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Department of Education and Early Childhood Development: Guidelines for Handwriting Instruction: Printing and Cursive, Kindergarten to Grade 61

Table of Contents

Purpose of the document ........................................................................ .................3

Whole Group, Small Group, and Independent Approaches .......................................................................5

.......5 Student Self-Assessment ........................................................................

Looking at and understanding the features of print ........................................................................

...........7 ......7

Why do we use verbal pathways? ........................................................................

......................................8 Summary ................................................................

Appendices

Appendix A:

Curriculum Outcomes........................................................................

Appendix B:

..................................12 .......................13

Appendix C:

................14 .......................15 ........................16 .................17

Appendix D:

References .................................................................. Department of Education and Early Childhood Development: Guidelines for Handwriting Instruction: Printing and Cursive, Kindergarten to Grade 62 Department of Education and Early Childhood Development: Guidelines for Handwriting Instruction: Printing and Cursive, Kindergarten to Grade 63

Purpose of the document:

wri

Curriculum, Grades E - 3, p.217).

part of the overall literacy curriculum, learners lose an important link to the world of learning and commu-

Summit, 2012).

audiences.

Pinnell's (2007 & 2011)

• spelling accurately; Department of Education and Early Childhood Development: Guidelines for Handwriting Instruction: Printing and Cursive, Kindergarten to Grade 64

Currently, much of a student's school day is concentrated on using a pencil and paper to record content,

computer generated text. However, for the daily recording of thoughts and ideas in classrooms, technology

to consider are:

Is there a need to teach cursive wri

Appendix A for Curriculum Outcomes.)

skills for the 21st century (Trilling and Fadel, 2009). Students need to be prepared to do this through a variety of forms. Keyboard- able to master both skills. According to the research presented at thinking" (p.2). tunity to learn and connect with cultures of the past. It has only been since the development of the typewriter that many of our cultural and historically signiÞ cant documents have not been created in wri done by hand whether it is printed or cursive) is an important life skill that all students should develop. (Brailsford and Stead, 2006

Kindergarten Wri

Department of Education and Early Childhood Development: Guidelines for Handwriting Instruction: Printing and Cursive, Kindergarten to Grade 65 Whole Group, Small Group, and Independent Approaches • In kindergarten this also includes a developmentally appropriate, play-based environment. need the assistance of tools such as pencil grips, specially designed line and spaced paper, and/ prac from the teacher to the student. include: experiences. can be found in Literacy Place for the Early Years: pp.127-134 pp.191-198 pp.249-256 pp.262-271 pp.263-271 these Department of Education and Early Childhood Development: Guidelines for Handwriting Instruction: Printing and Cursive, Kindergarten to Grade 66

Student Self-Assessment

Student self-assessment promotes the development of: • metacogni • ownership of learning • independence of thought

"In the process of learning, students need various forms of feedback about their work from their teacher

p.51). wri ing is an expression of individuality. No two individuals will write the same way. Individuality should be encouraged

Canada Elementary Language Arts Curriculum Guide,

Grades E - 3

, p.217). directly teaches the skill and aŌ er a person has eĸ ciently mastered the skill, he/she adds his/her uniqueness to the t ity to make the connec important in the reading process."

Word Ma

Pinnell, 1998)

Department of Education and Early Childhood Development: Guidelines for Handwriting Instruction: Printing and Cursive, Kindergarten to Grade 67 tails; • can be short or tall; • are formed in speciÞ c ways; could change its name (b, d); • have names; • have an upper case and lower case form; • have sounds, and they may make more than one sound when combined; • may be diī erent sizes, colours, and styles. students know and what they need to know. easier to learn. Looking at and understanding the features of print

Marie Clay, in Becoming Literate (1991),

states "it would be reasonable that wri them."

She refers to a series of experiments

conducted on children learning to write diī erent ways: 1. A were required for an average child to master the task.

2. When the model was presented with the

wri

3. When the student was taught to describe

the features and ac tery was achieved aŌ er an average of

According to Clay's report of the research,

"children trained in this third type of pro- gram shi

This process is important in developing

However, it is not expected that students

con i, j, k, l, t b, h, m, n, r

E, F, H,

I, L, T

B, D, back (counter clockwise)

Straight lines

down then go up and over Department of Education and Early Childhood Development: Guidelines for Handwriting Instruction: Printing and Cursive, Kindergarten to Grade 68

Why do we use verbal pathways?

require the use of a verbal pathway. (Refer to Appendix D for Verbal Paths and Upper Case and Lower Case

beads, or play dough. • Provide opportuni ment, dance, and artwork. puzzle is a focused word work lesson that helps students see their name as a word, as well as indi • Instruc wri

• In shared reading, during the second or subsequent reading, students could be directed towards the

cut the middle out to create a window mask. • A personalized alphabet book is a book that presents the le • Provide opportuni colours of pencils, chalk, or paint.

Further prac

K - 3 Department of Education and Early Childhood Development: Guidelines for Handwriting Instruction: Printing and Cursive, Kindergarten to Grade 69

Summary

this is accomplished through a play-based environment. (Zubrzycki, p.2). wri mance" (Peverly, 2012). Department of Education and Early Childhood Development: Guidelines for Handwriting Instruction: Printing and Cursive, Kindergarten to Grade 610 Department of Education and Early Childhood Development: Guidelines for Handwriting Instruction: Printing and Cursive, Kindergarten to Grade 611

Curriculum Outcomes

• Kindergarten wri (Prince Edward Island Kindergarten Integrated Curriculum Document, pp.53-54) • Grades 1-6 (Please refer to Speci Þ c Curriculum Outcomes which accompany these GCOs.) In order

GCO 8: Students will be expected to use

wri to explore, clarify, and reß ect on their thoughts, feelings, experiences, and

GCO 9: Students will be expected to

independently, using a variety of forms for a range of audiences and purposes.

GCO 10: Students will be expected to

use a range of strategies to develop to enhance their clarity, precision, and

APPENDIX A: CURRICULUM OUTCOMES

Department of Education and Early Childhood Development: Guidelines for Handwriting Instruction: Printing and Cursive, Kindergarten to Grade 612

APPENDIX B: LETTER FORMATION CHECKLIST

270© Scholastic Canada Ltd., 2007 Literacy Place for the Early Years - Grade 3 Writing Guide 978-0-7791-6618-3

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

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