Specialized instruction in Written Expression: Handwriting

1. Specialized instruction in Written Expression: Handwriting

2. Objectives Participants will be able to orally explain best practice instructional strategies that support handwriting development and be able to explain the roles of keyboarding and handwriting using academic vocabulary after -Academic review of handwriting research using visuals

3. Handwriting Basics

4. Research When students automatism correct letter formation early in writing development, their spelling skills are likely ot be stronger -Beringer and Wolf ,2009; Graham, 1999; Graham, Beringer, Abbott, Abott and Whitaker 1997

5. Dysgraphia A specific learning disability that affects the production of handwriting

6. Visual-Spatial Processing • Visual Spatial • Form mental images of observed objects • Observe fine details of fine objects • Make connections between real objects and drawings, photographs and media images • Storage and retrieval of mental images • Communicating descriptions of previously perceived objects • Visualize objects based on verbal descriptions

7. Motor Planning The process of taking in sensory information about one's environment as well as one's own place in space, movement, force, and so on in order to successfully imagine and complete a motoric task

8. John Olsen in First Grade

9. John Olsen After a Few Weeks

10. Posture and Pencil Grip

11. Handwriting Principles Hips against the back of the chair, feet flat on floor, back straight, head high Clear the desk of books and materials not needed Forearms on the desk with elbow are off the edge Handwriting lessons should never be on the floor or standing Wrist should be straight and whole hand is below the base line The hand that does not write holds the paper

12. The Correct Grip Tripod Grip Quadropod Grip

13. Writing Tool Size

14. Type of Handwriting System

15. Type of handwriting system

16. Print to Cursive – Keep it Simple, Keep it Familiar Handwriting Without Tears Other Method

17. Scope and Sequence

18. Upper Vs Lower Case Bb

19. Capitals with Letter Cards

20. Let’s Do the Math

21. Developmental Order of Teaching Capitals Some Capitals Are Easier than Others: 2-3 year olds 3-4 year olds 4-6 year olds • Some have more than one diagonal stroke • Some can be reversed • Some change direction during the stroke

22. Capitol Clock Letters C G O Q S C G

23. Capitol Begins with a Line A B D E F H I J K L M N P R TUY

24. Capitol Begins with a diagonal line V W X Z

25. Lower Case Clock Letters a c d f g o s qu a d

26. Lower Case Begin with lines b e h j m n p r u y b m

27. 1, 2 or 3 Lines?

28. Handwriting Principles Teach the labels to the handwriting grid I prefer more technical terms… top, middle, bottom, under the bottom along with mnemonics The clock mnemonic might be helpful Top Middle Bottom Under

29. Handwriting Principles 10 2 10 2 4 8 8 4

30. Do You See the Problem? The More You Do, The Worse You Get Phenomena!

31. HWT Double Lines Take a look at space… Why Double Lines? Because double lines help children develop an innate sense of letter size and placement. Double lines make all lines easy!

32. Why Double Lines Work

33. the b d reversal issue b d b d

34. Keyboarding- qwerty Why do we use a qwerty keybaord?

35. Keyboard VS Handwriting Keyboarding Handwriting • Designed for adult hands • Designed to slow down typing • Must be taught for efficiency • Best used after 7th grade • Uses motor memory to develop spelling skills (say sound while writing) • PK-6th grade will write more words by hand then type Beringer and Wolf