Teachers Guide C - Prim-Ed Publishing
Teachersguide CPrim-Ed Publishing www.prim-ed.com1
Introducing Handwriting TodayHandwriting Today is a four-book pupil workbook series, whichintroduces and develops cursive handwriting skills. A unique font,Peannaireacht has been developed in Ireland specifically for use in Irishschools by a group of teachers and computer programmers. The group’sleader, Helen Woods is an experienced Irish Primary Teacher who haspostgraduate studies in teaching handwriting to young children.The Peannaireacht cursive represents an opportunity for schools to usea font that allows pupils to write in a fluent and expressive manner andwhich represents a modern approach, blending both traditional andcontemporary handwriting practice. How and when each class or schoolselect to introduce cursive handwriting is very much a decision for thatgroup. Handwriting Today is structured so its use is flexible — the fourbooks in the series are developmental and allow for the introductionof the style at the level selected by the individual school. (For moreinformation on how to use Handwriting Today, see later in theseTeachers Notes.)The fundamental principle behind the Handwriting Today series and thePeannaireacht cursive font is that:It is essential for all children to develop fluent, legible andattractive handwriting.This principle is backed up by years of extensive research whichincludes the following:Good handwriting is vital for the child as difficulty withhandwriting ‘can hamper his/her flow of thoughts and limit his/her fluency’. (The Bullock Report 1975, p.184)It [a good cursive style] can also have a significant influence inimproving spelling since letter strings are connected when thechild is writing the word. (Ireland, DES and NCCA 1999b)Cursive handwriting is an integral part of all the well-known andsuccessful multi-sensory teaching programmes devised to helppupils. (Ott 1997, p82)Prim-Ed Publishing www.prim-ed.com2
Introducing Handwriting TodayHandwriting Today aims to provide a platform for the development ofthis overarching principle with specific focus on: muscular coordination; fine motor skills; a preferred writing hand; a comfortable and appropriate pencil grip; a comfortable and appropriate posture when writing; a positive attitude towards handwriting; an ability to complete patterns which develop the movementand process of handwriting; a visual memory of letter shapes and formations; a fluent, legible and attractive writing style; and the ability to follow instructions.The structure of the books in the series is such that it allowsprogressive development in: the correct movement associated with the letter; the correct technique for writing the letter; the correct formation of the letter; and flow and fluency in writing the letter.?ing Todayitrwdnawith Hs receiverehcaetlevel.What willfor eachsegapyctivition.Over 72 a onsolidatcdnanevisiok.Regular r framewortnemssassetalA teachervelopmeneda gine provid.rogrammpAndwriting ahothcorapproaat allow fhtsecrund af resorogress apilpuiversity opdofoA rentiationttention teaflifaduoidtivindroachnsive appeheamme.rpmocing progritrwdnah,athe classers guidehe.caetesivg softwarninehitrerwpdnmA coand ha ation CDrtsnomedPrim-Ed Publishing www.prim-ed.com3
Components ofPupil WorkbooksFour pupil workbooks, each with 72 pages of activitiesAssessmenteETeachersguide CDemonstration CDA CD is provided with the teachers guide which provides an interactivedemonstration of each letter and letter joins. This resource is ideal foruse with interactive whiteboards and allows for teachers to demonstrateletter forms at the click of a button and for pupils to demonstrate letterformation on the whiteboard.CDComprehensive Teachers GuideThe comprehensive teachers guide provides background information onthe font in use, instruction on how to use the workbooks, and additionalactivities to allow for differing abilities and levels of progress within theclass group. Components of the teachers guide include: specific objectives of each level of the programme; explanation of letter forms and formations; instruction on posture, paper and grip; notes on ‘left-handedness’; additional notes and activities; and and much more.Handwriting Software - Let’s Join InA unique component of this programme is the provision of handwritingsoftware which allows the teacher to create further worksheets tosupport the learning of the font. This unique piece of software allowsthe teacher to manipulate line size, stroke size, and to design andcreate activities that meet the needs of the whole class, small groups orindividual pupils.Prim-Ed Publishing www.prim-ed.com4
ObjectivesThe creation of positive handwriting habits and skills at an early stageis essential as part of children’s ongoing writing style development and,more importantly, as an aid to learning in all areas.At the early writing stages, the more thoroughly handwriting istaught at the beginning, the less time will be necessary later on.(Sassoon 2003, p1)It is therefore essential for these key skills and attitudes to bedeveloped and consolidated and, where necessary, for problems to beidentified and early intervention practices applied.At the completion of the workbook, the child will be able todemonstrate: correct posture; suitable pencil grip; correct placement of workbook; the importance of maintaining pencils; i.e. length andsharpness; correct formation of lower– and upper–case letters andnumbers; suitable speed and fluency; correct size and shape of letters; correct starting and exit points of letters; neat and legible handwriting; the ability to identify ‘anticlockwise’, ‘clockwise’ and‘downstroke’ letters; the ability to identify ‘body’, ‘head and body’, ‘body and tail’and ‘head, body and tail’ letter types; and correct use of dotted third lines.Prim-Ed Publishing www.prim-ed.com5
A body letterA body letterPrim-Ed Publishing www.prim-ed.com6
A body letterA head and body letterA body letterA body letter12Prim-Ed Publishing www.prim-ed.com7
Posture, Paper and GripIt is essential that pupils develop good habitsto ensure they are comfortable while handwriting.The correct posture is illustrated here.The correct paper position for left- and right-handers is shown.left-handerright-handerThe correct pencil grip for left- and right-handers is known as the ‘precisiongrip’ and is shown anded pupils not only use a different hand to write with, they needto position their workbook differently from other pupils and need to formsome capital letters differently.Teachers should not attempt to change pupils’ ‘handedness’ for handwriting.A left-handed pupil is more than capable of developing a legible and fluentstyle of handwriting.Prim-Ed Publishing www.prim-ed.com8
When to Use Handwriting TodayHandwriting Today provides a series of four workbooks which aredesigned to provide a developmental framework that allows pupils toprogress their handwriting to a fluent and accurate style. The timing ofthe introduction, and the ongoing use of, the four levels of HandwritingToday remains the decision of the classroom teacher or school, as theneeds of the pupils, combined with any school-based handwriting policy,will provide the necessary direction.Notwithstanding this, the series has been designed for flexibilitywhich can see one workbook per year used over a four-year period, or,alternatively, applied at a faster pace for more able or older pupils.The progressional development that underpins Handwriting Todayprovides the necessary flexibility to meet the demands of, not onlyindividual pupils, but also of a whole class.Below is a summary of the contents of each pupil workbook.Handwriting Today Book ABook A starts with pre-writing activities; pre-writing tracing patternsand activities are also included on each letter page. Letters, bothlower-case and upper-case are introduced in Book A, where youngwriters can practise letter shapes and formations. As Book A is almostentirely visual-based, it can be introduced at a range of ages. Eventhough words are introduced, (showing each letter in the context oflanguage), children are required to write and practise individual lettersonly.Handwriting Today Book BBook B provides revision of lower-case and capital letters. It looks atcreating joins and practising various letter combinations all of whichlead to the writing of words.Handwriting Today Book CBook C builds on previous joins, combining multiple joins into words,and groups of words and sentences.Handwriting Today Book DBook D provides the opportunity for children to practise their writing inthe context of everyday usage and cross-curricula themes. Revision ofletter formation and joining is included. A strong emphasis is placed onthe development of fluency and accuracy and the nature of activitieswill allow the teacher to work with individual students.Prim-Ed Publishing www.prim-ed.com9
How to Use Handwriting TodayLevel C of Handwriting Today provides a platform for the following: Practice and consolidation of upper- and lower-case letter formation. Practice and consolidation of diagonal and horizontal joins. Applying letter formations in the context of joins, words and extended text.Pupils use the pattern todevelop a fluent styleand to ‘warm up’ forthe lesson.Introduce and discussthe letter in focus, ‘g’,for this lesson. Talk aboutthe features of the letterand any difficulties thatmay occur.Continue this pattern.Trace then copy.At the beginning of each lesson,demonstrate and discuss: correct posture; suitable pencil grip; the importance of maintainingpencils; i.e. length and sharpness; correct placement of workbook; the starting point of the lower-caseletter and how it is formed; the starting point of the upper-caseletter and how it is formed; and the direction of the letter; e.g.clockwise.Practise the upper- andlower-case letter formation.Trace then copy.Practise joins which featurethe letter in focus, ‘g’.Trace then write.Practise writing the upperand lower-case letter in thecontext of words and text.Trace then write the opposite under each greeting.Further practise of the letterin the context of a wordand text, in an activitiythat requires more studentinvolvement.Prim-Ed Publishingwww.prim-ed.com7Handwriting TodayRhyme TimeRegular theme pages are included throughoutthe book to provide pupils with furtheropportunities to practise handwriting. Thesepages may take longer than one lesson tocomplete. Answers can be discussed wherenecessary and displayed.Find words that rhyme in the word search. Write them underthe correct heading.Demonstration CDA CD is provided with the teachersguide which provides an interactivedemonstration of each letter andletter joins. This resource is ideal foruse with interactive whiteboards andallows for teachers to demonstrateletter forms at the click of a buttonand for pupils to demonstrate letterformation on the whiteboard.Prim-Ed Publishingwww.prim-ed.comHandwriting TodayPrim-Ed Publishing www.prim-ed.com1110
How to Use Handwriting TodayReviewsThere are reviews spaced regularly through the book whichallow the teacher to assess pupils’ progress and to identifyspecific areas of weakness that may require additional work.This can also provide an opportunity to record feedback tothepupil and parents.AssessmentDemonstratedTrace then copy these words.Assessment of letter, joinand word formation in avariety of methods.Trace then copy these letters.Needs further opportunityREVIEWChecklist of basichandwriting skills commonto all reviews. Uses a sharp pencil. Sits tall with both feeton the floor. Holds pencil correctly. Forms lower caseletters correctly. Forms upper caseletters correctly. Writes neatly andlegibly. Writes on the linesprovided.Comment onstrenghths andweaknessesidentified during theprevious lessons.General CommentApplying skills in contextof sentences and morecomplex text.Trace then copy these sentences.22Handwriting TodayPrim-Ed Publishingwww.prim-ed.comTrace then copy these joins.Reviewingjoins1Trace then copy these patterns.Trace then copy these joins.Trace then copy these words.Trace then copy these words.60Handwriting TodayPrim-Ed Publishingwww.prim-ed.comPrim-Ed Publishingwww.prim-ed.comHandwriting Today61Reviewing JoinsBefore moving to Handwriting Today Book D, it is important that pupils havea good command of letter and join formation as the format of Book D is lessformal and looks to develop accuracy and fluency, assuming an acceptablelevel of letter and join formation skills.Book C provides a significant focus on reviewing joins later in the book to allowfor practise and to provide an opportunity for teachers to identify pupils withproblems and assist with remediation of specific skills.Prim-Ed Publishing www.prim-ed.com11
AssessmentAssessment of pupil progress is an important part of any subject area inthe classroom—handwriting is no different.The Handwriting Today workbook series contains assessment tools toassist the teacher with assessing pupil progress and communicating thatprogress to parents and pupils.AssessmentNeeds furtheropportunityDemonstratedGeneral CommentUses a sharp pencil.Assessment ReviewAt several stages throughout eachbook—determined by the contentstructure of the particular level—a‘Review’ page is provided.This serves as a tool to review thework completed on the previous pagesand for the teacher to assess theprogress of each pupil in that specificarea of their handwriting.Demonstrates correct posture.Demonstrates correct pencil hold.Recognises an ascending join.Forms an ascending join correctly.Writes neatly and legibly.Writes on the lines provided.Overall AssessmentThe last page in each book provides an overall assessment checklist thatallows the teacher to make an assessment of each pupil’s ability at thecommencement of the school year and again at the completion of theschool year. The information is provided in a format that can be easilyshared with the pupil, the parents and the following year’s teacher. Itis an ideal way of viewing pupil’s progress over the course of the year’swork.Prim-Ed Publishing www.prim-ed.com12
Problems andStrategiesAs a child develops proficiency and fluency in their handwriting, it is possiblethat he or she will encounter a range of problems which can be quicklyremediated with early identification and the use of effective strategies. Theseinclude:(i)Faulty gripPossible faults in this area include an overtight grip; undue pressure onthe page; position of the pencil; and incorrect distance of the gripfrom the point of the writing implement.Remediation: Pupil holds pencil between thumb and middle finger and tapspencil with the index finger. Teacher places tape on the pencil at the correct grippingpoint. The use of a commercial pencil grip.(Note: see page 8.)(ii)Incorrect formation of lettersIncorrect formation is easily observed, especially in the ‘letter focused’early levels of Handwriting Today. Finished work from other subjectareas should also be observed to ensure children are carrying correctpractice into their day-to-day handwriting style.Remediation: The structure of Handwriting Today groups letters into commonstructural elements, which allows for the ongoing remediationof incorrect letter formation. The practise of certain appropriate letter patterns will assist thepupils to develop a formation pattern necessary for correctletter formation.(iii)Reversal and inversionIn this case, the child is substituting letters such as ‘b’ for ‘d’ and ‘w’ for‘m’.Remediation: Focus on the letter writing direction of the pupil i.e. left to right. This is, at times, a sign of the child’s immaturity and may besomething he or she will grow out of with correct attention. Use of visual discrimination. Requiring the child to sound out the letters and words oncewritten, as well as when he/she writes.Note: an advantage of using a cursive or manuscript style is that thisproblem occurs less due to the flow and connection of letters.Prim-Ed Publishing www.prim-ed.com13
Problems andStrategies(iv)Positioning of paperIncorrect paper position can create writing that is inconsistent; forexample, work may commence well, but deteriorate as the childstarts positioning the paper incorrectly.Remediation: Teach children to move their paper up and away as theywork. Teach children to angle the paper correctly (approximately60 to the left for right-handers) Encourage pupils to identify their writing posture as beingconstant; i.e. head, hands, arm etc. stay in the same position,while the paper moves.(Note: see page 8.)(v)Writing posture and position(Note: see page 8.)(vi)Writing implements Pencils should not be too short, too blunt, or too sharp. How do we deal with errors? Create a set of rules; e.g. erasers orno erasers. Use appropriate line sizes to suit the pupil’s level of handwritingdevelopment.(vi)Teaching problems Do your pupils see handwriting as a boring subject? Are pupils asked to write amounts of text as punishment? Are you asking pupils to transfer large amounts of text from theblackboard/whiteboard to their page. Many children strugglenot with handwriting, but with the transfer of text from theblackboard/whiteboard to the pageRemediation:It’s simple, if you are reading this, then none of the above existbecause you are using Handwriting Today and Let’s Join In software.Prim-Ed Publishing www.prim-ed.com14
Let’s Join InHandwriting Today is the first cursivehandwriting series in Ireland to have, asa component, a computerised font thatmirrors the cursive writing style as taught inthe four workbooks. This computerised font,Peannaireacht – which is Irish for ‘handwriting’– sits within the word processing package Let’sJoin In. Using this unique piece of software, theteacher can create additional handwritingworksheets to meet the needs of the wholeclass, small groups or individual pupils. This means no more need tolaboriously writing headlines for the pupil to copy; the teacher simplytypes the letters, words or sentences, copies and pastes them ontosubsequent lines, changes the writing colour to a lighter shade, andprints. Straightaway the teacher has created further worksheets tosupplement the focus of the pupil workbook. Worksheets can becustomised to meet the needs of pupils at all levels of handwritingskills. Let’s Join In can be used in conjunction with Handwriting Todayto provide a comprehensive handwriting resource. Let’s Join In canalso be used to create worksheets for other subject areas, which allowsfor handwriting teaching and learning to be extended across thecurriculum.The software provides a support resource to a class handwritingprogramme, with features that include: multiple line sizes; multiple line configurations; choice of line colours; choice of line design—dots, dashes etc; ability to create one-off worksheets to meet pupil needs; ability to create additional activities to supplement pages ofwork from Handwriting Today; ability to create activities on a laptop or PC to present via aninteractive whiteboard; and much more.The versatility of the Let’s Join In software allows a teacher todifferentiate his/her handwriting programme to meet the needs ofindividual pupils requiring specific work and remediation, throughto whole-class needs where additional practice and activities arerequired.Prim-Ed Publishing www.prim-ed.com15
BibliographyBibliographyBullock Report, (1975) A Language for Life: Report of the Committee of Inquiry into Reading andthe Use of English, London: H.M. Stationery Office.Ireland, DES and NCCA (1999b) Primary School Curriculum: English Language, TeacherGuidelines, Dublin: Government Publications.Ott, P. (1997) How to Detect and Manage Dyslexia: A Reference and Resource Manual, London:Heinemann Educational Publishers.Sassoon, R. (2003) Handwriting: The Way to Teach It, London: Chapman Publishing.Prim-Ed Publishing www.prim-ed.com16
Handwriting Today is a four-book pupil workbook series, which . software which allows the teacher to create further worksheets to support the learning of the font. This unique piece of software allows . neat and legible handwriting;
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