Teaching kids to write a letter

An Introduction to Letter Writing

By: My Child magazine

Introduction

Letter writing is an essential skill. Despite the prevalence of emails and text messages, everyone has to write letters at some point. Letters of complaint, job applications, thank you letters, letters requesting changes or making suggestions — the list goes on and on. Encouraging children to write letters from an early age will improve their communication, social and handwriting skills, and teach them what they need to know about writing and structuring letters.

In this article:

What's so special about receiving a handwritten letter?

Quite apart from curriculum requirements, being asked to write letters is a task that will appeal to children. The sheer fun of sending and receiving letters appeals to every child. There is something special about putting letters into the post box and then having letters delivered by the postman… the brightly colored stamps, seeing your name on the envelope and knowing that inside is a long awaited letter from a friend or member of the family. It shows someone cares and has taken the time to sit down and think about you.

Handwritten letters have a charm of their own. You can take time to think about what you want to say. You can keep letters to read again and again. You can admire the handwriting; share dreams and thoughts. Responding by letter is very different to the immediacy of a text message or an email.

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Activity 1: Warming up to letter writting

Use the above themes to encourage the children to discuss letter-writing. Ask the children to put their hands up if they have ever received a personal letter. Ask for one or more volunteers to talk about how they felt to receive the letter. Here are some initial questions that may help:

• What was in your mind as you read the letter?
• Did you keep the letter to read again?
• Did you share your letter with anyone?
• Did you write back?

And some questions for whole class or group discussions:

• Can the class describe any differences between the handwritten letter and an email?
• Do the children think there is ever a time when only a handwritten letter will do?

Ask the class to interview each other to find out each individual's experiences of writing and sending letters. This can be recorded in a chart.

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Activity 2: Introducing letter writing

Collect a supply of different types of letters — both formal and informal. Ask the children to sort them out into two groups. Which were written to friends? Which are formal letters from businesses? Which features or characteristics distinguish formal from informal?

Having done that ask the children to look for differences between the two groups. This allows a discussion to take place about the different types of letter. Draw up a chart for each group covering:

• Address — business or private?
• Greeting — formal or informal?
• Style of letter — friendly or business?
• What is the message?
• How does the letter end?

This will allow the children to find out for themselves the differences between formal and informal letters.

This could be followed by a discussion of the type of letters the children or their families write. How many occasions can they think of which would deserve a letter to be written? For example:

• Letters of congratulation
• Exchanging news
• Writing to friends
• Letters saying sorry for doing something wrong
• Making appointments
• Asking for information
• Dealing with banks or stores
• Letters to family members who live some way away
• Letters to Santa Claus
• Thank you letters
• Letters showing how much you appreciate someone
• Letters responding to someone who has had bad news — showing how much you care by trying to share their sadness
• Letters of complaint
• Letters to newspapers and magazines

In each case the children should decide what type of letter would be most appropriate in each case — formal or informal? Draw up a chart for each group.

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Activity 3: Formal letters

These are sometimes known as business letters. They are written in a strictly formal style. Such letters are always written on an A4 (8" x 11") sheet of paper. They can be folded three times so that the address to which the letter is being sent can appear in the window of a business envelope. The layout is always the same.

Structure:

• The senders address is put at the top right hand side
• Include telephone number and email if available
• The address of the person receiving the letter goes on the left hand side below the sender's address
• The date
• Greeting — Dear Sir or Madam. You can use the titles Miss, Mrs. or Mr. if you know the name of the person to whom you are writing
• The message
• Complimentary close — Yours faithfully or Yours sincerely
• Signature
• Write name in block letters (this is to ensure that the person receiving the letter knows exactly who has sent it. Signatures may not be very clear)

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Activity 4: Informal letters

These are letters to friends and relations, or people you know well. Structure:

• The sender's address should always appear on the top right hand corner of the page.
• Include telephone number and email if available
• Greeting — There are several variations that can be used depending on how well you know the person: Dear Mary, Hi Mary, Greetings
• Complimentary close — short comment, for example Love, Lots of love, With thanks, See you soon

Tips for writing good letters

• Make sure that they are well written. It can be very annoying for someone to have to struggle to read handwriting. Always use your best and clearest handwriting.
• Make sure all your contact details are clearly written down at the top of the letter. If they are not, then you might not get a reply. The correct address is essential.
• Think about what you want to say. If necessary make some notes on a separate sheet of paper first. This will ensure that you do not forget anything.
• Think about to whom you are writing the letter. Use the right style of writing and language — formal or informal, business like or friendly.
• Lay out your letter using paragraphs. This makes it easier for the reader.

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Activity 5: Letter of inquiry and letters providing information

Suitable for school, children ages 7-9

These are formal letters and messages need to be precise and detailed, covering all the required information. Two types of letters can be undertaken — a letter requesting information; and a reply providing it.

Out in the Milky Way, there is an alien curious about Earth. He writes a letter asking for information about liquids and gases. These do not exist on his planet and he finds it hard to understand what they are.

Write a letter explaining what liquids and gases are. How do they work? What examples could be included? What would be confusing about them? This could link to your science curriculum and could act as a revision exercise giving an opportunity for a discussion about gases and liquids.

The following day, give the children a thank you letter from the alien!

You could link up with another class in the school. One class could write letters of inquiry. These would be delivered to the second class for answering.

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Activity 6: Thank you letters

Suitable for school, children ages 5-7 and 7-9

Thank you letters are very important and can be used in lots of ways: thanking organisations for helping, thanking people for helping you, thanking someone for a lovely time. They make a good follow up exercise after receiving presents or going on a visit.

Your class has just been out on a school visit to a farm. Write a thank you letter to the farmer. You will need to say thank you and how much you enjoyed the visit. Give some examples of what you enjoyed best about the day? Was it feeding the lambs? Pond dipping? Seeing the young animals?

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Activity 7: Letters of invitation

Suitable for school, children ages 5-7 and 7-9

Everyone likes receiving invitations. Receiving a hand written letter asking you to a party or a special event makes you feel very special.

Discuss what type of event might create a need to write letters of invitation. There are plenty of examples — birthday parties, Christmas parties, a visit to a beach with friends; going out to a farm or to the cinema, a wedding or when a new baby is christened; or simply inviting a friend to stay overnight at your house.

Choose a special event and write a letter inviting a friend. What do you need to include in the letter so that they have all the necessary information? You need to be clear on the date and the time, as well as the location. Your friend would be very upset if he or she went to the wrong place. Does he or she need to bring anything with them? Does he or she need to be collected at a set time? Will outdoor clothing be needed if the weather is bad? How will your friend reach the location of the event? Should a parent bring them or will you provide transport?

Remember to ask them to reply saying yes or no. Give a date by which you must have their reply. This is important if food and drink are being provided, or if you need to know exactly how many people are coming.

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Activity 8: Letters of complaint

Suitable for school or home, children ages 5-7 and 7-9

When might a letter of complaint be sent? It might be when someone has done something wrong. Sometimes people write letters to organisations or the newspapers to complain about litter or poor service.

Just imagine what Mr. Bear must have been thinking at the end of the story of Goldilocks and the Three Bears. A naughty girl had broken into his home, eaten his porridge; broken a chair and then gone to sleep on his child's bed. Then she had run away without even saying sorry when the bears came back.

Write a letter of complaint from Mr. Bear to the parents of Goldilocks. What would he say? He would need to get his complaint across very strongly. There would be a list of Goldilocks' misdeeds. He would ask for an apology. Would he ask for payment for the broken chair? Would he ask for action to be taken against Goldilocks? Discuss the various possibilities with the children. What might he ask? Would it be a formal or informal letter?

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Activity 9: Letters to Santa

Suitable for school, children ages 5-7 and 7-9

Every year children write letters to Santa Claus, asking for special toys at Christmas time. But how many children think about Santa Claus himself? What is his life like? What are the problems of living amid all that snow and ice?

This is an exercise that could involve two classes within a school. Both classes should prepare for the task by listening to some unusual letters. J R Tolkein wrote a lovely book entitled Letters from Father Christmas. Every December a letter would appear telling wonderful tales of life at the North Pole — how the reindeer got loose and scattered presents all over the place; how the accident-prone Polar Bear climbed the North Pole and fell through the roof of Santa Claus's house.

Children in the younger class should write letters to Santa. They should ask about life at the North Pole. What do they think it is like? What sort of characters live there? How does Santa Claus occupy his time for the rest of the year? Consider how they would feel living in a land of snow and ice all year round? Would they want a holiday somewhere warmer?

Once the letters are written, gather them up and take them to an older group of children. Give each child a letter and ask them to write a reply. This would give them the opportunity to use their imagination and create imaginative responses, possibly little stories about life at the North Pole. They could also add in their own ideas. But care should be taken to make sure that all the questions in the original letters are answered.

Finally, take the answers back to the original class for reading and discussing.

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Activity 10: Letters to newspapers and magazines

Suitable for school, children ages 7-9

These are letters that aim to pass on an opinion or a message. Examples can be easily obtained from local newspapers or from children's magazines such as DK Find Out or Aquila. They are written slightly differently to normal letters and are always addressed Dear Sir, or Dear — (name of magazine).

These are letters that are directed at a wide audience — anyone who happens to read it. The sender never gets a direct letter back through the post. Sometimes people are so interested in a letter, which has appeared in a magazine that they want to express their opinions. So they then write a letter to the magazine giving their comments.

So what might go into a letter to a newspaper or magazine? It might be a request — could you provide more stories about skate boarding, or nature? It might be a way of thanking people for providing help. Sometimes letters to local newspapers are used to thank people who helped find a lost dog or help after an accident; but who did not leave their names. By writing to the paper, the sender hopes that the message will reach the people concerned. Sometimes such letters are used to express opinions such as on climate change, treatment of animals, poor services, not enough buses, and human rights.

Letters of this kind need to be very precise. Arguments should be clearly made. Requests for action should be clearly indicated. From reading the letter, everyone should know exactly what the sender is asking.

A major issue is recycling and energy conservation. Everyone is trying to reduce the amount of energy we use. Look at all the reasons why energy conservation is so important. Then, write a letter to a paper or magazine saying why you believe we should avoid wasting energy. Give examples of how energy can be saved? What measures should we take in our homes or schools? Could anything more be done?

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See 11 Helpful Activities to Teach Children to Write Letters & Numbers

What does research say about the benefits of teaching children to write letters and numbers accurately?

Research shows that handwriting is a foundational skill that can influence students’ reading, writing, language use, and critical thinking. It has an important role in brain development. It is necessary to teach children to write, alongside technology in the classroom, as it promotes success in other academic subjects.

Handwriting provides children with the opportunity to create internal models for the symbol system necessary to succeed in academic disciplines (Dinehart 2013).

A standard expectation in education is that young students learn how to write legible, well-formed letters. So how do we teach a child to write letters and numbers legibly and accurately?

Research indicates the benefit of using multisensory activities to teach children to write letters and numbers.

According to scientific studies, children learn best by engaging in hands-on, multisensory learning that incorporates the five senses.

A study, conducted by Kast, Meyer, Vogeli, Gross, and Jancke (2007), found that targeting multiple senses during a writing training program helped students, with and without developmental dyslexia, to improve writing skills.

Multisensory instruction can also help children become more invested in the classroom. Results of a study by Molenda and Bhavangri (2009) stated that students become emotionally involved in multisensory activities in the classroom.

Also, research supports the use of a multisensory approach when teaching academics in general.

Here are ten multi-sensory/hands-on approaches to teach children to write letters and numbers.

These methods are used to help students address challenges such as illegible letters/numbers, inconsistency in letter/number size, and letter/number reversals.

1. Surface Tracing

Show your child a letter and ask him/her to pay attention to how it is formed/shaped. Then ask your child to try to trace it from memory on a table, door, window etc.

You can also trace a letter on any surface and have your child guess what it is. Use a large surface or small surface. Write large or small letters.

If your child is really struggling to trace or guess the letters, have her put her hand on yours while you trace the letter. You can also put your hand on hers while you guide her to trace the letter.

You can even trace the letter on your child’s hand and have her guess it and ask her to trace a letter on yours and have you guess it.

Research demonstrates that having children attempt to write/draw letters from memory is an effective strategy when trying to teach children to write or to improve letter formation.

2. Stencil – Write the letters/numbers in stencils to naturally practice correct formation.

3. Ask your child to trace letters/numbers with arrow cues.

Students can trace with arrow cues on a piece of paper or a dry erase board. Once they have the hang of that (may take several sessions), ask them to trace without arrow cues.

Research shows that using arrow cues is an effective strategy when working with children on correct letter formation.

You can also get a handwriting workbook such as Lots and Lots of Letter Tracing

or a dry-erase book where your child can erase and rewrite the letters/numbers as many times as they want.

4. Look at the letter and then write it on paper or a dry-erase board from memory.

If a child struggles to keep the letters in the lines because of trouble with motor control or perceptual difficulties, provide them with wide-lined paper.

This is what wide-lined paper looks like:

Young children (or those with small hands) may also benefit from shorter/child-size pens/pencils.

5. Use the Wet-Dry-Try Method

The Wet-Dry-Try method is a component of the Handwriting Without Tears Program, a research-based handwriting intervention program.

How does the Wet-Dry-Try method work?

First, the adult writes the letter on a chalkboard.

Next. the child uses a sponge and then their finger to go over the letter to make a nice wet version of the letter.

Then the child lets the letter dry and traces over the letter with chalk.

See detailed instructions below.

Handwriting Without Tears has even come out with an app where your child can try the Wet-Dry-Try method on the IPAD.

Here is an image of the app.

6. Feel/touch letter formations. 

For instance, you could feel magnetic letters or make letters with play-doh or pipe cleaners and then feel/talk about their shape.

7. Write letters/numbers in sand or shaving cream.

8. Talk about letter formation.

For example, describe what a letter looks like-“a B has a straight line and two curves coming out to the right, a C looks like a crescent moon, an E looks like a comb with some missing teeth, a V is two slanted lines that meet at the bottom, etc.

Describe it to your child and have your child describe it to you. Talk about letter formation while you look at, write, or trace a letter.

9. Use mnemonic devices for b/d reversals. 

Mnemonic devices are research-based techniques a person can use to help them improve their ability to remember something. Here are some examples of mnemonic devices for b/d reversals.

You May Also Be Interested In: Mnemonic Examples: Everything You Need to Know (And How to Use Them) by magneticmemorymethod. com

10. Write letters in clay.

Your child can use the point or back end of a pencil/pen or other carving tool. This will allow them to feel resistance when writing which is helpful for feeling letter formations and building hand strength.

Your child can look as they write or look (only if needed) and they try to write from memory.

11. Incorporate music and movement into learning.

Research demonstrates that music enhances learning and a component of multisensory learning (discussed above) often includes kinesthetic learning (learning that takes place by the student carrying out physical activities).

Check out these

Here is a fun song that has the letters of the alphabet singing, dancing, and waving!

Keep in mind the following when working with students on writing:

Keep practice sessions short (e.g. 2 to 10 minutes for younger children or children who get easily frustrated and 10 to 15 minutes for older children or children who can work for longer periods without frustration), unless the child is eager to keep going.

For suggestions on ways to encourage children to complete tasks or assignments they do not want to do, read 3 Ways to Use Timers to Encourage Homework and Chore Completion and How to Use Schedules to Improve Children’s Behavior.

Remember to always stay calm when working with a child or student, even if you think they should be getting something that they are not getting.

If you get frustrated with them, they may start to feel anxious, angry, inferior, stupid, etc. which will lead to a less productive learning session.

Want to know if the strategies recommended in this article are working?

Ask your child to write the alphabet and the numbers 1 – 10. Check how many letters have the correct form, positioning, and are clearly recognizable. Implement the strategies in this article two to five times weekly.

At the end of a chosen time period (let’s say 10 weeks) reassess your child’s ability to correctly write 26 letters of the alphabet and numbers 1 – 10.

If you see improvement, you know the interventions are working.

It is important for children to work on mastering one letter before moving on to the next. Mastery means they can correctly write the letter on a piece of paper from memory.

Related Article: How to Help Your Child with Handwriting and Pencil Grip

Here is some additional information about writing support for your child.

Studies estimate that between 10 to 30 percent of elementary school children struggle with handwriting (Karlsdottir and Stephansson 2002, as cited in Feder and Majnemer 2007).

If you are concerned that your child is struggling with handwriting, talk to your child’s school to find out if they share the same concern.

If you are still unsure you can check with your child’s doctor or review handwriting milestones and guidelines such as the ones at North Shore Pediatric Therapy which indicate that by six years old children typically should be able to copy or write their name and be able to write the alphabet without omitting letters.

It also states that children are expected to write the alphabet in uppercase and lowercase letters without switching forms throughout and should also use appropriate capital letters and punctuation to write complete sentences.

By seven years old children are expected to write letters in the correct formation and position, particularly letters where reversals are common (example: ‘b’ versus ‘d’).

If your child is having trouble with letter formation, handwriting, or acquiring other academic skills, despite consistent practice and guidance, inform your child’s school and/or doctor.

They can refer you to the appropriate professionals to determine what might be interfering with your child’s progress and what additional strategies might help.

An occupational therapist can assess posture, pencil grip, visual perception, hand-strength, etc. (all important skills for writing development) and work with your child to address specific areas of need.

A clinician such as a school psychologist, child psychologist, pediatric neurologist or developmental pediatrician can determine if additional challenges such as a learning disability or autism spectrum disorder are interfering with writing progress.

Occupational therapists can be found in your child’s schools or your community. Contact your child’s school, county, or insurance provider for more information on occupational therapists.

You Might Also Like: The Best Way to Teach Kids to Write by Preschool Inspirations

Video Presentation About Multisensory Handwriting Approaches

Multisensory Tools to Help with Letter and Number Formation

You can find more tools for learning to write in our Multisensory Store.

Rachel Wise

Rachel Wise is a certified school psychologist and licensed behavior specialist with a Master’s Degree in Education. She is also the head author and CEO at educationandbehavior.com, a site for parents, caregivers, educators, counselors, and therapists to find effective, research-based strategies that work for children. Rachel has been working with individuals with academic and behavioral needs for over 20 years and has a passion for making a positive difference in the lives of children and the adults who support them. For Rachel’s top behavioral strategies all in one place, check out her book, Building Confidence and Improving Behavior in Children, a Guide for Parents and Teachers. If you want Rachel to write for your business, offer behavioral or academic consultation, or speak at your facility about research-based strategies that support children, email her at [email protected].

www.educationandbehavior.com

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