.e. “behind”; “between”, “in front”, etc.).
 Position in Space (the ability to understand an object's position in space in relation to oneself or to understand
which direction an object is turned – i.e. understanding the difference between b's, d's, p's & q's)
 Visual Memory (the ability to remember what is seen for immediate recall)
 Visual Sequential Memory (the ability to remember & recall a sequence of visual images such as letters, shapes,
numbers, symbols & objects in the correct order)
 Visual Closure (the ability to identify a form or object from an incomplete presentation) This involves
visualizing & mentally "filling in" the visual information that is missing. When we're reading, Visual Closure
perception helps us recognize sight words. It is a foundation skill for fluency & speed in reading & spelling.
Efficient reading relies on this skill because with each fixation of the eye only part of the letters of a word or
phrase is actually perceived.
 Visual Analysis (the ability to see that certain parts make a whole)
Visual perceptual activities:
 Card games (Solitaire, Go Fish,  Pattern activities
Rummy, Crazy 8’s, Uno, etc.)  Construction activities from model
 Memory  Simon or Bop It
 Puzzles  Checkers & Chinese Checkers
 Word searches  Crossword Puzzles
 Where’s Waldo & other “find the  Playing “I Spy”
hidden picture” worksheets
 Finish the picture worksheets

VISUAL MOTOR SKILLS

Visual motor skills are the skills needed for you to use your eyes & hands together to complete tasks.
 Copying or forming shapes, letters & numbers:
 On Lined paper  On MagnaDoodle
 In Shaving Cream  On Blackboard
 With finger paints  With spaghetti noodles
 In Sand  With PlayDoh
 On paper with sandpaper behind  Out of small balls of crumbled
it tissue paper.
 Cutting Tasks
 Coupons  Cutting PlayDoh
 Paper dolls  On straight/curved lines
 Snowflakes
 Eye Hand Coordination Tasks
 Block Designs  Find the Hidden Picture
 Peg Designs  Connect the Dots
 Mazes  Puzzles
 Finish the Picture

GRAPHOMOTOR (HANDWRITING) SKILLS

Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 45
 Graphomotor (handwriting) skills are the skills needed for you to produce legible work with correct capitalization,
punctuation, size & spacing. Handwriting is a very advanced skill. In order to have good handwriting, all the above
skills must be in place.
 Writing stories or poems
 Writing notes & cards to friends & relatives.
 Practicing making letters out of
o Playdoh o Pipe Cleaners
o Shaving Cream o Noodles/Macaroni
o Sand o Paint/Markers or Crayons
ATTENTION
Attention is the most important part of the school setting. It involves all of the skills needed for you to listen, understand
& use information to complete tasks, without becoming distracted or distracting others.
 “Red Light, Green Light”  Playing “Snap”
 “Mother May I?”  Following a pattern for making
 “Simon Says” “jewelry”, Legos, or construction
 Taking turns with Board Games tasks
 Organizing & Sorting Toys

HERE ARE SOME FUN GAMES THAT THE WHOLE FAMILY CAN PLAY
 Operation
 Bed Bugs
 Connect 4
 Bingo
 Ants in the Pants
 Don’t Break the Ice
 Topple
 Twister
 Concentration
 Battle Ship
 Hi-Ho CherryO
 Chutes & Ladders
 Elefun
 Pick Up Sticks
 Pictionary
 Taboo
 Scrabble
 Jenga

Handwriting Workbook: An OT Approach to Handwriting | Composed by Amanda M. Atkinson MS; OTR/L | www.anOTmom.weebly.com page 46
 CHECK OUT MY WEBSITE
 For weekly information, activities and resources on fine motor, visual motor, visual perceptual, graphomotor and
sensory processing skills, check out my personal website at: www.AnOTMom.weebly.com

HERE ARE SOME AWESOME WEBSITES

 www.ot-mom-learning-activities.com
 www.mamaot.com
 www.dltk-kids.com
 http://www.puzzlemaniakids.com/
 http://eyecanlearn.com/
 Uptoten.com
 OTplan.com
 http://www.abcteach.com/abctools_home.php
 www.handwritingworksheets.com
 http://www.first-school.ws/preschool/printable-activities/index.htm
 http://www.hwtears.com/aplus/player
 http://www.atozteacherstuff.com/
 www.Enchantedlearning.com
 http://donnayoung.org/penmanship/

Handwriting Workbook: An OT Approach to Handwriting| Composed by Amanda M. Atkinson MS; OTR/L| www.anOTmom.weebly.com Page 47
Handwriting Workbook: An OT Approach to Handwriting| Composed by Amanda M. Atkinson MS; OTR/L| www.anOTmom.weebly.com Page 48
Handwriting Workbook: An OT Approach to Handwriting| Composed by Amanda M. Atkinson MS; OTR/L| www.anOTmom.weebly.com Page 49
Handwriting Workbook: An OT Approach to Handwriting| Composed by Amanda M. Atkinson MS; OTR/L| www.anOTmom.weebly.com Page 50
Instructions: Highlight each line a different color (i.e. top = green; middle = yellow; bottom = red). Laminate the page.
Cut out a square for each child. Use tactile manipulatives to “build” lower case letters on the square (for example:
playdoh, dry erase markers, Wikki Sticks or cooked spaghetti noodles).

Handwriting Workbook: An OT Approach to Handwriting| Composed by Amanda M. Atkinson MS; OTR/L| www.anOTmom.weebly.com Page 51