Guidelines for Handwriting Instruction

Transcription

1 Guidelines for Handwriting Instruction 1

2 Guidelines for Handwriting Instruction Purpose of the document The purpose of this document is to provide clarity and consistency to handwriting instruction. Handwriting is a functional tool for writers to communicate. Practice in handwriting must be integrated with daily classroom activities. As students see their teachers model writing during the writing process, they will learn the necessity for legibility and fluency. What is the purpose for teaching handwriting? Writing for genuine audiences conveys the importance of legibility. It is an essential element of the writing process and the literacy curriculum. The purpose of handwriting instruction is to develop and use legible handwriting to communicate effectively; to develop facility, speed, and ease of handwriting; to provide opportunities to use handwriting skills as an integral part of the writing process; to enable students to understand the importance of content and legibility in writing for genuine audiences. The goals for handwriting instruction are for students to print and write letters legibly and efficiently, so that writing becomes fluent and automatic. Having achieved this, students will develop a sense of pride in their writing and communicate effectively. The negative implications of students not developing handwriting skills are long-lasting (Handwriting in the 21st Century 2012). Research indicates that without the consistent exposure to handwriting, students can experience difficulty in certain processes required for reading and writing including: retrieving letters from memory; reproducing letters on paper; spelling accurately; extracting meaning from text or lecture; and interpreting the context of words and phrases. How do we teach handwriting? MIS promotes and teaches handwriting readiness in print (PP3-PP4-K), models direct instruction in print (Kinder and 1 st ) and provides formal instruction of cursive handwriting in second grade once the writing process is consolidated in both English and Spanish. Students in third grade and beyond will be allowed to choose either cursive or print. As handwriting is a process for which students need to develop specific motor coordination skills, it is important that teachers assess their students fine motor and writing skills regularly. This will help them determine whether a student is ready for the next stage in the process. Although children s cognitive ability to recognize letters and write spontaneously (from scribbles to first attempts at copying letters) can begin as early as PP3, their motor coordination needs time and specific exercises to develop. Teachers must respect these developmental stages and make sure students are ready to transition from readiness to formal handwriting instruction. This transition could take place 2

3 between the third trimester of kindergarten and the first trimester of first grade. Differentiation and accommodations for students specific needs must be provided at our school. Handwriting Readiness (PP3, PP4 and Kinder) In preschool and kindergarten handwriting readiness should consider a developmentally appropriate, play-based environment. Suggestions for teaching PP3-PP4 Provide opportunities for students to develop gross motor skills Provide opportunities for students to develop fine motor skills using materials such as puzzles, strings, beads, or play dough Provide opportunities for students to learn how to grasp a pencil and how to sit for handwriting Make sure that students have the right posture and correct pencil grip starting in PP3. Provide opportunities for students to explore their own space through movement, dance, and artwork Provide opportunities for students to play with the alphabet. Provide alphabet cards, books, magnetic letters, felt letters, rubber letters, etc. Using students names is a powerful and effective way for students to learn the alphabet. The name puzzle is a focused word work lesson that helps students see their name as a word, as well as individual letters in the word Provide opportunities for students to write spontaneously Provide opportunities for students to read high frequency words such as days of the week, classroom labels or signs Modeling and Print Instruction in Kinder In Kindergarten the teacher should model the alphabet in print although the students will be exposed to cursive writing around the classroom. It is very important that educators demonstrate correct letter formation during modeled as well as shared and guided writing. This will allow the child to produce spontaneous and creative texts and will promote more freedom in the written expression. The educators will provide digital templates, homework assignments and worksheets using print. It is not intended that children make rows of letters but that they have ample opportunity to write every day. The school will adopt a handwriting approach, Handwriting without tears that draws from years of innovation and research to provide developmentally appropriate, multisensory tools and strategies for teachers. The approach follows research that demonstrates children learn more effectively by actively doing, with materials that address all styles of learning. The teachers will follow an actively and explicitly developmental sequence. This approach uses multisensory teaching to incorporate all the senses in a fun and engaging way, ensuring that all children learn regardless of learning style or background. 3

4 Handwriting without Tears workbook is designed to make handwriting easy to teach, and easy to learn, in just 15 minutes a day. This approach teaches a simple, clean, vertical style of printing that helps children succeed in handwriting in an inclusive classroom. The continuous stroke print looks like the letters and words children read every day. It s developmental, prevents reversals, and prepares children for a smooth transition to cursive. The Spanish teachers will be using the kindergarten workbook Letras y números para mí. The English teacher will continue working with the Jolly phonics writing handouts. Print Instruction in First grade In First Grade the teachers will support the handwriting process in print started in Kindergarten. Students will be exposed to cursive writing around the classroom to promote reading before writing. It is important that educators demonstrate correct letter formation during modeled as well as shared and guided writing (i.e., top to bottom). It is not intended that children make rows of letters but that they have ample opportunity to write every day. Providing children with opportunities to engage in meaningful writing reinforces that they are writers, as well as allowing them time to practice letter formation in the context of writing. The educators will provide digital templates, homework assignments and worksheets using print at the beginning and gradually transitioning to cursive. The Spanish teachers will be using the first writing workbook Mi libro de escribir imprenta The English teacher will continue to working with multiple resources and continue reinforcing letter formation. If a student is ready and has consolidated the writing in print, the teacher should differentiate and provide the student with the opportunity to start learning cursive. Cursive Consolidation and Practice 2 nd grade Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imagination. They will create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes. Students will use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness. Teachers need to provide all digital templates, homework assignments and worksheets in cursive using the learning curve pro font. When using cursive manuscript, the teacher needs to follow the alphabet presented below (see appendix). Teachers must use the school s page template (see appendix) when students are completing written work. New students arriving in second grade, who come writing in print, should be allowed to continue using this alphabet. If the child is interested in learning cursive the teacher should provide the opportunity to complete this process. 4

5 Formative Assessment Formative assessments can identify what students know and are able to do, thus informing the next steps for instruction. Observations of students skills and behaviors can be made as they write. Some questions to consider are: What letters can they form? How are students forming their letters? How are they positioning their paper? Are they holding their writing tools appropriately? Are they able to form letters from memory, without visual cues? These observations will provide the information required to differentiate classroom instruction. Whole Group, Small Group, and Independent Approaches As with all literacy components, handwriting should be taught through whole group, small group, and independent instruction. This instruction will be guided through classroom observations, work samples, and formative assessments. Students who experience difficulties need proper supports put in place. Some of these students need the assistance of tools such as pencil grips, specially designed line and spaced paper, and/or one-on-one or small group handwriting instruction. Modeled, Shared, Guided and Independent Practice In order for students to attain the maximum benefit of self-assessment, teachers need to model the think aloud and age-appropriate self-assessment process during demonstrations. The Gradual Release of Responsibility is a research-based instructional model used in effective literacy practices. In this optimal learning model, the responsibility for task completion shifts gradually over time from the teacher to the student. When cursive handwriting is first being introduced, it is important that the teacher clearly and consistently models the formation of the letter(s). Fountas and Pinnell (2007) suggest that prompts might include: You can make the shape of a letter. You can say words that help you learn how to make a letter. You can check to see if a letter looks right. (p.363) Students would then move to shared practice with guided support as needed. Time would be allowed for independent practice. Most of this independent practice should occur through authentic writing experiences. 5

6 Using verbal pathways Sometimes it helps students to say aloud the directions for making a letter. This verbal path helps them to understand the directional movement that is essential. It gives the teacher and student a language to talk through the letter and its features. It also reinforces the child s knowledge of the alphabetic principle, and supports acquisition of automaticity in reading and writing. Once automaticity occurs, students no longer require the use of a verbal pathway. Suggestions for teaching Kinder, 1 st and 2nd Encourage students to write spontaneously and with different purpose. Keep providing opportunities for students to develop fine motor skills using materials such as puzzles, strings, beads, or play dough. Ensure that students learn how to properly grasp a pencil, how to use lined paper, how to use white paper, how to erase, how to respect spaces and how to sit for handwriting. Keep providing opportunities for students to play with the alphabet and word formation; alphabet cards, books, magnetic letters, felt letters, rubber letters, etc. Word work for the day (related to their units of inquiry) could be shared, guided or independent practice of individual letters. Students could practice sorting or grouping words based on their specific features (sticks, tails, loops, etc.) and meaning. It is important for students to recognize these special features in letters. Instruction may occur at any time, during shared or interactive writing experiences. After the teacher and students share the meaning of the text, the teacher may point out specific features of a letter. If the writing experience is interactive, individual students could practice a particular letter formation, and other students could practice on small white boards (or plastic plates). In shared reading, during the second or subsequent reading, students could be directed towards the formation of the letters in a poem or big book. A window mask may be used to locate specific features such as letters, or letter clusters. This isolates the letter so students can look carefully at the letter without the distraction of the other letters surrounding it. Use tag board or a fly swatter and cut the middle out to create a window mask. Literacy Centers could be established to create hands- on experiences using string, sand or a wet paintbrush on a chalkboard, to practice letter formation. Students would have an opportunity to visit these centers during Reading or Writing Workshop. Provide models for students to follow. Letter strips on the corner of students desks can be helpful and are much easier to refer to than letters posted on a wall across the room. Provide opportunities for students to experiment with different types of papers and different sizes/colors of pencils, chalk, or paint. 6

7 Handwriting is important to develop higher order thinking skills, handwriting instruction will not only show students a specific way to form letters, it is important to note that handwriting is an expression of individuality. No two individuals will write the same way. Individuality should be encouraged within the framework of legibility and fluency. References Fountas, I., & Pinnell, S. (2007). The Continuum of Literacy Learning, Behaviours and Understandings to Notice, Teach and Support. Portsmouth, New Hampshire: Heinemann. Atlantic Canada English Language Arts Curriculum, E-3, 4-6 (1998). Guidelines for Handwriting Instruction: Printing and Cursive Kindergarten to Grade 6. Prince Edward Island. Department of Education and Early Childhood Development. Canada (2012) Emilia Ferreiro & Ana Teberosky (1999) Los sistemas deescritura en el desarrollo del niño. 20a. edición de Siglo XXI editores. México Handwriting without tears at (July 2016) 7

8 Writing: Capital Letter Formation Student s Name: 8

9 Writing: Lower-case Letter Formation Student s Name: 9

10 10 Place a checkmark next to those letters that the student can form correctly. Letter Formation Checklist Student s Name: Date: Lower-case Letters Correct Formation Upper-case Letters Correct Formation A B C D E F G H I J K L M N O P Q R S T U V W X Y Z a b c d e f g h i j k l m n o p q r s t u v w x y z Instructional Needs Printing Cursive Writing

11 Handwriting Behaviours Checklist Student s Name: Date: Printing Cursive Writing Handwriting Behaviours Observations Positions paper appropriately Holds writing tool appropriately Writes on the lines Starts at left margin Leaves appropriate space between letters Leaves appropriate space between words Forms letters fluently Writes legibly Slants all letters in the same direction Takes pride in handwriting Uses upper-case and lower-case letters where appropriate 11

12 Fecha: Nombre: 12

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