East Hartford Public Schools Handwriting Instruction Handwriting Research & Theory

Transcription

1 East Hartford Public Schools Handwriting Instruction Handwriting Research & Theory The benefits of legible handwriting are so many and so well-known that some educators may take them for granted. However, recent research points to an important new discovery about legible handwriting-students who write legibly actually produce better compositions. In a study of Seattle students, researchers from the University of Washington and the University of Maryland concluded that legible handwriting frees students to focus on words and ideas, instead of letterforms (Berninger et al., 1997). Donald Graves, the highly respected authority on the writing process, notes how legible handwriting enhances the writer's ability to think: When the handwriting flows, the writer has better access to his own thoughts and information. This is why writers want to write. This is why handwriting is for writing. As the Seattle study conducted by Berninger et al. showed, legible handwriting affects students' work in other areas of the curriculum, such as composition. This is true of both young children and older students. For example, the authors report that boys' vulnerability to handwriting problems explains a gap between boys' and girls' writing ability in junior high: The initial superiority of junior high girls in compositional quality disappeared when effects due to handwriting were partialed out (Berninger et al., 1997). Thus early intervention directed to both handwriting and compositional fluency may maximize compositional quality in the later grades, especially for boys. Even in this age of word processing, the quality of children's handwriting has a profound impact upon their learning and the acceptance of their ideas, because most writing in school takes place by hand. Increasingly, standardized tests include a written essay that is holistically scored by trained raters. There is evidence that the quality of handwriting significantly skews the evaluation of these essays (Lamme & Farris, 1994). The SAT exam now concludes with a 25-minute, timed, handwritten essay, where the graders scoring the essays have only two minutes per essay. Students who are able to put their thoughts on paper quickly clearly hold a distinct advantage. Speed and legibility are direct results of proper handwriting instruction. East Hartford K-6 Scope and Sequence of Handwriting Instruction Grade Level Handwriting Objectives Instructional Resource K Introduction of manuscript Fountas & Pinnell 1 Mastery of manuscript Fountas & Pinnell 2 Maintenance of manuscript Fountas & Pinnell 3 Introduction and practice of cursive Zaner-Bloser Teacher Resource System 4 Mastery of cursive Zaner-Bloser Teacher Resource System 5 Maintenance of manuscript and cursive Practice Masters 6 Maintenance of manuscript and cursive Practice Masters

2 East Hartford Public Schools Goal: Handwriting Instruction in East Hartford Public Schools The goal of the East Hartford Handwriting Curriculum is to teach children to write letters legibly and efficiently, so that writing becomes fluent and automatic. Attention to helping children acquire smooth, efficient movements in handwriting is essential. Writing must be: Legible, with letters conforming to standard features so that the words are decipherable. Organized in lines with space. Produced with some fluency so that the writer does not have to tolerate too much mechanical difficulty. Explicit instruction can be accomplished in a five to ten minute handwriting lesson (Fountas & Pinnell). Teachers spend a few minutes demonstrating or reminding the children of the letter formation. The introduction or review of the letter might include one or more of the following, but should remain brief: Make large letters in the air. Make letters on the rug. Make letters in large form on the board, chart paper, or SMART Board. Brainstorm words (or vocabulary words) that start with the letter so the children have an association. Embedded practice of handwriting can be accomplished through: Literacy stations may include pencils, pens, markers, whiteboards, dry-erase markers, handwriting paper, and letter formation charts Morning work Focus Correction Areas (FCAs) in Grade 6 Independent practice Homework

3 Self-Evaluation Each time you practice handwriting students will evaluate their own work and circle their best letter. Ask questions: Did you correctly use the headline, midline, and baseline? Did you form your letters the right way? Are your letters easy to read? Did you use correct spacing between letters and words? Manuscript and Cursive Sitting Position: Sit up tall. Ankles, knees, and hips should be at 90 degrees. Place both arms on the table with the elbows just off the desk. Keep feet flat on the floor with one foot slightly in front of the other. Tall, Small, and Fall Manuscript and Cursive Letters: Tall letters touch both the headline and baseline. All uppercase letters are tall. Small letters touch the midline and baseline. Fall letters go below the baseline and touch the headline of the next handwriting line. When students show difficulty with grade level appropriate handwriting: Provide corrective instruction beginning with letter formation (verbal path) during differentiated instruction. Incorporate multisensory handwriting activities into instruction. Share samples of student writing with Grade Level Data Team and seek suggestions from the Occupational Therapist. The goal throughout the grades is to be sure that children can make legible letters as they write words. Legibility and fluency become even more important as children are spelling longer words and writing longer pieces.

4 Early Middle Late Kindergarten Handwriting Scope & Sequence Fountas & Pinnell Phonics Guiding Principles September: It is critical that children begin to learn behavior and language that will serve them well in school. They will be using pencils, crayons, and markers to explore writing. It is not necessary to formally teach handwriting at this point, but teachers will want to teach students the correct way to hold a pencil and draw attention to motions when demonstrating writing letters. October: Continue monitoring and encouraging children s attempts at drawing and writing; help them hold pencils correctly and use Verbal Path to emphasize directional movements in writing. November: Continue to support children in writing; they should begin producing some accurately formed letters. December: Begin to work with children to strengthen handwriting, beginning with their names. The routine of writing their names in letter order in the best handwriting they can manage will help them realize that letters are written in a particular way. February: Children will have learned to hold and use a pencil or marker for drawing and writing, and with your support, can increase their control over this manual task. You will have been describing letter formation verbally; now undertake more formal handwriting instruction by teaching children to recount the verbal path themselves and be more conscious of the way they write their letters. March - June: Children should now be using appropriate and efficient directional movements to make letters. Select lessons that help children build handwriting proficiency. Introduce Forming Letters. Generative Lessons Early (September November) Middle (December February) Late (March June) LK1 Exploring Letters LK9 Learning Letter Names LK17- Recognizing Uppercase and LK2 Recognizing Letters Letter Mini-books Lowercase Letters Sort LK3 Learning Letters LK12- Learning to Write Your LK18- Recognizing Uppercase and LK5 Recognizing/Naming Letters Name Lowercase Letters Lotto Alphabet Linking Chart LK13- Learning to Look at Letter LK19- Forming Letters Handwriting LK6 Making Letters Features 1 Books LK14- Learning to Look at Letter LK20- Learning to Form Letters Features 2 LK16- Learning to Form Letters Verbal Path Suggested Sequence: lowercase (h, l, b, t) (a, c, e, g, o, f, s) (i, j) (p, r, m, n) (d, q, k) (u, v, w, y) (x, z) followed by uppercase letters. Letter Knowledge: Knowing the letter names is useful information that helps children talk about letters and understand what others say about them. Children need to learn the names and purposes of letters, as well as the particular features of each. As writers, children need to be able to use efficient directional movements when making letters.

5 Early Middle Late First Grade Handwriting Scope & Sequence Fountas & Pinnell Phonics Guiding Principles September: Introduce classroom routines and work with student names to help them use names as tools. Help students hold the pencil correctly. Begin simple interactive writing and use the verbal path to emphasize directional movements in writing. October: It is important to work intensively on handwriting early in Grade 1 so that the children learn efficient movements for writing letters. Continue to use the verbal path to emphasize directional movements in writing. Introduce formal handwriting instruction by teaching children to recount the verbal path and be conscious of the way they write their letters. Since children encounter mostly lowercase letters in the texts they read, begin with them. Work on letters that most children know. When attending to and gaining control of the movements, children need to use large movements (LK5). Lined paper at this point may be distracting. November: Introduce Forming Letters. Establish procedures for using the Handwriting Book (LK6). The routine, which takes only a few minutes and is best used after children are accustomed to using writing materials, can follow simple directions, cam work independently for five or more minutes, and are using conventional letters in their writing. December - February: Continue formal handwriting instruction using. Repeat the lessons with lowercase letters followed by uppercase letters. Evaluate children s handwriting to assess other handwriting lessons they may need. Link handwriting instruction through interactive read alouds of alphabet books, shared reading, guided reading, interactive writing, and independent writing. March June: Provide small group instruction for students who may need additional support in using efficient movements to write letters. Be sure English language learners hear and say the verbal directions enough times to know what they mean. Generative Lessons Early (September November) Middle (December February) Late (March June) LK4 Learning Letter Names LK 5 Forming Letters 1 Using the Provide small group instruction for LK5 Forming Letters 1 Using the Verbal Path students who may need additional Verbal Path LK6 Forming Letters 2 support in using efficient LK6 Forming Letters 2 movements to write letters. LK7 Recognizing Letters LK8 Looking at Letters LK9 Recognizing & Naming Letters Suggested Sequence: lowercase (h, l, b, t) (a, c, e, g, o, f, s) (i, j) (p, r, m, n) (d, q, k) (u, v, w, y) (x, z) followed by uppercase letters. Letter Knowledge: Knowing the letter names is useful information that helps children talk about letters and understand what others say about them. Children need to learn the names and purposes of letters, as well as the particular features of each. As writers, children need to be able to use efficient directional movements when making letters.

6 Second Grade Handwriting Scope and Sequence Fountas & Pinnell Phonics Guiding Principles Early Introduce classroom and handwriting routines. Help students hold the pencil correctly and sitting in the correct writing position.. Begin simple interactive writing and use the verbal path to emphasize directional movements in writing. Continue to use the verbal path to emphasize directional movements in writing. Introduce formal handwriting instruction by teaching children to recount the verbal path and be conscious of the way they write their letters. When attending to and gaining control of the movements, children need to use large movements (LK5). Include instruction in both lowercase and uppercase letters. Introduce establish procedures for using Forming Letters. Establish procedures for using the Handwriting Book (LK6). Middle Evaluate children s handwriting to assess additional handwriting lessons they may need. Consistently integrate handwriting practice into activities such as literacy stations, morning work, independent practice, and homework. Link handwriting instruction through shared reading, guided reading, shared writing, and independent writing. Late Provide small group instruction for students who may need additional support in using efficient movements to write letters. Be sure English language learners hear and say the verbal directions enough times to know what they mean. Generative Lessons Early (September November) Middle (December February) Late (March June) LK5 Forming Letters 1 Using the LK 5 Forming Letters 1 Using Provide small group instruction for Verbal Path the Verbal Path students who may need additional LK6 Forming Letters 2 LK6 Forming Letters 2 support in using efficient movements to write letters. Suggested Sequence: lowercase (h, l, b, t) (a, c, e, g, o, f, s) (i, j) (p, r, m, n) (d, q, k) (u, v, w, y) (x, z) followed by uppercase letters. Letter Knowledge: As writers, children need to be able to use efficient directional movements when making letters. The goal throughout the grades is to be sure that children can make legible letters as they write words, and legibility and fluency become even more important as children are spelling longer words and writing longer pieces.

7 Third and Fourth Grade Handwriting Scope and Sequence Zaner-Bloser Handwriting Grade Level Handwriting Objectives Instructional Resource 3 Introduction and practice of cursive Zaner-Bloser Teacher Resource System Suggested Sequence: (i t u w) (r s p j) (a c d q g o) (n m x y z v) (e l h k f t) 4 Mastery of cursive Zaner-Bloser Teacher Resource System Suggested Sequence: (i t u w) (r s p j) (a c d q g o) (n m x y z v) (e l h k f t) Fifth and Sixth Grade Handwriting Scope and Sequence Zaner-Bloser Handwriting Grade Level Handwriting Objectives Instructional Resource 5 Maintenance of manuscript and cursive Opportunities for keyboarding Practice Masters Type to Learn 4 6 Maintenance of manuscript and cursive Opportunities for keyboarding Practice Masters Type to Learn 4

8 Sample Lesson Plan for Manuscript or Cursive Writing Focus Letters: Lesson Type: Introduction / Review Objective: The learner will use manuscript/cursive formation to write the letter(s) Procedure: Model and Discuss ( I Do, You Watch): Today we are going to learn/review how to write the letter(s). Ask children to look at the model letter. Discuss and practice the verbal path (letter formation). Model the letter formation while stating the directions of the strokes. Ask, What do you notice about this letter? Ask, Is the letter tall, small, or does it fall? Ask, What is the first stroke in this letter? Ask, What other strokes are in this letter? Model and Practice (I Do, You Help): Use your finger to trace the letter on chart paper while stating the verbal path. Students use large movements to practice making letter in the air Group Practice (You Do, I Help): On a partner s back. On the floor. On the board. On the easel. In a sand/salt tray. Independent Practice (You Do, I Watch): Children complete letter practice independently at seats or in literacy station. Self Evaluation: Circle your best letter. Circle the letter that needs improvement. Notes:

9 Where Do You Start Your Letters? Sing to the tune: If You re Happy And You Know It Where do you start your letters? At the top! Where do you start your letters? At the top! If you want to start a letter, then you better, better, better Remember to start the letter At the top! Handwriting Without Tears