Tip 8: Save Copywork for Students Who Can Read at a Second Grade Level and Above

Tip 8: Save Copywork for Students Who Can Read at a Second Grade Level and Above
Students should not be asked to copy phonograms alone until they have mastered how to form the letters and are able to do so quickly and with ease. Many students who struggle with visual confusion will begin to write letters backwards when left alone too soon. This results not only in confused handwriting, but also increases confusion in reading .
The students should not be asked to copy words, sentences, or paragraphs until they are reading at a second grade level. When asked to do so sooner, the task is akin to art and void of the valuable language learning that true copy work provides .
Tip 9: How to Transition from Large-Motor Movements to Paper and Pencil
The timing for transitioning to pencil and paper is dependent upon the age, development, and prior experiences of the student. Many older students will find great success in learning to write a letter with large-motor skill using the handwriting chart, then proceeding to trace the enlarged letter in their workbook with their index finger to emphasize the motions, then immediately writing the letter with a pencil .
Other students who struggle with fine-motor skill development or who are younger benefit from learning all the letters with large-motor skill first and practicing them using only largemotor skill activities for 1-4 weeks. Encourage the students to form large letters using motion that originates in their elbow. Once the students have mastered forming the single-letter phonograms using large-motor skill with their index finger on the Handwriting Chart, they may transition to writing the letters on a white board, chalkboard, salt box, or other texture writing. The students
may also practice writing the letters with their index fingers, using the large letters provided in the student workbook .
For the students with poorly developed fine-motor skills, spelling lists may even be taught using large-motor skill. Rather than using the workbooks provided with The Logic of English® curriculum, have the students write their exercises on a whiteboard or chalkboard .