can-do-cursive-elar hw 5-4708

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Proclamation Year: 2019 Publisher: Learning Without Tears Subject Area/Course: Texas Essential Knowledge and Skills for English Language Arts and Reading/Handwriting

Adopted Program Information Title: Handwriting Without Tears - Can Do Cursive ISBN: 9781939814876

New Program Information Title: Handwriting Without Tears - Can Do Cursive ISBN: 9781939814876

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l.!fi LEARNING ~ Without Tears·

8001 MocA,lhu,81vd CobinJohn,MD2081 8 LWT•oro.com I 888.9838409

Aulhoric.k,nZ Ol>en,OTRondEdittiH Fine Nlu,trotor: J.f MoUelt, creator of IM Fro:u comic ,trip Content Advi10<: El irob.ilh O.Witt, Ed.0 GrophicDe~·.lu6.Koborgond!.90hU>nn0< Addilionollllu.t,otion,Jon Z.Oi..tn,OH,Jc,1;•01 .. n,ond)MKoborg Ediloro:.....,.9onPorte,ondKolhrynfox

= ~!';,! C 2018 Learning Without lean

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LEARNING-Without Teors·

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Aulhor1Jon Z Ol1en.OTRoodEdilhH f lr1t1 ■u1trolor Jef Mollett, creolor of the Fro:u comic 1lrip Conten t A,:t,,ii.or El,zobelh DeWitt, Ed.O GraphicDesignen:.JulieKoborgondl""'1Conno, Additional lllu ,lroliom Jon Z. Olsen, OTR, Julie Olsen, and AH Kolxxg Editor.Megon PmkMondKathryn fox

COf>yrigh+ C 2022 L.o,ning Wi+hou+ T.ou F;ll!,(,:j;t,o,,

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Request to Update Content Not Reviewed and Approved by the State Review Panel

Proclamation Year: 2019 Publisher: Learning Without Tears Subject Area/Course: Texas Essential Knowledge and Skills for English Language Arts and Reading/Handwriting

Adopted Program Information Title: Handwriting Without Tears - Can Do Cursive ISBN: 9781939814876

New Program Information Title: Handwriting Without Tears - Can Do Cursive ISBN: 9781939814876

Publisher’s Rationale for the Substitution Enter the primary reason for the substitution request.

Update the front matter pages to include new guidance for teaching handwriting in all settings (In-Person, Hybrid and Virtual).

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Update the front matter pages to include new guidance for teaching handwriting in all settings (In-Person, Hybrid and Virtual) on pages 4- 21; 36-37

Add new pages containing lesson plans for student edition on pages 37-71

Changed the pagination throughout the teacher’s guide on pages 2-3; 71-106

Adopted Component Information Title: Can-Do Cursive Teacher’s Guide ISBN: 978-1-948729-15-4

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New Component Information Title: Can-Do Cursive Teacher’s Guide ISBN: 978-1-954728-67-7

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New guidance for teaching handwriting in all settings (In-Person, Hybrid and Virtual)


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mailto:[email protected]


This is Handwri t ing Without Tears!

The owortf.winning Hondwriling Without Teo" curriculum feoh,,re, mulliMn!IOry odivilie1 for p<inting ond Cl.lfsive tha t moke hondwriting eosy to teoch ond leorn. Every yeor more thon th1ee million dudenb w cceed with our homh-on moferiot, ond workboou.

We teoch effectively with joy, and have figured out easier, happier ways far chi ldren to moder handwriting.

Handwriting Withovt Tears is ded icated to deYeloping excellent mote,ials for children and troining for teochers. As o rewlt , miliam of adminbtrator,, leocher,, lheropbh, porenh, and d,ildren gcrou the country hove wcc:eHfully u'8<1 OUf Pf09ram. The rewN fnJly Is handwriting without teorsl

MHT OUR HANDWRITING CURR1CULUM:

Thl1 Is why It's effective:

I. Slmply Smart Student Moterlols W. daign oil our mot..-iob to b. intuiliv9, engoging, ond dev.lopmentoly prcig,.sMVe. w.•..,. 11.ed CIUI direct 11xpwiena, and koowl..dg,, of how sh.od..nt. l"°'n b,nl to d,,,,elcip vniq,"" hooching

mateiial, tha t ose e1:uy and fun.

2. Active leachlng W. lo.;ilikil• i~hv,;tion the.,\ engggei child,en w they con b. ,;,c&,., pgrli,;ipc,nb. You ond the dudenb will fflOWI, sing, lolk, one! experience the leuon1. YOAJ wil immediotety know the effect ol the imtn.iction ond con adjust, repeal, or vary the indruc:tion lcr the bed learning outoom.1.

3. Teocher S11Pf!Ol"I

If you hove knowt.dg,e of handwrilin,g ond the lat.ltodvarice. in the field, you wil be empow«ed. We can on1_, your handwriting ~lions and help you with yotJI' C011Cetn1. Whyar• children

mWng up copilob and law.cow? Whot obo,,,t ,.....,1olt? We provide --s to 1..tp you 11nderslond and ovoid thoM, ond olhe, problem1




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Is Handwrit ing Without Tears• !

The owo~1nnin9 Handwriting Without Tears cvrriculi,m draw1 lrom )'1101'1 ol lllllOIIOtion and 1e100Kh to f'l'""ida~loltyappropriota, mulh_,..,ry,lralag,..lor.....ty-ihng

Whethw you'•• using a phylicol, dig,tol, o, integrated app,ooch lo leoch hondwnl,ng, cu, wpe,,o,

leoclwwond 1tudentmolefiol1pr°"'deanellec:tr.eandenga9,ngll><f)lll'ienceforol leo,ne,1.

Teoc:her's Guides and Student Editions

Interactive Digital Teaching Tool

Digital Student App

Explicit, ttlaughtful, o nd forget.cl handwriting Instruction:

MuH....,ooryNKJC.hing.trahtg,uappo,altoallearn1ngmadc,j,hti

Childfr,..-dy,11mplelanguogeto,eoci,-y1+ude,,I

lo,ge •~t.pmadeh pnwid,, a clear example

C,a ... -curricularcannedian1 ,..nlorcecant..l being taught math. oubJeck

lafty-luendlydH19n .., ..... ol ,ludenhcan wcc-.:l 1n hondwtihng

Easy-to.. .. a.-menh lracl ,ludltnh" prag,e .. and support. irntn,ctio,,

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r .... """""-_...""c....o. ewv..r_,_,,o.-Teacher's Guide: What's Inside

Studie.s ~how that 86 percent of teachers ore not taught how ta t!-OCh hanch,rriting . This teoch,,~r's guide con he lp every i'eoche r wcce-ed. We mok.e 1t e<ny ta creote o leommg e,nvironment whe re ywr .1,tvl;tenh ore engoged, c i:;tive pcrli<;iponts.

G•t R.ady! Postur•, Pop•r & Grip fp. 331 At the start of the Khool year, we introduc e activities thot teach good habi" r pasture, paper pO<:iJment, a nd grip.

Multls.nso,y Activlti.s (p, 391 Eoeh lett.r !es.son contains mult1~n0ry o::tml1e:i, ond III fh 1So .$8Cti0n, 'f¢"J w,11 find i,uln.,c lio1u on how to implemi!nl them in your clouroom.

R.sourc•s (p. 531 The bed of the book hw 1mpcwtont resovrces to wpp0ff yovr teoching throughoul the yoo, ond help you guide, OOjtnt, and rnonrnlf your insbuction.

0 2022~W,tt,,,,,ttoo,,.

This Is Handwriting Without Tears®!

Teacher's Guides and Student Editions The teocher'sguidesprovidescoffolded inslructionthatalloweducalors lodifferenlialelessonsforvoriouslearne<sandleorningslyles.

Multisensoryslrotegiesloreacheveryleameroreinlegratedinevery lesSOfl , aswellosaou-curricularconnectioos. The Student Editions fealurechildffiendlylongoogeondodean , simple, and intuitive approach that invites personalization and fosters handwriting success. Eve,y pogf! hos lorgf! step-by-stf!p ITl<>df!ls that sllow sludf!nls how lo lee\Vf!nef! thfl letter. Double linf!s and lir"lfl 9f!ne<alization odivilif!S promolf! lf!giblf! writing that will transfer la svccess on all paper style$

Ma nipula tives

A wide range of thoughtful and purpaserolly created manipulative,s engage multiple modalities while bringing learning lo life. The Handwriting Without Tears hands-on manipulolive1 are pr0Y1!!n lo slimulaleondslrengthenvisuol, t.xlile, kineslhfllic,ondaudilory lea,ningslylfls,whilf!leochingchildrf!nlobuildandseq_lJf!ncetllf!ir lellf!r$ priorlaw,ilingonpoper

Interactive Digita l Teac hing Tool (IDTT) IDTT includes pre-loaded IMSOfl plans aligned with !hf! Handwriting

W ithoutTeandevelopmenlolorder, andlhflobililylochongelhflordef afletlerinslrudionloolignloELAcurriculum. Digilol leacher'sguides andstudentedilionsmoleplonningeasy, andeducatarscanalsooa:ess, andas.sign, digilollfllterformolions, leaching videas, andfu.rlonimalion1 11udenh will lovf!. IDTT supports 9raup or indi-Muol in1/ruclion. Ed ucators canf!milyos.signlesson$ 1'f!fMlflly.Plus,lt,erf!P(lflingfeolurf!l!!Olily idenlilif!S wi'lf!n 1tudenhhovecomplf!ledan ignfflf!tlh

Digital Student App

Using tllf! Digilol S/udf!nt App. sludenh can eamplf!tf! lflssons ond rf!Cf!iVf!vicleos,andmf!ssoge slromlhf!irlf!OChf!r.Thf!y'llalsohoVf! OO:Cf!SI la a digilol toolbox, including lf!ller and Numbf!r formations, and Wei-Ory-Try, they can use anytime.


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Des ign

About the Can-Do Cursive Workbook Can-Do Cvnive is designed for fifth graders or older shidenb of all cursive levels- from those who wri te cursive easily to those who know just o little . The workbook is a lso for you, o busy teacher who may not hove been tra ined to teach handwriting . You con teach st ra ight from the workbook. Just read this information, and stay o day ahead of your students as you follow the directions on eoch page.

Whars Inside? Con-Do Cursive is organized in four sections . The first sect ion teaches and reviews curs ive . The next three sections use cursive in fun, inte resting ways lo develop writ ing skills

t CURS IVE GRAMMAR <.kUlt C. LATIN WR.IITR'S i\'OTEBOOK

Teach lowercase Teach capito ls, grammar, Build reading and Teach o variety le tte rs and words. and punctuation vocabulary skills of writ ing styles

What's in s tyle ? Con-Do Cursive teaches a basic vertical style of cursive . In the old days of feather pens, writers hod to use o slanted style of cursive or else the pen would smudge and splatter. Pens ore better now and vertical cursive is easier to get storted . After students learn the basics, they will deve lop their own personal style. Some will slant, some will write straight up and down, some will mix-and a ll o re fi ne.

V.udi.c..ol. <.W\.d.wt. .i.4, ~ ta ,u..o.d,. o.m.d. W"\ik.

✓k.4J, ~.id/,v~~.t,.,~.

How do I USO this book? Start a t the beginning . Teach the pages in order through capitol instruction . AfteJ that, you may teach poges out of order to complement your other instruction. Pion to spend 10 - 15 minutes teaching eoch day. There is no hurry.

6

Extra Practice: u~ Writing .Journal (F/. Li ke this workboolr., ii begin1 with narrow double lines ond lron~lioos lo single line1 lo locililoleneal handwriting.

C20181.eorningWrlllou!"loors








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Smart Student Materials

ABOUT THE FOURTH Git.ADE CURR1CULUM

Our intuar;e ond engaging student materials make learning hortdwriting joyful and M. The materials below we<e creoh!d to fil ,nlo your doity kindergor+en rovhne /u you become fomilior with the pog,am, groduolly incorporate MW odivities ond choose those tho! wit you, studenh' needs.

QQB1Ccfld

Coff-Oo Cunlw S1\.ldent Edition

The Studenl Ed,toon is looded w,th leffe,-, ""Ofd, ..enten«s ond lluen,;y prm:IKII. Vo..- 1IU<Mnh wil kwtt the fun adivihe, which .....icp tti.ir honctw.iting and _;t;ng ftwncy. W. dav.lopad tacKhing guidalina1 in

lh,1t.ocher'1glJO<Mloht,lpyoo.,plon)"OOl'lfiiOll1.

The Olgitol Stud•nt App

Ou, Oig1lol Student App allows 1tud.ih to occeu the lul Handwriting W.+houl loaD aimcwlrn wivolly In o student ll'iDncly dig,lol -,,c,,men+, ff,e,y~+.leuon1ouigned byll,e,rleocl,e, lhot indude,animoficwu,onddigilallonnotionloolr.. ThepllylimlStudent Edltian and Digital Student App"'°"'- together to prCMdlo o pari..:tiy integroiedponlonddogitol90iutiol'llorhondwriting.

WrlfingJoumal Allo~oble w.tti ~ne spoc,119 lo progreu from ,eguta, to norrow double linesoschildrenlea1nW1thCwi1ve U.etheWrihngJownolb languagiaa,hoctiviti .. and i...i.p.,,dMl wriling.

Curiive Woll Cordi ond Cursive Alphabet Desk Strips These eye,a:,td,.,g cards ond helpful desk sh-ips promohl co,rect lettet lonnotion in the douroom









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Workbook Design

How do I teach cursive? It's os simple os demonstrating how to make the letten and teaching the connections Uust follow the steps in the work.book! . Connections can be confusing! This will help. Remember that when two letters ore connected , the fi ri t letter is the bou of the connection . The fi nt letter tells the second letter where to start. The s.econd letter stork where the first letter ends.

Bose Line Connectic>M High Connections

Occu, oft-w 22 le lhtu Ocaw oftw 4 leftets - er, w, I,, or.cl v

• So~ line to bo~ line COIV'l'lldion - ..:ny • High to high connection - emy

CJ" ii {HI • B.aMI lir-. to high connection - trid:y • Hl9h to low connection - tricky

CT' M ( t'.1

What about capitals? This wcwkboolc UMtS simple sty!et, but )'OIJ moy show other styles, loo. Students olten like to personalize the capitols for their signatures. Thofs finel

Do capitals connect? Some do and IOITlft don' t. It depench on where the capital ends. Connect the capital if it ends on the right side and oo the bo~ine. Copitob that conned ore underlined below. The osferi~ ~ows where to conned.

a._ c._ f._ t L .L m._ _n. 1. R. ll lJ-- t B llJllH~OP$JVWX

Teach & Check Show students how to check their own and eoc.h other's wo1k. The goal is fOf your whole don to write well. II ii fine for them to c:heck, c:ooc:h , and help eoc:h ofhet. Herc is what they check:

!it Check Letter

1. Storfcorrectty.

!it ~Word

I . Make letters the right lize.

~ Ch&c.k Sentence

I . Storf with o c:opitol. 2. Do each step. 2 . Place letters correctly. 2 . Put 'P(ICe between words. 3. Bump the lines.

0'2011 '-'-'9W,thoui i.,,,

II 020tl~--

3 . Conned letters corredty. 3. Use punctuation.

Simply Smart Student Materials

Bklckboard with Doubi. Lines U1e the Blockbool'd with Double line, to leach lawe«:a1e lelten lnc:orpo,aNI our W.1-0ry-T,y t.chnlq_ue to odd endleu oppo,lunitle1 to ffoce, write, and leou, to form letlen and ~

Mogle C Bunny

Make the puppet your NIIXhing onidanl. Aec.u A Ckk Away e lof d iredioru lo moke your own Magic C 8uooy out of a paper napkin. Yaur 11udenh will fonn lelten ccrreclty when they learn lheMogicC way

Norrow Doub~ line Notebook Paper Sot.'lllheproblemollineconfuiionondhelpchild19nplocelelterion the line1 co,,ectty. The bottom line k~1 the writing 1hoighl, ond the mid line contl'oli the size ol the kitten. UM! Norrow Double Une Notebook Poper(~ 1/8• oparl) for i.pell,ng 1111h and ott,111 dossroom writmg ochvrties.

7


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Activity Design

Thi, loachor', guide hen pion, ond s!Jologi11, for wery rnultiutnsory oclivily. Mulfiutnsory odi...,h11s con be Found sto,ling on p 40 Hitr11's o>0mpllladivilyplon

MATERIALS M11l,,nohiolhdf-rou o,-gonizeOJ>dplllalor

W..,o,:IMly

~_ ... ___ ,_ ... ___ .. __ ----·---.,-, ... --.. --.... ---.... _, ____ tS,,,.-XI II~

1.,--...... ---.. ·--:1.----•-(J,oA ...., ________ _ loo, .............. _

:e.=z ... "":..~ ............... ~ ... - ..... ---- .. -~__. .. )olo ... _ ... _

~EE=:·Ea;-;_~zw:-

--

Description of the specific location and hyperlink to the exact location of the currently adopted content Page 8, header at the top of the page https://www.lwtears.com/texas-samples-login

Description of the specific location and hyperlink to the exact location of the proposed new content Page 8, header at the top of the page https://spaces.hightail.com/space/mulphBNVQs







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eatures of the Student Edit ion

We pion every student edition page ond everything that's on ii 001efully. O.,r student editions are occenible and friendly, yet also promote e><eellence. We won! children to proclice correctly, therefore our

sh.dent edition pages promote efficient, effective practice lot- each letter.

Child Friendly, Simple Longuage Our child friendly longuoge evolved in responM! lo compfoi,ted letter formotion terminology in other

programs. When leaching leltef formation, we eliminate longuoge Iha! onumes children undenlond left/right orienlolion, doc:ckwise/counlflfdodwise, ot fttword/boc:kw<ud circles . We make ii easy by usingfew, corefvllyselectedWOfdsallchildrenknowondundersh:md.

Large Step•by•Step Models ff is much easief for children lo undenlond how lo Form letters if you fflOW them how step by step. Our shJde.nl editions conloin lorge step.by-llep i""'9'" that show dudenh how lo mole eoch port of every letter.

Our sh.K'lent editions ore lo!:lty friendly. Te«hing pages

proYidemodelsontheleffondrighlsolett-honded children con easily ...,,., lhe model they me copying

LeffieslleY9fhavelolifttheirhondsorplocelhemin on owkwa,d position lo......, a model . Children olwoys

make their bmt letle1 directly beside o model. This do!signencOU<ogeseuejlenllell"'rP<<Xik"'lorbolh

leff-ondrighl-hondedchildren

Developmental Teaching Order

~~:m:== r/ ,='=='1== b="""'===

Teaching in o developmenlol ordef helps children mosler skilb and boosh confidence. We leoch the eosiesl skills liul , then build on po-ior knowledge The lowe<co:.e cuuive letters and connections ore lovghl firs!,

then words ond copilots folow. All lellen ore looghl in smol groups of similar farmolion (pp. 39 and 871-

Our leoching seq,vence lakes odvonloge of child devebpmenl and broin re 1e0rch lo promote effective

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r.,..,. ~ ~or. c.,,,.o.,c~ r_,_.,G..

Sample Lessen Design

This teacher's guide provides strategies and support to assist you as you help your students

practice and master cursive with the student workbook throughout the year. Below is a sample

letter lesson that uses demonstration, tracing, and copying to reinforce correct letter formation.

STARTING THE LESSON

Youcaneasilycrealea lenan plan using your knawledgeafyourliudenls' slilllevelsandtheoctivities ondresourcesweproYide

Lenon Pion Theletterlessonlolow1 lhes.e,teps·

I. Olre<llnstruct1onAclivelydemonstrote lheletferforchildrenlo

lingertroceandthen ,opy.

2. GuldedProctlce (hildrenlingertroce ondcopythelelter.

C. <1 J i oancTMs ""--•--c.a..t,. LiSSOH INTROOUCTIOH

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~C.a..J..- ,-

CanOoC...-s;v.-p 12

3. Check letter- Children

check their letter and evaluate formation.

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J.CM<ll l«-6 -•

l-iolp_,ill _b_""'t..__,"""JI.

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EXTENDI NG THE LESSON

Differenlioledlnslrvclion

C2018~Wothooit._..

Enrichm ent Woystoe:dendlearning by adding complexity orvoliely.

.. ,.,. -..1i

Supporl/ELL Cross-Currlculor S...ggestionslorodopting Connections or simp~fying the activity. This ~ helps to connect

lheles1o0flfoonotherwbjed.

Features of the Student Edition

Black & White, Simple, Clean Design & Illustrations The black and while poges in our shxlenl editions ore dean and clear. We deliberately °"°id visually confusing backgrounds, colored graphics, crowded poges, ond multicolored lines. These loncy elfoch ore OYefdone and dislrocting lo your leoching. They create visual perception difficulties for children. Our simple shxlenl edition pages are appealing ond invite chiklren lo color and draw once they have finished the lesson.

Our ilh1slrotions promote left-lo-right directionality. This isa uniq_ue feah,reofour sludenleditions. The cal, onnouneer, koolo, ondolherdrowingso1egoingleff to right across the page lo encourage corTect visual lrackingondwrilingdirection.

CUJSive Wam,•Ups Cunive Warm-Ups are designed lo give children the opporh,nily lo hokl their pencils correctly while practicing frequently used cursive strokes. They ore the perfect warnwp activity and give you the opporlunilylo leach and check pencil grip .

.,._ .,._ ....... - --

Double Unes & Other Unes Our double lines foster hondwriting success. The mid line is for size. Thebaselineisforplocemenl. The middle space is for smo11 leliers, the top space is for lo~ lelten, ond the bottom space is for descending letters. Double lines make ii easy for chiklren lo place letters andtomakethemtherighl size

Whenchiklrenarelearninglowrilecursive,they need extra ,aam lo write. Many student edlions and work~h ore poorly designed, requiring shxlenh lo cram their words lo fit into spaces tho! are loo smoll. Our uoclutlered sludenl editions give them the space they need lo write and develop goad spacing hobih

Une Generalization: Succeu an All Paper Styles Our sh.,denl editions provide oclivilies tha t help chik:l,en progress lo single lined paper. They begin with the simple double lines, then leach them lo masief single line writing.

J J

9


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11 of 1

Smart Student Materials

ABOUT THE CURRICULUM This curriculum fits easily into your daily routine. As you become familiar with the program, you will gradually incorporate new activities and choose those that suit your students' needs. Here's how:

Teach Using Multisansory Strategies Children hove many different learning styles. ThaYs why multisenSOf)' teaching strategies and materials con make learning easy and fun. To help children form letters they ore struggling with, have them trace large modeh with chalk and sponges to build good hobih

Play & Pretend

Blackboard with Double lines Use the Blackboard with Double Lines to teach cursive le»~. Incorporate the \/vet-Ory-Try technique to odd endleu opportunities for children to froce, write, and learn to form letters and numbers.

Funny voices and props captivate children. Vve believe in dynamic tecxhing to make it fun and more effective.

Mogle C Bunny Make the puppet your teaching assistant. Your stvdenh con use him, too. learn how to moke your own ~gic C Bunny out of o paper napkin oo p. 68. Your students will form letters correctly when they learn the Niogic C way.

Use Visual Cues & Correct Models Students need correct model!, lo form letters property. \o\lhen children aren't writing in the workbook, moke sure you hove viwal guides in the clamoom lo help them form letters.

Cursive Woll Cords & Cursive Alphabet Desk Strips These eye-catching cords ond helpful desk strips promote correct letter and number lormoiioo in the danroom

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content Page 10, full page update https://www.lwtears.com/texas-samples-login








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to Know the Teacher's Guide

Lesson OYeNMlw There is o lenon pion for every student edit ion poge Below is o k!mple of how o letter formolion leuon is organized.

STARTING THE lISSON Lstt..,h.odenttdrhon!X9'. and~or.~111 tt,.,topCQl'...,sbt ..dl i.-w,ththei.ugge1i.d rnutt1W150f)'OCli"'ty.

L..1oonPlan Thei.tt.lnsonlclows --1. Diredlru.hvmon

(Demo) -Adweiy d8mon1hot.thelelter b chilchnto~,... lroceondhncopy

2. Guidtod Proctu -Chldrwiflnga-tn.;. ondmpythalatl.-.

3. Ctwcki..ttw-Childr.n checktt-i.tt..and ..... uat.bmohon.

c. a. d. ', c-c,,c ....... - p 12

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Simply Smart Student Materials

Teach letters, Words, Sentences & Paragraphs This workbook is carefully desig ned to leach c ursive in a developmental sequence

Con-Do cursive Workbook Focililole the lessons and activities in the workbook to promote letter, word, sentence, and Auency practice. Your stvdents will love pract ic ing a nd moslering cursive with the fun, engaging, and crosKurricular themes. We hove developed 19 weeks of teoching guidel ines in th is teocher's guide !p. 25) to help you pion your les~s.

Promote Correct l etter Placement with Double Line Notebook Paper Solve the prnblem of line confusion and help children place letters on the lines correc tly. The bor.e line keeps the writing straight, and the mid line controb the size of the letters.

II

Multfs.nsory Activi ties

Narrow Double Une Notebook Paper Ure Norrow Double line Notebook Poper (spoc:ed 1/8" oporij for spelling tesh and other clomoom wri ting act ivities.

n o to ro o f n ~ o

Writing Journal F Available with line spacing to mok h narrow double line s,

Writing Journal F hos narrow double lines and single lines that cover the entire page. Use for longooge orh octivities and independent writing

Get to Know the Teacher's Guide

Many multileflK>JY odivities Jor hondwriting prodice are implemented repeatedly throughout the CllfTiculum. Below is on example of the st~tep direchoos we provide f« each octivity. These multisensory activity pages con be foul'ld start ing on p. 137.

o,gan,zeandpbnbr th.octn.ty.

ACTMTY F'tAN S~t.pditeehons alangwithau,trations togudayoult,rough.

W•f-Ory-Try for Lo-.-cas• t.tten ~ ..... ___ ...,. ____ ..,_..,_, .. ___________ .__ ... _ .. ,.,,..,.._n. ..... -·-----°""""-.. .... _o...,. __ n. __ _ _ ..,_._ __ ......, .... _____ IJ ... loool.~ -------l'Olll

..... 1, .. -. ...,cw,._~, ....... ,_ "~ .... _ .. _ ·•--

Mtmty ,_,.__ ----------1.----·-~ ... _ .. _____ __ ""' ............. ....._ 1=-= .... ---~ ................... --...... ___ .._ ___ .,__. ............... --n.----1-c.. .. ----11,y.n. ______ ,. ______ __

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Teacher Support

HANOWRtTING WITHOUT TEARS PROVIDES YEAR· ROUNO SUPPORT FOR EDUCATORS

r oaching Guidotinos The leaching guideline, provide r.octy,mode pion, tho! corre,pood to our teocher', guide in a cleorly defined ~vence, so you don't need to lf>lKld extro lime pk:mning

Assessments

The Screener of Hondw,iting Proficiency is a uniq,ue hondwri ting Kreening tool lhot helps you trock individuol ond don prog re» throughout the yeor. UM! the Screener in on RH model Of lo help identify ,tn.,ggling dudenh

Visit LWToors,com/i.cr-l"l&r to register

Foorth ond Fifth Grode Screener

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Digital Products in +live Insights

Go to tliwl 11'1,ighll ot pll. lW'Teors.eom to 11'101\0Qe ol'ld occes.s oil°' )'OUI' dig,tol l.eorn,i,g Wilhout Teor, products. The lnleroctwe D,g1lol Teoch1r,g Iool and Oigilol Student App ore located in +lr,e lnMghb

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16 of 1



Teacher Support

DIFFERENTIATED INSTIWCTION We provide multiple avenues for teach ing eoch lesson to mesh with individual students' interesh, abilities, ond learning styles.

Enrlchmeot and support Enrichment ideas and teocher tips ore provided through The FINE Print ond Extra Practice sections located in the footers at the bottom of the student workbook poges. Support resources for studenh with special needs ore on pp. 63--65.

Remediation

These strategies con help you correct handwriting difficulties and modify the curriculum fo meet the needs of your dudenb. See pp. 56-59.

English Language Leamer !Elli Strategies In this teacher's guide, you'll find ways to odopl the curriculum for EngliUI languoge learners and students with special needs. See pp. 60-62.

PROFESSIONAL DEVELOPMENT We ore notionolly recognized for our outstanding and engaging profe~ionol development workshops and continuing education opportunities. We prei.ent hundreds of handwriting workshops every year across the United Stotes ond internotiooolly, Our K- 5 Handwriting Workshop ui.es a fun, honch-on approach to handwriting instruction.

0 20181-,ingWtthout ....

Using the Interactive Digital Teaching Tool

The lnteroclive [);gifol Teoching Tool POTT} mole1 plonning Hand-iting Without Teon lew,,u efforlleu, ond provides dig,lo1 resources to engage 1tudenh in ony learn,ng arwl'"onmenl.

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Shdlnt.ocuu~ in thu D,gitdSh.o<»n!Api,.

lnlOTT,ildLlcatofscon:

1. Aeceu dig,lol student edihot» ond leoche,'1guide1

2 Plonondouignhandwrilingin11n.dion

Choose from cloz.ensol pr&-looded lesson plon1 aligned witt. lhe Handwriting Without leor1 dewbpenlol ordllf, or choose your

own order

Creole ie»on plon1 leslQfll tho! include onlmotton, musk and model leuons !ought by mode, leochers

Auign les,on1 diredty lo 1tudenh they ton easily OCc.H vio ttMt Dtgrlol Student App

3 . T,ock whet+Mt, dudet'II on,gnmenl hos been completed

.4 Acceu digilol formation luol:s

INal-Ory-Try

a Leiter & Numbet Formations


17 of 1

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myLWTears.com

mylWT: YOUR DIGITAL PRODUCTS PORTAL

A centrotized location on our website, mylWT houses o!I of your digital purchases plus it's o great woy to di5eover more helpful tools for your classroom!

~ Access and manage all i} Pin your most.Javed of your digital produch products and resources and resources. for eosyocceu

J

DDD Broww odditionol e DiKover free classroom DDD tooh to complement octivities, assessmenh,

DDD your teoching webinors, and more.

mylWToars .com

14 Car,D,:,Cun;,,.Jiooclw',G.da: Jnlroducnon c 201ai.-....gw.thoul-r-.









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Handwriting in All Settings

Tile print and digital components in Handwri ting Without Tears suppofl o variety of different ur.e coses. The Lesson Planner in the lnff!mdive Digital Teaching Tool 11DTT} conloins lessons pre-populated with recommended odiYities. Howe-..er, you con eosily cui.lomize a lesson to bes! fit your needs

Lesson Time

Lesson Introduction (Worm Up)

Direct Instruction (Demo)

Practice

In-Person:

AJ learning is happening in the dowoom-whelher it's hands-on oetivities, o teocher projeding on o whileboord, Of studentswon.ing on the Digital Sh.dent App on o computer during center lime.

10-lSmins

Hands- on Learning (in-person)

Choose one 0t more of the follow~ odivilies: Wei-Ory-Try on the Blackboard with Double lines, or Air Wri ting.

Digital : IDTT

Sho<e one or mote of the following ocfivifies via wnartboard, or send to sh.dents via the Digital Student App: Animations, ondlette,Stories.

In-Closs Demo

Demonslrote letter formation vio the Interactive whiteboard,

Blackboard with Double lines, Aip chart, or whiteboard

Digital : IDTT

Shore ond demomomtrole letter lormotion vio 111T10rtboard, « ltlOd to students vio the Digital Student App: Letter & Number F«motions, 'Nel-Ory-Ory,«liveTeochingvideos.

Students complete appropriate lesson poges in their Student Edition intheclossroom

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Handwriting in All Settings

Hybrid: lnstroction and practice ore split between s.c:hool and of home.

5-10 mins home/independent 5-10 mins in ckm

Hands-on Learning pr;e in the dowoom)

Choose one or more of the following activi ties: Wei-Ory-Try on the Blockboord with Double lines, Of Air Writing.

Digi tal , IDTT

Assign one o, more of the following octivities lo the Digital Student App: Animations, Of

Leiter Stories

Digi tal : IDTT

Demonstrole letter formation by onigning one or more of the following activities to the Digitol Student App: letter Fo,molions, Wet-Ory-Dry, Of

Live Teaching videos

Students complete the oppropriole lest.on poges intheirSludenlEdilionin thedossroom.

Virtual : All inslniction and practice is happening ol home via the computer.

Lenon Time: 10--15 mins

Hands-On Learning

(Not recommended for virtual learning unless sh,denls hove occ~s to monipulolives al home.I

Olgttol: IOTT

Mign one Of more of the following odivilies to the Digital Student App: Animations, Of

Le tter Stories

Digital: IDTT

Demonstrate letter formolion by assigning one

or more of the following ocliYilies to the Digital Student App: leHet Formolions, Wei-Ory-Dry, or Live Teoching videos.

lfsludenhhoveoccesslotheirslude,,ledilion ol llome, they con complete the assigned lesson pages. There is oho the option lo print 11,e assigned poges from the Digilol Student App.


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20 of 1

, full page update https://www.lwtears.com/texas-samples-login








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TEACHING CURSIVE

Ever wonder why )'0'I ~ teodi cum•-e, t"$fl«ialfy in the r;ige 01 tec.hnology? Accon:ii09 to r~, $tudenb who remain prmten, rothet it.on curs.ive writers, wnte $lower. They wnfe 50 slowly, in fad, that ii becomes nealy impou ible for printers to lake accurate notes tn high i.chool and college doues They may even have difficulty wnling ~ on college entrunce exoms Furthermore, relo&Ol"Ch wgge5b thot ttme 1ndividools who wrote their essoyi in curs~ hod slightly highEW" O'Y9foge score! thon those who Wl'Oia in print (RuM.ell 20'.)91

The oct of wnhng cursive obo Use$ both the nght and left hemispheres of the brom al once Cunive helps coordinate the vm.rol with the verbal. Ab,o, the physiological fflCMN1Mlllh of wrrting tLniYS &.tters build pathways in the brain and imprc,,,e menial effeclivMl!u !Dayley 20 12)

k, this $eCTIOO, yoo will fmd

The Intent to Prvvenl

Cmive Slti lb for Speed & leg1blhty

Stages of learning

Scope & Sequence of CUJsive

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TEACHING CURSIVE

E..-er wonder why you should leach cursive, especially in the age of technology? According lo research, students who remain printers, rolher than cunive writers, write slower. They wri te so slowly, in foct, that it becomes nearly imponible !of pt"inten to to~e occ1Kole notes in high school and coll&ge classes. They may e"l!n have difficulty writing MKJYS on college entroroce exoms. Furthermore, reseorchsuggeslslhotlhoseindividuolswhowroletheiressoysincunivehods1ighllyhigt-0Vefoge scores !hon those who wrote in print (Russell 2009)

The oct of writing cursive olso uses both the right ond '9ft hemisphereJ of the brain o l once. Cursive helps coordinate the viwol with the ve1bol. Also, the physiological l!IO\lemenls of writing cursive '911ers build polhwciys in the brain ond improve mental effectiveness [Dayley 2012) .

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Slogesofleorning

Intent lo Prevent

Cursive Skills for Speed & Legibility

ConnedingHondwrilingondFluentWriling

Scope&SequeroceofCursive

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23 of 1

Intent to Prevent

Good handwriting skills resul t from your thoughtful attention and instruction . Students require delibera te instruction to develop good hobih and overcome bod ones .

W ith this guide and Handwrit ing W ithout Tears materia ls, you will be prepared to help sludenh make wri t ing a natural and automatic skill. You' ll find that their handwrit ing abili t ies and habits vary. Regardless of where they start, you con help students develop and improve their skills :

TEACH

How to hold the pencil cooedty

How lo fOfm letters cOfrecffy

h{± How lo connect letters correctly

AOTTli

FIX

Awkward pencil grip

Unusual, idioi.yncrolic forma tion

Connection problems

~

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24 of 1



a ges of learning

PRE•INSTRUCTIONAl STAGE - PRE•K, Tll:ANSITIONAl KINDERGARTIN, AND KINDERGARTEN

Tl,. lrxu, is on t,,..;lcling NtOClinen Wik a_,li,;,1 lo, leo,IHng P,...,ndrur;honoj NIOCl ... 11 adMhet promote ..x:iol-emolionol le<>rn,ng, Ii,- moi0< 1Ulta, drowing, coloring, olphobel knowi.dg•, P<•-IIWIQ, -Hing, number, ond counhng P:ih. ~I hanclwr,hng lenon1 wiM begin w,111 mvMuen~ honcl>0n leorn...g, whichw,ltxx.llhna...,Uspriarlo-rlinglatt.rondnu~.

INSTRUCTIONAL STAGES

B«ouMI research 1how1 lhol dlildren eon imih:it. monl+l1 belo,.. lhey can COP)' lines ond lho~1. the first 1iogec,I honclwnhng in1hvehon i1defflon1ir'otio1Hm,tot,,:,n When yo,,, demorul-role, cti,ldren eon tffywr phywcol moliont. Th-,. imitate how )'DU "'°"" lo write o latt.r or numbe<. For hondw.iling ,ucuu in yo,. cla11l'OOl'l'l,ui.ethesel+lree1k,gel.

Stage l-Olredlrutructlan(Oema]

Thechildwoh:het.astheieacherW1rtesandl+lenlmiloles. Reodyforne;cl 1lage?

• No: 0a fflD<• muMiM1r150fy 0Cffiitie1

• Yes: lelchildrenfin11ha11vdenleclitionpoqebycapyingmocleb.

Stagt,2-GuitHd Practke

Thechildlook1olthe,;ompleleclmoclelola•thN,WOfd, or-,1$nl:eoncl~itlomokhthemodtl

Readylornel01ta9e?

• No: Go bod lo demaruhaling the latte..

• Y•:Supe,-..; .. copying.

Sta ge 3 - Independent Pradke The child -,In unau.11..:l, w11houl a demonslrahon or a model.

You wil know~ )'00,lt d,ildren a,. ready lo, incleper,denl writing wi-lheyeon.

• Writethe-ir-earreo:Hy

• Write letters h-am memory

• Writ.didoleclwarcl1l<n1i1twilhopellingl

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25 of 1



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Cursive Skills for Speed & Legibility

You wont children to write with speed and neatness while thinking about the content of their work . Would you like to know the secret of developing speed and legibility? Some people think it's about practice, practice, practice, but practicing letters over and over actually makes them progressively messier.

The secret to achieving speed and legibility is following the simple strategies in the workbook, teacher 's guide, and multisensory products. Handwriting Without Tears helps children develop seven skills:

Memory Nome letters and numbers quickly from a random list. Vhualize o letter or number quickly without seeing it.

Connections Connect one letter to another.

Placeme n follow lines and place letters and numbers correctly on the ba!.8 line.

Size Write in on appropriate size for age and grade level. Make letters a consistent size.

Start Start a ll letters in the correct place (either mid line or base line).

Seq,uence Make the letter parts in the correct order and direction . Make the letter parts the same correct way every time.

Spacing Leave space between words in !>8ntences.

It is clear that each of the above skills is important. Children who immed iately know their letters or numbers and how to connect them (Memory and Connection) don't hove to stop and think. They con write quickly. Children who make their letters sit correctly on the base line and make them o consistent size !Placement and Size) produce neat papers. Children who olwoY5 start in the right place and make the strokes the some way every lime (Start and Sequence) ore able lo write quickly and neatly without thinking. Spacing develops from good instruction and from using the worksheets and workbooks that provide enough room to write.

Speed & Neatness Music teachers know about speed. It's the lost thing they leach . f irst come the notes, rhythm, fingering or bowing, and finally, practice to reach on outomolic, natural level. Then, it's lime to pick up the tempo! It's the same with handwriting. Wark an everything else and speed will came. Children who use poor habits will be doomed to be slaw or sloppy. Children with good habits con be both fast and neat. That's where we ore heading.

C20I11_,,;,,gWilhautJ.an

Intent to Prevent

THE HANDWRITING PROCESS Good handwriting skills result from your thoughtful attention and instruction. Students need delibefole instruction to dll!Yf!lop good hobils and overcome bod ones

With this guide and Honct,.,,-iting Without Tear• materials, you will be prepared to help students make writing a ooturol and automatic skill. You'll find Iha! their handwriting abilities and habits vary. Regardless of ~ere lhey start, you con help them develop and improve their skills:

TEACH TO FIX

Howtoholdlhepencilcorredfy Awkword peneil grip

How lo form letters correctly Unusuolidiosyncralicformolion

111 Howtoconoectletterscorreclfy Conneelion problems

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26 of 1

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Stages of Learn ing

PRE -INSTRUCTIONAL STAGES - PREPARATION FROM PRINTING

To better plan your instruction, it is important that you underdand the stages of learning. Children typically learn in a developmental order. Too often, we find ourselves in such a hurry that we rush ahead . Children learn to write correctly and easily when instructions follow these developmentally based stages. You may need to review some of the pre-instructional readiness concepts below before advancing to the more formal instructional steps that follow:

Physical Approach learning and using pencil grip, posture, and paper plocement skills help children prepare for cursive

·, :

J ~ - ~ 4l -~·

Strokes & Formation

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Cursive l~sons begin with letters that are familiar from print. Good habits for printing strokes and formation carry over naturally. At the some time, children who don't hove o strong printing foundation, hove on opportunity to learn new, efficient cursive habits.

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27 of 1



Skills for Speed & Legibility

CURSIVE SKILLS FOR SPEED & LEGIBILITY

You wont children to write with speed and neotneu while thinking obout the content of their work. Would you like to know the secret of developing speed and legibility? Some people think ifs about practice, practice, proclice, but practicing letters over and over actually makes them progrenively messier.

The secret lo achieving speed and legibility i5 following the simple strategies in the workbook, teacher's guide, and multisensory products. Handwriting Without Tears helps children develop i.evenskills:

Memory Nome letters and numbers quickly from a random list. Visual ize a letter Of number q,uickly without -ing ii.

Connections Connect one letter to another.

Place men Follow lines and place letters and numbers COfredly on the base line.

Size Write in on appropriate size for oge and grade level Make letters o consistent size.

Start Start all letters in the correct place (either mid line or base line).

Seq_uence Make the letter ports in the coned order and diredion Make the letter ports the some correct way every time.

Spacing leave space between words in senteoces.

It is c1eor that each of the above skills is important. Children who immediately know their letters or numbers and how to connect them (Memory and Connection) don't hove to stop ond th ink. They con write quickly. Children who make their letters sit correctly on the base line and make them o consistent size (Placement and Size) prodoce neat papers. Children who o1woy,, start in the right place ond make the strokes the some woy every t ime (Start and Sequence) ore oble to write quickly and neatly without thinking. Spacing develops from good instrU<::tion and from using the worksheets ond workbooks thot provide enough room to write

SPEED & NEATNESS Music teochers know about speed. It's the lost thing they teach. First come the note:r., rhythm, fingering or bowing, and finally, practice to reach on outomofic, noturo1 level. Then, it's time to pick up the tempo! Ifs the some with handwriting. Work on everything else ond speed will come. Children who use poor habits will be doomed to be slow or sloppy. Children with good habits con be both lost and neat. That's where we ore heading.








28 of 1



Stages of Learning

INSTRUCTIONAL STAGES When the pre-instrudioool skills hove been established, handwri ting instruction proceeds in three stages (imitat ion, copying , ond independent wri t ing). Mulfaensory activities con enhance learning of every stage.

Stage 1 - Direct Instruction The child watches as the teocher writes a nd then imita tes the teacher.

See the motions as the teocher writes step by step.

Stage 2 - Guided Practice

Watch me. Wrile t like this.

Heor the direct ions. See the model. Write the model.

The child looks a l the completed model of o letter, word , or seoteoce, and copies it to motch the model.

See the model Write the model

Stage 3 - Independent Practice The child writes unassisted, without a demomtrofion or a model.

@ ' ,

Write independently.

C 20181.oomi"9W,111out'lton

Connecting Handwriting and Fluent Writing

Handwriting Without lean helps children become fluent al forming letters correctly. Students then need odditionol p,odiee lo l ron$fer !hot skill into fluent composition. Building Writers ond our Writing Jo1.1rnol serve os the perfect bridges lo support your students os they become independent writers .

+ Properl.ett« Formation lndependent, Fluen! Writen

What is Building Writers?

Building Writers is on interoclive student work text tho! offe,s exl,o p,ocliee for writing dcills development II con be e<isily integ,oled into on existing writing p,ogrom, ond ineorporo led os independen t writing or

os whole group prodice.

How does Bui lding Writers wort?

• Add,e_s c:ritioo1 writing slondards ol eoch grode level in the three moin writing genies: norro!M!. inlormation,ondopinioo

• Releases 1esponsibllify lo grow indepemlent writing in carefully KOffdded, intuitive octivities

• Engoges students with emucurriculor ond high inleresl topics

• Reinforc:es correct letter fol-motion on fomilior double lioos

• PrOYides a bridge between the mec:hanic:s ol hondwriti,g ond the

Auencyrequiredb-c:reahveeomposition

What support does Building Writers provide?

• Sh-ongexompleslouseosomodellortheirwriting

• \locobulory-.-idi ,e50!Jrees on eoch poge

• Genre-specific grophie orgoniz:en lo orgoniz:e ideas

• W,iting checklists guide students lo pion ond orgoniz:e their writingineochgenre


29 of 1

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Pape r Pla cement & Pencil Gri p

PLACE THE PAPER How do you position paper correctly? Some childreo may lean over in on owkward position to wri te. Children who put their paper in front of them and !Jont ii properly con write ITIOfe efficiently because they position their arms natura lly with the paper. You need to teoch them how to place their papers appropriately.

Children who ore able to print sentences ocross the page ore ready to tilt the paper at o !.light angle to follow the natural ore of the writing hand. The correct way to ti lt the paper is emy to remember (see iDustratioos below! . For right-handed children, put the right comer higher; for left-honded children, put the left corner higher. The writing hand is below the line of wri ting. This practice encourages o correct, neutral wrist position.

Laft---Handc!d Stud9nts R5!1rt-+tandad Students

LOOKING OUT FOR LEFTIES You might observe some left-handed children slanting their papen loo much. They do this to prevent thei r wrish from hooking. Allow them to exoggerote the slant on thei r papen if it doesn't COU$e speed or neaineu trouble.

cross strokes

When writing, we typically travel from fop to bottom and left to right. At limes, left-handed children may choo~ to cr~s letters by pulling their writing hand from right to left. This is natura l. /v\odel if for them in their workbooks for the letters below.

Mark arrows ➔ tor right-handed students. Mork arrows -E- tor left-handed students.

J i

0 20181_,;,,gWilhoutloo,,.









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I I








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,_,_.,.._o1:c-o.c..,_ ,_..,,.c..

The Correct Grip

The slcmdcird wciy for children to hold their pencil is illvs+roted below If y(M) write V$ing o grip thcit is different thcin tripod or qoodropod, o1ter your grip for ckl.moom demonslrcihon

Flip the Poncil Trick

Tripod Grip Stondord g,1p

Hold pencil with thumb ♦ index finger.

PIMC:il rests on middle linger.

Quadropod Grip Alternate gnp Hold pencil With

thumb ♦ index cind middle fingers . Penc~ rests on nng finger.

Here i, onothef method that KJffl80ne introduced to us cit o Wffl.i.hop. It', such fun that - '°"'9 lo lhare ii. Child-en like to do it and ii puts the pencil in the correct poiition. !llust,oled for right.horded students.)

Ploce pencil on ~ p0inlif19 oway fromy<».Pincl'lthepenCilontl'lepoint wt-«ethepo,nlmeehlhewOOd

D:Xlll~W......,_ ...

r ~ It... f-' Holdtheeroserond. Mri

tha pMCII around Voilal Correct grip.

CURSIVE - FAST AND NEAT

e2022i-...ew.11,o,,1'-> C.,C,,C-Jo«/w'1o.d,Cun,/r,,a-'-/o,wlHNI 37



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h .L i Con-Do Cursive - p. 8

08.JECTrYES

Towirtelh..t.Otldi.""theonectlotfflotion

~--LfSSON INTRODUCTION (Worm upl

Wel-Ory-Trywith81odbootdwithDoublelinei.lp. 8210tO.gilol lett.r& Number Fonnaliom tp. 86)

~--~--~ - --- -LESSON PLAN

l . DirKtian Instruction (O.mo)

0.mont,hote 1 and h on Ungl• or doubla lina.

-~ .,_ --b --~ .,_

2.GuiOIIProcfice

Chikhn lfacethestept,y-slepmodell. Ch,khnwrite!, h , .1.,ond .1. on i,ng1-ill'WII

3 .Ctlkklllttltr

~ .... --Chlldritn sj lelfen for cared .toft, olwp&, and bump.

I ...,.,_u,._._.

Addilionoldigilol "'50U1'01!c101'e~

Sllhe .. ractil'IDigllol leoclw,glooll()Tl).

- .. , ... J

i

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MULTISENSORY ACTIVITIES

You know the importance of multi sensory, octMl leorning. Research is on your side. II supports mullisen!,Of)' le-ach ing to address children's dive<se learning slyles: viwol, hxtile, auditory, and kinesthetic .

Activities with mullir,em,ory moleriab oddreu different senses to teoch correct fom10lion and coonedions. Wehelpchildrendeveloplheirwri ting 1'.ill1 throughexplicil ,mulfoen501Y, play-based imtruction.

Eoch letter '81K111 begin1 with o mulfoenw,y introdudk>n. The<e ore mony fun odivil ies lhot rofala

looddvorielyondoppeol.

lnthis1oeChon, child<enwil

~ . touch, feel, and manipulate rwl objecbos ~ leorn the habih and $1.ilb,mentiol forwriling

Engoge with le,chnology in o developmentolly oppropriote rnonner

Developr.ociol--mnotionolskill,

0 2011 i-....g-1oo,,

p. 9

OBJECTIVES

i h .1. .i

To write L h. .t. ond i ...,th cOtTed lormohon, lo connect letter, correc~.

USSON INTRODUCTION (Worm up)

Volc:eslp. 77}

LESSON PLAN

1. Direction Instruction (Oemo)

Demondrote .L ond .ion sii,gle or double Ii~ .

......... 2.Guid. Prodice

.... ...... ...,

Children COf)y L h. .t. and .i, modell ond words .

3.CheckWord

.... ..... ...,

Chlldran 6' words fat eon.et size, plooam.nl, and wnnedians

Addifionaldigdal l'IIIOl.ft)ll,IOlllcr,,a;lable inlhel~Oigifd -ToalDTT)

02022~-,_. c..oi.c.-~,wldo c:.n,...,.,,__ 39



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Multisensory Cue s

When p1o.,,.;ng 1nihu,;hon, you ,;on UM the lolbwing ,;ve,J lo 1ndic;ote the multi..,-,. od1¥ity thot be,t fih your sludonts. W. use thosa Clift within lauon plaM far CURIYe Instruction In Grodos 2-4.

CAPITALS ond Lowercose Letters

~ V

""'' h:wi ..

Oigitali..tt..ond N!Jmberformotion,

0 AitWr,ting l.aserW111ing

-BlackboordwittiDoubletines

oxi,,-....w._toon

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u. ffi .4. Can-Do Cursive- p. 10

~ - ·-~ - -· " .::·:.

LESSON PLAN

kl write f-, u, rn, and .d. with correct formohon

LESSON INTRODUCTION [Worm up)

1. Dirktion Instruction IOemol

Demonstrate f and u on single or double ~nes

........

2. Guide Prodice

Children trace the 1tepby,:i,tep models.

Chlldren write f-, U, m., and .4 on single lines

3.0wekl.ettw

Children ~ letten for correct lio rt, steps, and bump.

Mditionoldigila resolM'DeSaea,a,lable inthe!meroct,,,eDig,kil ........... 11)11).

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37 of 1



,_..,.._ _ _,,c:-.o.c...;..1-.0...

Air Writing

A.- Writing Is a kJ1MKlholl( slrotogy wilt, lotwal and auditory c:ompana'lls. Ming up and hmling poncis oddsatoehloc:on,p:,nonl Thls,lralagy~)'OI.I lowaldilhoanlndmsandonsura-slhcrialld11d,nlslotm lhw S.tt.n con.city.

o:io11i,_...--.

p. 11

Act ivit y

I . Chac»ealelter u~abnghllycoloredboltolrace lhelelter1111hea• infrontdyaurcloss

2 . 1-kMdudlnlshold a pwicilc.on.cllyinlheoirE...)'OMcheckJ poncil91ipt

3 . Retrace lhe le!te< agam ..,.11, yaw ,tudenh

Ncft:l,.,.,<nbang)'Cll"lll.denn. ..... lt..._.,...,,.,.,.,,.,.,'°hlo!:wwilbe catldM)Cl#11udorm'~

fUffi..d.

OBJECTIVES

To W1ite f- 1.1, .m., and ,._ with 001red formation; lo mnnad lettw1 --LESSON INTRODUCTION (Worm up)

Lo...- i..tt.rs Ip. 76)

- ----·-- __ _.._

LESSON Pl.AN

I. Dir..:tion lnstnxfion ~o)

Demons trot. m ond A. on single °' do,.ble lines.

2.Guide Proctic■

Oildfen c:opy-p-, U, .m., ond ..d., models and words

3.Check Ward

C~lldfen ~ words lor COITad 11.H, placement, and COMechonl.

Additionaldigdal reso..c:es01ea-.oilable onlhelnNwacfivllDigild Tead11ngToalfDTT).


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38 of 1


_ _,,._...._,c-..o.c.,.;..1--,0-. Laser Letters

Chitd,en 0,111 otwoys (Jffl(lzl/ld by thit odivity .. You can IIOsi", wlch lhei1 ottenlion ~ you u.eo $!'11011 lo>er. By uting o lo5et., )'01,1 prowide o nice viwol lo follow while lroci119 leH1<1 in the oir ..

-• s..aaio-pcw,t. • Chol;ooMOIIW• • lar~boaidorllml!I

Noh, ln~olobt.poinlw .. )'Oll"""fDho

u•oflmhlivMoootltw ... ,,.....

Activity

1. Slvdanh hold i-,c~, raody to point to loser dot.

2 .. Teothe!- poinh to ,toft of le"-1' ond i1ow1y wfife, o 1wer letter 50)'lng lh dep .. by-step dfrediol'ls

3 .. Sfvdenh folow the 1- with their perd1, '°Yi"II lhe diredion, wilhthl/lteochllr ..








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a d 'a- Co,..[)o Cursive - p. 12

OBJECTIVES

lo~feC., O., d.,ond jwilt!COfredlo«nahon.

c.........:..._ ___

USSON INTRODUCTION (Warm up)

W.I-Dry-Tryw1th81ockbootdwith0ovbleline1(p.8210f0ig1toll,tt.t& Numbe, fonnolions Ip 86)

,I_________ - ·-·

~ - ·-· -LESSON PLAN

1. Direction Instruction (Demo)

Demon,trote C. ond Cl on ~ngle or double hne, •

.... , ...... ...,

p,intt

2.Guide Practice

Child1enfrocethesl~lepmodels Children wr,te ~ C1, l, ond ton single ~ne1.

3.0IKkl..etter

Children ~ leHen for corr-=+ ,tort, 1t.p1, ond bump.

-...... ...,

AdditiQnaldgitd resolJF<flOl'e<M:liloble inlhen+erodwaDig,11:11 Teochngbol[l)TTJ.

42 c-D.C-""1w',C....C........ · '"''-- e2022i-_w_i-.

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40 of 1



Voices

Childrl!fl should learn to write letters iri the correct sequance. If you damorufrote wi th differl!llt YOkas, your sludenb will ~ ickly leom olld memorize oll lhe steps. This odivily is fi lled with the repeHlion chilchnrieed,butitissomuch luri lholiherepeli tion isr,everboring.

Moterlols

lorg,ebo..-d,prepored w1tt,00Jbieline1

02011i-,,;,,gW.lh<>Mtloan

p. 13

LESSON PLAN

Act ivity

I . Help children find the step-by-step wOJds in the ir worii:~s. Reodthewordstogetheroschlldren poinl Demomtrole the letter, 1,0yi119 the steps with the children.

2. Slowly demom,frole the letter ogoin using o new voice Children join in by wylng the steps ood modeling your voice. Repeot.

3. Write ihe letter. Children put their pencils on the dot. Ttiey u~ their voices together to wytheslepsos they write.

4. Repeot the odivily with different voices: high, low, lood, soft, slow, fas t

c. a. d i OBJECTIVES

Townie~ a., d.,ond jwithC01Tedlormotiorl,locon"8Cllelten ~,odly.

LESSON INTRODUCTION (Warm up}

Vo,ces(p.77)

AddrhMoldig,kJI NISOUfOM0!9a,olohla

itllhenlenxlM!Digital leod>inglool~OTI)

1. Diredian Instruction lo.mGI

Demonstrate d. and ion lingla o, double lines.

,..,,

,...,,

2. Guide Practice

.. .... .... ... Children copy C., 0., d.. ond j, madel.1 and words

3.ChedtWord

Children &i word, b coned lize, plocement, ond connedion1.



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...-...... ...,i.~o1:c .... -0o c.,,..;.,.1_,_,, G,,,;d,,

Letter Stories

f un stories help children remember letters tha t ore o b it tricky. Beyond our simple verbal cues, we mode up some stories that ore fu n to shore and help make these letters memorable.

1

.rm

If George Falls Soy, "Inside 9 lives a little ma n named George {draw a little face in 9). • He soys, "Ohhhh, if I foll, will you catch me?• Soy, "Sure, I wi ll catch you ii you foll • (tum the 9 to catch George).

Zip the Tent Soy, "i should be do~. If i is opeo, (show on opeo i], your tent is unzipped and the iguono is going to get in. If your tent is zipped (show a good i), the animals will mind their own business,•

Stin ky m Soy, "If m hos big gaps, people will throw trash in those gaps. Don't make big gaps. lv\oke the gaps so little , there is o nly room for chocolate kisses.•

Make n a Nose J"rt Soy, "This is cursive n. It only hos two

humps. To remember, furn n into o nose and g ive if lwo nostrils.•

°6

44

U-Turn Soy, "The letter q is a lways followed by u. Think quiet, quit, ~ ibble, quaint, etc. Al the bottom of q , slop and make a lJ.tum, lhen fin ish q .•

f ~ _l_

.rm

C 2018t-nin!jW.thoulloan








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1 {

OBJECTIVES

low1ile 1t.L and t wilhcon-edlormohon.

LESSON INTRODUCTION (Warm up)

Can-OoCursive-p . 14

W.t-Ory-Try w1tti 81ockboord with Ooubielu'IM [p. 82) ot Oigitol lett.r & Numbe< F01motion1 [p 86)

LESSON Pl.AN

1. Oirectk>n lnstT\.ldion (Demo)

Demon1ffole J\ ond 1 on )ingle Of double Imes.

no..i, up

2.Guidrl Prodic.•

Childrentrocethede~tep rnodel, Children-ite 11., l,onc1 { onaingleline,

3.ChKklettar

Children ~ letter, for COl'reet 1kirt, ,tep,, and bump.

-..... ..., -..... ...,

Md,fionnl digdol fesour'Oe$01'eOYOiloble

in the lnletodill9 Oigitd leach~lool(IOTTJ








43 of 1



Jt

A

i

$

r ... o,....,.,,. ,,_,..,o1:c--ooc...-,.;... r-,..·, G<MJ.

Smile Say, "r doesn't have fo be o difficult letter. If r is difficult, it's r's fault. At the top of r we'll make o i.iniley face (drow o smiley foce]. r traveh on the base line, smiles ot the top ood then comes down ood !ravels O'WO'f:

Jet Takeoff Say, "'vVhen you make s, start with o straight jet takeoff {show a rm toking off like on airplane). make o j !finger trace in the air), then walk owoy {complete the finger froceJ.•

Zip tho Tent Say, "t should be closed. If t is open jshow on open t), your tent is unzipped ood the animals J Ofe gotng to get In. If your tent Is zipped !show o good t ), the a nimals will mind their OWfl business. •

Old McDonald Sing, "Old .¼Dooold Hod o Form,• e jot the left top side of G make on e), i (ot the right top side of G make on i). Finish the letter, not the 5009.

Jet Takeoff Say, "'vVhen you make capitol S, start with o straight jet takeoff [show orm faking off like on airplane). print capitol S (finger trace in the air), then finish [coll'f)lete the finger lroce). •

Molt of Meort Say, "I'm going to make holf of a heart, you make the other holf. • Erase yoor holl when the child is done ood say, " Now finish the z .•

Letter Stories

Q fl

0 20181.ecmingWilhautt-.

p 15

OIJECTIVES

lo wnt./\, l Ot'ld { wi~ corr.ct lormalio,,, lo connect leltencorredty

LESSON INTRODUCTtON (Worm I.If))

Air Wn+.,g Ip. 151

;: -----; ;: :;: ;: =-.. - _____ ..,.

LESSON Pl.AN

1. OlrKfkln lnsfnK11on !Demo!

2 .GukM Proctic•

Child,.,. copy It. J. onc1 i ,nodeb ond ""°'dl

3 .0ledlWord

Chlldr., sf wordl lo, c0ff9Ct 111.e, ~ I. and c:,onned;on1

..... ......... __ ......, Wllht~Clif,ia

"""'""""'"'"'



44 of 1

axoo ......,._ _,..,,, o1: Can-Doc.,,..;_ r_,_., Guida

Wet-Dry-Try with Mystery Letters

Yoo can play Mysfeiy Letters with children as a fun WG'f to develop gaod habih . Mystery Letter activi ties feoch cooecf letter formation . The ~ret is to make the first stroke cooedty before tell ing chikken the name of the letter they're going to make. This ensures !hey stori the letter correc tfy.

Materials

BlockboordwilhOouble l ine-s(lperchild]

Little CholkSih( l 'J Poperlowelpieces

Directions Mag ic; c; Letteu

Activity I . Gather the Blackboards with Double lines, little Chalk Bih, and paper

towels for erasing.

2. Soy the directions for o capitol letter, leaving the lost port o mystery (see directions below) . Hove children practice Wet-Ory-Try ofter completing the letter.

Magic; c; Worcb

For letters <-, a., cl 'I• cr, and !\: Using<-, a., d.. 'I- cr, and\ Magic c; , turn it into _ .

Magic c; , tum it into _ .

Add letter

Magic c, wait . Turn it into _ .

46 Con-DoC:U..,..r-:,,..', G..»; MuHi---,Am-,i/iti C 2018 1aonw,,g Wdllout .......

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45 of 1



~ l Can-Do Cursive - p. 16

To writ. .rm., ',, and i ,.,;th corr.ct bmahan.

~--~

LESSON PLAN

1. Direction lrutruction (Demo)

Demons trot. Im and 't on lingle Of doubl• lines.

an ......... "" ::., -lj :::; -

2.Goide Practice

Children fnxe the ltepby-st.p models. Children wrote .rm., 't• and Ji. on tingle Wnes

3.Chedl letter

...

Children ~ lelt«s lor correct ,tart, steps, ond bump.

46 c-l:IDC--lood,,..",G...C...- - ,_, _ _,

... -.... ..., "°'"''°'-.... ...,

Additionaldigilal retOU'mlonta,,,allabla

l'llhelntwactr..Oigilal Teochingbil(l)TTJ.

Ol0'22~'Hi-loan








46 of 1



( .,(

( .,(

02011l--,~lton

p. 17

LESSON PLAN

r ... oo....,.._.......cl:C-.Droc.n;w r__,,c;..u.

Mystery letter Game with c.r..

I 'U help you change the second

c. intoa.cl.ort,

Directions INorluheelavoiloble (p 78)

l . With cdored pencil or pen, lrac• <MK the modal CL and wo1t ot the end

( .,(

( .,(

( _.,(

( .,(

( .,(

( _.,(

OBJECTIVES

2. liden. Your t.ocher will rondomly cal out <l, cl. or i-

3 Change the 1econd one into the lflftarthalyourlecxh«calsout

4 Do ooe column o day.

( .,(

( .,(

.rm lJ- l

To write rm, 't and 1 with coned lormahon; to conned l&tters com,ctly.

LESSON INTRODUCTION (Warm up)

Wet-Ory-Try with Blockboatd with OoublelJ,- (p. 82) or Digital Latter & Number Fo1mob1 (p. 86)

- Addilicn:Jldi9'ial -~-111fhelnieroet,,,eDigilal Teodurg kd POTT).

1. Direction Instruction (Oemo)

DemondraN! 1 ori ~ngle or double lines

.........

2.Gulde Practice

"' ......

Children copy rm, ~• and 1, models ond word1.

3 .Chedt Wor-d

Children ~ words lor correct ~:te, plocem8fll, and conneclion1.

02022._...,.w-_i..... c-.o,,c..,..,.-·,i:......ew.;,.,, - r.,1-- 47



47 of 1


..,.,. ..,,,.,_~a1: can&cunnw r-,_,. Guide

Wet-Dry-Try for Lowercase Letters

Using Wet-Ory-Try on the Blackboard with Double lines is on innovative teaching strategy. The latest research on brain development wpporis this activity. This re~ch coils for fewer elements ij1.1st two line~, modeling, sensort eogogement, and immediate feedback !Sousa 20 11) .

Material$ BlockboardwithDouble L1,-• 11 per child)

L1tt1eChall Biti.l l "J

littleSp,,,ge(ube, [l /2") littlecvp1olwoter Pape!'towelpieces

Activity 1. Prepare Bla ckboards

Write letter with chalk as a model to trace.

2. Teacher's Part - Write f with Chalk Use chalk lo write a letter on double lines. Soy the siep-by-siep di rections

3. Child's Part - Wet-Dry-Try A:. the chi ld does each port, sa-, the step-by-step directions 1-o guide the child. The child is enco1.1raged to join in, saying the words.

Wet: The child 1.1ses o little Sponge C1.1be lo iroce the letter. Dry: The child 1.1ses o little piece of paper towel to iroce the letter. Try: The child 1.1ses o Little Chalk Bit to write the letter.

~








48 of 1


Truck Leiter • CJ Can-Do Cursive - p. l 8

OBJECTIVES

lo write a with COtT«t lormotion; lo oonnect a in word$

a:........:..._ __

LESSON PlAN

LISSOM INTRODUCTION (Warm up)

Conneclioo lnspedion {p. 85)

8~ n r I. Direction Instruction (Demo)

Demon1frole a, O'U, and au.i on 1ingle or double lines.

2 .Guide Practice

Children copy let ter, ond wo,d1

3.ChedtWon:I

Children f4 WOfd1 lor COl'r«I :ia:e, ploeement, ond conneetion,.

48 Go,,D.,C..-,-;,,,,-,o...-c.n.. - ,_,_, ,._j

Add1honaldigilal 191QUl'08SantCNOiable

inlhe~D,g,lal t.aehing 1oa1 IDTll-

01071-..... W,ti,ootloon








49 of 1



Tuo,.....,..._ol,c-l)oCuniv.,T""""-'•G..ido

More Wet-Dry-Try w ith Mystery Letters

Yoo con ploy Mystery Letten wifu children os o fun way to develop good hobih. Myste<y letter odivities teoch correct letter formation. The secret is to mol:e fue fi rst stroke correctly before telling children the name al the letter they're going to mo\:e. This ensures that srudenh start the letter correctly.

Moterlol1 lllockboordwilhDouble llne-( l pe,chlld} llttleChalk B;t.(1') Pope,lowdpi~

Activity

Direc tions

1. Gofuer the Blocl:boon:h with Double lines, little Chol\: Bib , arid paper towels for e<0siog.

2. Soy the d irediom for o copitol letter, leoviog the kisl port o mystery (see directions below]. Hove children practice Wet.Dry-Try alter completing the letter.

Other lowercase l e tters

forletters h , J.. i h. i.j,.ll./TT\m. p., J\,A. For letters u, v , w , 'j< Ond }= i. and J"I.". Start on the dot. Start on tt.e dot, travel (up or on tt.e line). Turn ii into

Turn 1t1nto

Cao-Dt,C..---'•G.odo. MuHi--«yAdivit>N 49

p. 19 Tow Truck Letter - cr

---<:r OBJECTIVES

Tocronkuplettenlhallollowlowlruck a .

LESSON INTRODUCTION (Worm up)

t.tler1 that usuoly1lurlon lt,ebosel,neore lridty lo conned. They hove lobe cranked vp

LESSON PLAN

1. Dlrecffon Instruction (Demo)

Demonslrole al am., a{. and at on wigle 0t double ~nes

a-I of

2. Gu4de Practice

Child,en copy c,onked up connections

3.Ched:Word

Children 6' words lot correct sir.e, ploc:emenl, and connections.

Addilionoldgilal ftlSOUl'09SCINCM:IJobie

inlhelnteroctweDigilal Teaching Tool(DTTJ.



50 of 1


..... oompM ~ ol: C-..0..C..,.,.. T-"«'• GWfH

About Tow Truck Connections

Tow Truck Letters (a, ur, .1,, vj ore the only letters that do not end on the base line. They have a special

ending-they end up high on the mid line. The ending always sticks out (like a towj . The letter after a Tow Truck Letter must be cranked up lo the low.

V

Koop th o Tow Up Tow Truck Letters never go down to the bottom line to join a letter. If the tow is lowered to the base line, the Tow Trvd Letter will lose ifs identity, creating spelling and legibility issues

JI a goes down to pick up a letter, it will change into 0...

JI ur goes down to pick up a letter, it will change into W.

JI .1, goes down to pick up a letter, it will change into lt. JI v goes down to pick up a letter, it will change into U...

Easy to Tow Some letters are eosy ta tow because they start on the mid line. To join, simply finish the tow and begin the ne:d letter. Easy-to-tow letters include:

M1J cm± Crank Up Lottors Same letters that start on the base line must be cranked up before they can be towed. These letters are·

i h 1.q 1 Ud_ -q t- whal oi- o-ld Smile for the Tow Same lette rs ore tricky to tow. Both the law and the letter have to change shape. U1,9 a big smiling tow before connecting to the1,9 letters:

i Jt j_ ,<1 o-il crt UH_ 1=i

C 2018t-nir,gWdbaul"loat.








51 of 1


Truck letter - ur Can-Do Cursive - p. 20

Oa.JECTIVES

~ write capitol W ond W w,th CCfred lormotion; to conned W In

words

~--

LESSON PLAN


U,nl"ICl(tion lnsp«Hon(p.85)

1. DirKtion Instruction {Demol

Demonstrate W , UJV, ond 1.u.rtr on s.ingle 0t double 1,nes

±w:a: 2. Guide Proctke

Children eopy letters and words.

3 .CheckWord

Childr..-i ~ word, for eom1d s.iz•. plac:-t. and eon.._tion,

SO c.,,,.o,,c-r....:,.,,,a..- c..,.,.._ ,-i _,,,._,

>od,lionoldigilol --inlhe~D,g,,kil leocfii"Glooll[)TT),








52 of 1



r_,._,.......,.,,~c..,....,,_._,,o...-Connedion Inspection

Bn119 tvrSM!<;Of1ne(nOnl lo~febytvm1r,gyour11udenh lllloword1 Thetrbodieiwillbetheletten, ond th.;, arms wil be th• cOMKhons Pby lh,1 unlqua adr,ity on leonu ol lou1 and allow ch,ld11tn lo SOM! problem1logeth.rlopo11thl!lnipechon

02011i--.w--.

p. 21

Activity 1. Choo" the-,,d1 loCQMectond-,111 them., prlllton thebocxd

2. Drvide )l0U' elem mlo leoml. Chooi.e one slvdenl lo be the • .,JP"Cto, •

3.Expomlo)IOU'1iudenhlhotforbo5elinelethnfflllymuldkeeplllff lelihondidc,,.nlow Forletter11hatl!ndhigh {bwTrod.llltten - a , w , 1,, vjpultheil~ormsout Explo,nlhatthl!,-lllltt.t(11udenl)ho1 lo 11ml wher- tlll! pr.,b.J, lell9f l1h.den!J ends.

4. Her.. 1h11 !«l'N. ..:ih-11 1h11 word probif!m1 by making 1h11 conn«hon1 w,thlhllllarru.

S. Ho-..e the ,n!opeClor - ii ch,lchn connected their arm co,recity

Tow Truck letter - UJ

---ur OBJECTIVES

l -.--=-• •

LESSON PLAN

To cronlt up letten !hot !allow low frud: UT

LESSON INTRODUCTION !Warm up)

lattenlholuwaly1lo<lonlhebosel1neorelridt.yloconned. They hove fobeuonkedup .

Addilicnal~lal --inlhelnterodiwlDig,lal Teochmg Tool (IOTI) .

1. Diractionlnstruction(Oemo)

Demc11ulrole urh, UIT\, W""\, ond w--<. on single or double lines

2 . Guide Practice

Children copy c1onkod up mnnedions.

3 .ChedcWord

Childr..-. ~ words lot con-.ct siu, ploc:.menl, ond conn.ctioni

02022~W-1-.

I fflDC TootUJ, __ ., @) -.u, ... ,



53 of 1









54 of 1


Tow Truck Letter - .Ir Con-Do Cursive - p. 22

OBJECTIVES t-- I --~ To write fr with co11ect formation ; to connad 1 in words.

k......,_,;.... __

LESSON PLAN

LESSON INTRODUCTION (Worm UPI

Conn&etion In~ Ip. 85)

I. DirflmC>n Instruction (Demo)

Demonstra te 1, .1ru, a nd 1-u.d. on suigle 01 double l,nes.

2.Guict. Practice

ChH,h,, copy lettw1 ond words

3.QMd(Word

Childre11 !iii words b co«ed lize, placement, and oonnedions.

Add,lionolcigild --inlht,lme,,xti,,,eOigiki Teoching ToolpoTT).








55 of 1



RESOURCES

Use It , Don't Lose It p. 54

Fluency & Personali:i:olion p . 55

Remediation Tips pp. 56-59

Strategies for English language Le a rners pp. 60--62

St rategies for Children with Spedol Needs pp. 63--65

Handwriting Standards for W ritten Production pp. 66-67

Making Magic c Bunny p. 68

My Cunive Name p . 69

Mystery Word Game wit h cc p . 70

Pencil Pic.k Ups pp. 7 1- 72

For Families: Handwriting Practice p. 73

Reward Good Grip p. 7 4

Tne Eroser Chollenge p. 75

Cursive Worm-Ups p. 76

Word Practice - c., a. , d., i p. 77

Mystery Letter Game w ith c..c. p. 78

References p . 79

C 20181.eamingW.thou!J.ar. c-DoCur..;.. Joadl.tr',~R-- 53

p 23

~~.....__~ ----

LlSSON Pl.AN

Tow Truck Letter -1-

OBJ(CTIV£S

looonkuplett.,thotkilowlvwhvci .lr

USSON INTRODUCTK>N {Warm up)

t.tte,ithot,.,wolydortontheboMli""o" lridrytoconn«t lh.y~ toti.cron~ up.

1

............. I --inh~Oig,lal leod""(l'bol,OTT).

1. Dlrktlon lnstnidlon (1)1,moj

0.-,,11rotek!rt.h onctk on""91e«doubten1

Im

2.GutOIProdice

Chikhn copy cronled up oonnection1

l .ChedtWord

Childre.1 ~ WOids lor 00ffi!Cf Mtt, pl,xeme,,f, ond connedoon1.

I - ...... ~ .. --.



56 of 1

.. ..,_.,.._....,.,,,c...,.o.,c..,.;.,,r_,,_., c,.,.

Use It, Don't Lose It

~ r.ummer opprooc~, childr8fl get o break from their dudies ond fraadom lo llfljoy the summer sun. Use the following ideos lo encooroge hondwriting prodice so good skills remoin strong. Hondwriling is something that is eas ily accessible lo children. With o little encouragement, they con prudice cursive just obout anywhere, onylime

• Shopping

• Vocation

• Comping

Activities:

• Writethonkyoucords

• Send invilotiom

• WrileleHerstolriendsondrelol~

• 'vVhol lo loke lo the pool

• Picnic

• Find o summer pen pol - exchange letters weeko/ or monthly

• Keep o list of summer vocabulary words

• Spec:iolprojecb

• Creole o summer journal

• Finger lroce in the sond ot the beach or pork

• Play games, write with sidewalk chalk

• Po int with woler !writing letters/ numbers) oo the d rMJWoy

• Creote slorieswithfri8flds

• Make cords

• Send postcards

For Families: Handw rit ing Practice

Use II, Don' t l ose It

Handwriting Practice Ideas U..lhalalc,,.,;,,gidooolo--~p,uc!K,o109"0'llblo.....;n11rong. ~ ;ngi• -itii"9!1-oti>oosily--,,blo lo o dold. W,lha~lllo~,childr.,can p,octice~ juot aboul~.anyli ...

li•h = ··-• C"""f""9 • Wh:,ik,i,,uk,11,op<d

• Pie,,;,: . ..., • Sp.cic,I P,ojo,<k

-'<+ivmo,;,

• Writo,11,,o,,1.yovco,do.

• Send~ • Writo,\ol'""11olnot>ch0t>d~

• l'.-.:lo..........,.ponpal -•~lollor,~,.,.~ • K.opo,,ic,l,_-..xcb.by.-d> • Cr.oloo.....-joo.n,al • l'.-.gotlnx<oinlt.o-"" o! lhobood,,.,.pod • l'loy-, wnt.,..;lh,........d,oA. • POO'l+,..;11,-..o+., (w,itingloffon./~onlhoO-;......,,y , Cr..,io,ione,,..;11,fnond,

• Mol,oco,d, .,_,,..._.

Cl201I~Wilhautloan









57 of 1



Truck Leiter - V Con-Do Cursive - p. 24

OBJECTIVES

la wri~ V With oom:cl lormanDn; to coooed Vin won:11.

~---·

LESSON PLAN


eor-ction lnsped,Ol'I Ip. 851

1. Direction Instruction (Oemol

Demonstn;ite V , VU. and V"U.4..1. on &ingle Of double line)

\H) /\ 0

2.GuldePradice

Child,encopylelteo-sondword,

3.ChadtWord

Children ~ words lor correct &ize , placement, ond c:cnnedions.

Add,lionaldg.tol resoun:escwe~ inthelmetoctr,oe[)igitd Teochi"Gb:Jl[DTT}.

0~22..._Wilhoulloan








58 of 1



,._...,...-o11c..o.e.-..r_.,o:;,,.

Flue ncy & Personal iza tion

Whe<ichikhnhow i,eorned~'te<&::,r,notionandconn«honl. ~ wlilgoin speed. 'vYltll ~c-11-q, and with lluencyc:omao penonanmncn. Hm-dwr, t1n9 ,lylo" ""'q1>9 lo oo:h al u, . Ao -.....icp ourown,fyle -abodr,,,,lopc0r11i,ifflipaltNn1 It,~ NJC:halu,wld.Y.lopowown<WV" _,.,.. iaMlalook,!l,,.clllidi.a,raltt..l-landwnlongW,lt,c,ulloa-•••ty1oalcuuN•l

1• ~ I ~~•1tl1Jl. c_eam__ I

··:i.

!ipelllng Word•

w··

•·.,,tm=J '.:::!Mm············· I ------- ·-- ··•------- .. - '·- _ .... ·•·

Youwllknowyou,•ludelllsor9goo,,ingl..-q,ondp..-lO"Clil0!,on,.flt,,yo,1torl lol Spood 2No11,rolbetoop,ondcurlio;:uftl 3 Pouibl-o....,,t , Ambclurealp,lftlwllhcur,..,..

M<>."'9pr,nlw,lho,r-iiinonnol ~,tw.nhob-lloll'IU:lhe11p,,nl ... 1hc ... .,.. olowol Ti.,lylo()wr,1"'9 i,wryfl.r.cf>Onal-=l off.ni<!Mwaymo,tadi.ff.wni. ~- danli..ttt.c:artg-ibalor•tt. horw fo d..i~lopw>On<IUlloooaan.haldtt.child~k:. .......... Oftdc~

<o~ Tl••I•"'"" ~ Sorn.maywonylhal our-tical,fylei,loo'""f'M!.O.. d.ar1•ty,.adualy'-11cholchnfo_,9f"'l.,Au.nqand • peoc11'IOliwtio,1 - q_uodly!VvhenJ'C"'tf!OCh1Mroootimpa,tontpam {t '/' al!h..._.(Jo,n,ahanand«w111Kl,onj.tt.01hapiac .. J•fyleand ..,.«llcomanaluralyR..,,..,,m,"wnal~lath.<M:kin ~

tti.,+ory•H,.UglyO,,clhn9l"Ourcvr-~intoob«Nhf.A """"'lhatcm9y!mt

p. 25 Cranked Up to Tow

OBJECTIVES

To write letten and words with correct frormahon; lo conned lelfen

""""'"'-~~..._

LESSON PLAN

'°""''· LESSON INTRODUCTION (Worm up}

Air Writing [p. 75)

1. Direction Instruction (Demo!

Addifionaldigifal ~,:,recwoiloble inlhel~Digitol Teodiirglool([)Tl}.

Demon sh-ate 1 and .i. and liow ta connect theH le#en m words on smgle or double ~nes.

hwv,

2 .Guide Proctic:•

Children tOfY1 leHeu, mocleh, ond words.

3.Chedllettet

Children 6' lattersond WOl'ds for conwd Mm, plocement, ond connechons.

c:-&c..--.a.....c....;.,.-1m1-- 55

I ,_, ... u_,, __ _



59 of 1


t ion Tips

PHYSICAl APPROACH

Pendl Grip Fo, older ,~,with pencil gnp problem,, Jhowlhem how lohold the pencil belwffft lhe,r indu. ond middle ffng«1. Th11 type al grip i1 01 fl.n:tlonol o, a tripod grip. Wt oho ""98Kl lhn ,hat.gy:

~~ln31t~1: 1. Pock-Up - Mabcirdft .-, lhea1rw11ho0Dff•dgnp. O.aponddo1l oga,n R~lfiv•h,-,oday

faracoo.ipleafweeb 2.P..c:if'd..Upl-Compi.t.~ilf"d.-Upsdalyothomeondatachoaluwigacan•clgrip{p. 71-721 3. Wr,t. - Hav•childBn""1!elhioirrKXn1P""th acon«t9rip. Onc.tt.ycanmhlnllywrihl lt-narM

wilhocOJ1ecl9'ip, givelhem~mi»iol'lto1Mitfr.walloltt.e.-.....iling

ii)

= AdaptiveOe'licH Eitperimenl with~tivedeviee1ondvielhem0ff'(iftheyffiQQ il e,;:,i1erfotlhechilclloholdopenc~ TIMMr IMINlneu ¥Qll91 from gnp lo gr'f) ood child lo child

Rubber Bond Trick Check the angle ol lhe P-C~- II Ille P-Cil i, po.-,hng ,iro,ghl up .., Ille 011, it will ba d,llic,,,11 lo wr,t. loop two rubber band1 or ponylol holde,1 together One~ oroond Ille clwld'1 wnhng hand, lhe olhe< 11101Jndhfl$'1Cil

o:io••i-...s-1-.








60 of 1


t .IX. 't Can-Do Cursive - p. 26

OBJECTIVES

lowritej. },.IX.,ond<\:withc:onedbmation.


Wei-Ory-Try w,tll Blodboord with Oo,,,blelines Ip 821 or Dogifol leHer & Numb.,, formations (p. 861

~ - -· ~--· LESSON PLAN -I. Dil'kfion lnstn.idion (Dtimol

Demonstrate j ond } on single 0# double 1,nes

+,,:,..i. up

lllabahaf ... , 2.Guidll Practice

IIPO liltli, luffl

....,

Children trace the step-by-step mod&ls Oild,en .wite ~ }- JX.. ond <\: on single ~nes

3.CheckWord

Children ~ lettersforeorredstort,steps, ondbump

an b-.... ..... ....., ....

.........

-'ddrliorooldgilol ---in the nte!Odwe DIQ,lol leoch,~ToolllOTT).

i








61 of 1



,_...,..._w.c..o,, c-_ ,_,,._ Remediation Tips

Reword Good Grip Tryuoingtt.,........dodMlylomolivot.ogoodgrip(p.74).

□I Pend lPreuure TooHord: T,yamKhafti,oalpan,,ilarplacing~.....,.,........,padlopnwido.lMdixx,k. Too Soft: Ho.... d,ll,:lren pend in-~ ihopa until tl,eyoro bloo:k. UM penob wilt, tott.. ll!lod.

Name th• Helper Hand AhejP"'"hondlhottwirl~hoirorprop1up<::1beheGdwillnofwppc,rlthepope,. Trync,minglt.helping hand, diilclren fi nd it h.inny. For exompl,, .lohn'1 htlping hond i$ ecil~ Joc::<,b. You toll: to ~.1,xob~ obovt howit',h'"JOb lohdd the pc,par. You..,. nctrwp'~ng the child, butjuotlhe """"'ollheorhalp,ng hond.

The l:r<::1ar Chc:ll leng. S.:,,,,.chlld,.,,spe,dolotoltime.,o.,ng W.""91jeSlgiv,ngchild,..,opencil...,;1t,outonem..-ond t.ning ....... lo,;,o11oullhemOllo<e Theyor•lww l;hlyto,loponddott,;• YouC011olooltytheEi-aChahnge.Thu.oc:tiYity l• de1lgMdlofchifdrenlobl>OCUM1ioble. TMgooli•lhotGllt,e.,<::1Mn0t•left citlhe...d<::1llhedcry

p. 27

Oa.JECTIVES

:.::/ } • A, ond °l w,lt, ooued lormotioti; lo corw,ed letter,

LESSON INTRODUCTION (Warm upl

Vokti IP- 77)

LESSON PlAN

1. DirKfion Instruction (Oemoj

Oemor11tr<::1te X and °l on 1inglll <:If double lines.

pnnlc

2. Gulde Practice

.,._, .......

Ch,ld1en eopy j, }, .IX., ond °l• models oncl wo1d1

3.Check Wortl

Child1en ~ wo,d1 lo, coned liie, plocemenl, and connecfioru.

Add,kinoldgital reaoutalSCJnlCJYOilobll ntneln~Dig,lol Teochi"Glool(DTTJ.

, ,-...,..._......_._ .. ' _ . ., .. ,



62 of 1


..... ....,,.._......o1:c--ooc.,,.;,,.r-i-·,c;._,,

Remediation Tips

REMEDIATION MATERIAL AND STRATEGIES

Memory Ovid and autom<Jtk recall ol letters is imporlanl for cursive wcce~. Demomtra tion and di red instruction are esi.ential. Concentra te on lowerco!.8 letters first. Capitol letters ore inlr~tly used, J.O concenirofe on lheoneschildrenuseaflen, especiallytheonesin lhelrnomes. 'NeolJ.Osuggest lheseoctivities:

-B-loclbo..,dwat. 0.0..bloli<>Hp. 48

Conne ctions

, ........ o. ... Stnp

Connecting one letter to onolher letter is the foundation ol cursive writing. Review & Ma1fery activities ore esi.ential for children mastering cursive wrili09. Create additional cursive to cursive and print lo cursive oclivilies using the A+ 'Morklheet Maker (LW Teors.com}. 'Ne olJ.O suggest lhe!.e activities:

-lllo<kt,o.,,d..;lh Ooutilo li .. ,p. 48

'--'-..,_._ p. 51

Cl 20181_,,.;.gW<fhou!..,..








63 of 1


& Mastery Con-Do Cursive - p. 28

OBJECTIVES

la develop fluency by homlatingp!'intinfocursille.


DiKVulMimportonc.ofr..,iewingcutsiv.lett.1befof1fl'IOYingOl'I.

LESSON PLAN

1. Direction Instruction (Oemol

Demonstn;ite tronWhng p..-int into CUIJr<e on ~ogle Of double line,.

2.GuidePractic•

Children tronllate print info c1,1r1iwl on lhtur own.

3.ChedlWord

Children ~ W'Ofds !of C01TK! llu, plocanent, ond mnn1dion1.

Add,lionaldg.tol resoun:escwe~ inthelmetoctr,oe[)igitd Teochi"Gb:Jl[DTT}.

0~22..._Wilhoulloan








64 of 1



,.,...,_..........,..,,,c.....o,,c....;,,,,r_,,a,,..

Remediation Tips

P1acement&Site U,ing the appropriola ,iw doubla linas i• the bast wuy lo halp ~hildr8rl ploca ond wri ttt their letl!Jf1; o corracl 1iza. Doubla lin81 prepora childran for wcca11 lo lron1ihon lo 1ingla lir>tllo . Wa oho wg~I thewoclivilie•:

-Start& Seq,uence

Ooublo Ln. P-

~ D

Correct Starf and Seq,uence are e .. enlial !Of ~ick and o..tlomalic cursive writing. The obilily lo connec t letter, corroclly i, ocq,uirad lhrovgh dirocl leaching ond correct proclice. We olso •ugge1! thew oclivilie•·

-Blockboo,dwill, 0...-..._p.d

Ooublo luooP_.

p. 29 Review & Mastery

08.JECTIVES

:"'l. 1 • Tadevelap Au.ncy by lronslohng print into curiive.

LESSON INTRODUCTION (Warm upl

OiKJ1u the importonc.e of reYiewing cunive letters~ moving on

LESSON PlAN


Demons Ira hi lronsloling print into cursive on single or double lines.

aoe - o-no 2.GukSePractic•

Childrenlronslol-eprinlinlocurMveonlheirown

3.CheckWord

Child,.,. Ii" ""'°'ds kw caned slze, plocMienl, and conneclioni.

Add.lionaldig1kil resourcescnOYOiloble inlhelnletoclr;eDigilol .....,..""'!I'm.

1 -=• .. •-»t•-. @ .,._u,.,. ,



65 of 1


,ni,.,, '-'-'•&..i. Strategies for English Language learners

Our progmm and reseorch-bm.ed leaching strategies help diverse mnel's master handwriting. We developed them to meet !he needs al all learners, including English language learners (Ells). Our strategies provide simple best prodices you ccn $t!ClllleS$1y integrate inlo o dossroom '.>E!tting, benefitting oll chikten. U'.>E! !he lolowing strolegies to help your Ell chikhn $UCCeed in your clossroom:

Prior Knowledge Actt-.. atton

Rer.eorch tens us that chikten learn more effectively -...tlen they olreody know something abool a content oreo ond ...+.en concepts in tho! oreo mean something to them and to their portic..b bockgroond or cvlh.,re vVhen you link new information too sh.odenfs prior kr'lc),wledge, you odivote !he child's intemt and curiosity andinfuseinstn.dionwitt.aseosedpurposa.Priorknowladgehosakngeinff11enCeonsh.odentperfamicmce ([)achy, Segers, & Boehl, 1999]. English language learners need opportunities to proctice pr<?iiool/yleamed knowledge and what they are presently learning. Hill and 8jark (2008) ocknowladge !he i~ al procticetoprevenl EUsfromlearningiocorreclly.

We use child-mencly, camident language with dea, direct imlrudian ihat uses simple verbal cues paired with fun stories for children to make COMeCtions and octlvate prior knawiedge. vVhen leaching portic..b groups al letters, you may ask children what they already know about the letter group like shape, size, and stortingposition.

Conducive Learning Environment Rer.eorch indicates that !he prevention of failure among English language learrw-s involves two critical elements: the creation of educational environments that are conrucr,e to !heir ocodemic SU('.Cess and !he use of indn,ctionol strategies known to be effective with these sh.odents [Otiz, 1997; Ortiz & Wilk.in(,00, 1991).

To maximize o child's ability to master hcndwriting, prepore yoor dossroom or teaching space so children CM see ond hOCI' what you ore modeling. You should also ensure ihal children hove !he proper maleriols, includinglhec01Tectsizechoi~onddesks. Oildren'sleetshouklbeRotonlhefloorwithlheirorrmresling camfortubly at !he desk. While instructing, you should hove children orrange !heir desks in raws or in o V shope.Duringguidedinslrvctian,youshouldbestralegicingroupingELLs,rotatinglhemtoallawinteroctian withavorietyof Englishspeokingpeers.

02018~----








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~, .. - @ •-nu _ __ f








67 of 1



r • .-o,oomp,lo_.....,,ol:Cot.DoC...,...;..,,1HClw'•G....»

Strategies for English Language Learners

Cooperativo Le arning Strate gies According to re5eorch, cooperative leorning i5 porliculorly beneficial fOf any child learning o ~ language. Cooperative leorning octivities promote peer inlefOdion, which helps longooge development and concept and content learning. It is imporlanl to o~ign Ells to different t= Ml they con benefi t from Engli$h language role mOOeb . Elli leorn to express lherm,elves with greoter corifidence when working in smoll teoms ond pick up vocobulory by ob!.e<Ving how their peers learn ond solve problems.

~Hoving students wor1r. together cooperatively is a powedul way fOf them to learn ond has positive effects on the clamoom climate· {Dovld John!,00 and Roger Jolm!,00, 2001J. Skill grouping reduces anxiety amoog Ells, thus, making it on effective format for teaching skills thot ore difficult to comprehend (,\'loclnlyre and Gordner, 1994) . Our program and mulfo.ensory activi ties offer many oppxfunities !Of children to be move around and work together in diverse grouf» to reinforce letter formation.

Multi sensory Instruction Numeroo5 individuals report the impodonce of us ing visual, ovdilOf)', end tactile aids to make content more unclerstondable lo Elli !Corey, 2007; Herrell & Jordon, 2008; Scmwcry & Toylof, 2008) . Our multisensory instruction and interadive octivilies include dralegies to cxklress the div&™! learning styles of all children We hove methods to meet the needs of auditOf)', visual, !octile, ond kinesthetic leomen. For ovditOf)' lea= , we use consistent, chi!Mriendly language that helps children learn and remember easily. To meet the needs of visual learners, we provide step-by.step illustrations of letter fOfmation and give clear visual di re,:::tion. Our clean, uncluttered, and black and while ~ also support a 11iwally simple formal to wpporl the learning style of visvol leorners. Our workboo::>h hove step-by-step models that ore big enough for fi nger tracing to meet the needs of tactile letters, ond we use mu~ and movement to engage kinesthetic learners Additional strategies Include using dough to form letters and playing visual memory games

Thematic Instruction Research reports that themes help children understand new concepts. They provide mental organizing schemes for studenh to opprooch new ideas (Caine & Caine, 1997; K0110lik, 1994). Our leaching order helps chikken leom handwriting skills in the easiest, most efficient way. Specifically, we teach letter formation in gr oops tho! 00\le similar strokes. These lhemotic groups allow children lo repeat impodonl vocabulary words that ore common to letter groops ond promote good writing hob its

Ropeated Lesson/ Conce pt/Vocabulary Recent research !Rydlond & Aukrust, 2005) slates the imporionce of second languoge leomer$' U!.8 of repetition for corwersotional porticipotion end language learning. Research also indicates that word repetition is a favorable condition in vocabulary learning (Nation, 2001 ). We use consistent, child-friendly terminology for teaching letter forma tion ond specifically repeal the Kime vocabulary through the leS!,OOS ood grade levels. We do oot make ouumpliom about v.hot o child koowi., and our direct instruction orily uses words that children ore familiar with and U!>eS os few words os poMible. As children proclice writing letters and words, hove them repeat the letter formation steps os they form letters and words.

0 2018t-ningWrtt.outJ.ar. c-DoC...;..loadw',G.oo.: 1-...cw 6 1

CURSIVE & GRAMMAR



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Strategies for English language learners

En.wre that they use the !,(]me vocabulary. You can al!.O hove children create flash cards with the left~ on one 5ide and vocabulary/ pictures oo the other side (review the cords repeoledlyl . Alternole the side of the cardthati1usedmlhepromptondhovechildrenwort.inpairstoquiz ooeonother.

Immediate Feedback Research !haw! !hot • immediate leedbock motivates studenh to make necessary adjU1imenh, encourages cooperation with ood s"P!)Cft of oihffl, increases student re~se, ood promotes octivity ood harmony within the group" r,-¼issglau 1996) . Research also shews that learning improves with comidenl feedback (linnenbrink & Pintrich, 2002; Pintrich & Schunk, 2002; Heolh & Glen, 2005) . In addition, when children wark cooperatively, you Yl0UCd strive to provide immediate feedback.

We provide ornple opportunities to assess $kil mastery within the student workboob, enobling you to q.iickly determine ii you need to re-feoch or give specific support. 'Ne also provide odditiord resources anline for additional $kil ouewr.enl.

Think-Aloud Modeling/Me tacognition (Show and Tell) According to research, modeling thought pnx:e!Se$ help5 studenh become more owore of their own thinking (Simons 1995; Resnic.k ond Klopfer 1989, Paris ood Winograd 1990!. Al you model letter formation, we provide simple step-by-step inslrudions lo help chilaen learn the correct steps for lorming letters. After you model thinking aloud, children can work in pairs and model to one another.

Diffe rentiate d Instruction Research indicates lhol o student's leorning profile includes ~ing style (i .e., viwal, oodilory, !octile, or kinesthetic:), grouping preferences (i.e., individual, small group, or large group), and enviroomental preferences (i .e., bh of spoce or a q.iiet area to work). You may differentiate inslrudioo bosed oo ooy one of these factors or any combination of factors {Tomlinson, 1999). Research also indicates that although some of the technq>es may remain the some, ii is necessory that you differentiate instruction for Elli to occommodote the different levels of language development (Genesee, Lincfiolm-1.eay, SoundeD, & Christion, 2006).

We provide many opp>rivnities to differentiole instruction for diverse leorner$. By recognizing o child'$ prior knowledse, readiness, language, learning styles, and inferesh., you ore able to meet the needs of all learners. You coo group chilchn according to different leorning styles or you coo also group them by level of mastery (i.e., advanced children may be grouped with and con support ~fruggling children]

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& Grammar

LESSON PLAN

OBJECTIVES

To1..-iewbo1ic9rammarrulm.

1. Dir«tion 111ffl\tdion (Oemol

Can.Do Cursive - p. 30

R-w Bo1ic G,om,no, Ruh~i # l ond 112. Sho1e ei,;ompku ol sentence, tho! exptMI o complete thought A$k $1udenb lo ider,lify the wbjec-1 ond f)fedicole in lheexomple 1enlence:s

2 .Guide Practice

ChildrencompleteTheDuckTe1ltogethet Child1encompkileThe\lerbr.1ti~Hy

3.0edt ~

Children el relpOOtel lo The Verb Tell together.

62 c..,,.o,,c..-""""'"",G.ldtew..w 1; a.-

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Strategies for Children w ith Special Needs

Many odulh print. So, in mony circumstances, ii may be best la focus an improving print rather than moving onla cursive. If a child is interested in doing cursive, below Clfe some suggedians. Far all children, cansider only leaching lowercase cursive and having them use print For capitals.

Fine Motor Activi ties To help children with fi ne molar delays, use the first 10--15 minutes ofa session doing fine molar work. If ch ildren are delayed in their fine molar sliOs, they will likely need extra help with handwriting. Spend the last IOmioulesofo r.essioo farmiog letters

Autism Spectrum Disorde r (ASDI Often, conceniratian arid compliooce ore challenging For children with autism, K> they may struggle with hondwrlting, fine molar skill s, ar perceplool deloys. Children an the outism spectrum who are high functioning, such those with Asperg@f's Syndrome, tend la relate well la tangible, hands-on materials Children who do r.ol respond well lo verool c~ (longooge] usoolly do well with the Hoodwriting Without Tears program. Yau can demons tr ale many al the leaching techniques wiih few ar r.o verbal cues as the child attends visoolly la the !ask. Teocher demonstration or.cl child imilatioo ore the keys to successful handwriting. Keep these lips io mirid when teaching children with ASD·

Use os many multisenscxy experiences os pos..1 ible

Beveryconsisleol withthechild

Be careful when usiog obs trod teoc.h ing strategies; children wi th ASD tendlalokethings lilerolly

Down Syndrome Use severol multlsell$OI')' oclivllies and repeliliom. If the child has o classroom ossisloot jlEP oidel, a llow extra lime fClf the child la practice handwriting. Becouse the child may be easily dislrocled, yoo may wont to Khedule extra lime for breaks. Here ore $OITle lips for wOR.lng with children who hove law muscle tooe {hypolonia) due la Down Syndrome:

If the child struggles with writing because of low muscle lone, hove lhemwrile inall capitol lelters

Assess thechild'scomlortoblesiz.eofwriting

Use o modified pencil grosp

Adopt sealing in the clouroom or.cl ol home

Work on extra line motor odivilies to strengthen the hands

0 201IL-ni<,gW,11,ou11-, c.,,,Dt,c.,;..lood,o,',c;.,;..; ,t_ 63

p. 31

•I I Ill W ~ I 11 t l n ~ i I• 1 m

LESSON PLAN

OBJECTIVES To review bo$ic grommor rule$

1. Direction Instruction {Oemo)

Cursive & Grammar

:=~~: ~:;~~t:~n~;~s.'~~ssif.l~:1• :1~slrote copllob that lad< significontfy

2.Guide Practice

Childrenwritecursivecapilolsonsinglelines

3. Check Understanding

Children write a complete senleoce in cursive. induclir,g capital letters (as nl!f!ded) and ending punchtolion

Children may print the capitols they do not know.

0 2022 ~ Wilhout1oon



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Strategies for Children with Special Needs

Poor Vision If o child hos poor visioo, modify teaching mater ials opprop-iolely. Here ore some ideas to increase the visibility of teaching materials:

Use brightly colored points with o bright coolrosting mo! !block ond while works well)

Enlarge oB workbook pages

Double lines con work well for children with poor vision

Enlarge or thicken lines with a marker until the child i!> comfortable with the cha!oen !>ize

Provide o texture on the lines to help the child loca te the line position.

Cerebral Pa lsy To help o ch ild with cerebral JX]by, begin by ~ toblis.hing good positioning. If the child is in a wheelcha ir, try using o lop troy dur ing writi ng time for support and stability ol the arms and shoulders. ff the child ooly hos use of one extremity, clamp down paper and other materials using a clipboard clamp J.Crewed in la the lop troy. Once good wr it ing position has been estoblished, try these lips for writing success:

Dys lexia

11 the child has problems with muscle tone, try on adapted pencil grip for more control of the pencil .

Children with cerebral palsy may do better initially writing in capitols, which ore clevelopmenfoffy easier lo read and write.

II the child has perceptual or visual problems, it may help ta enlarge the worksheets and darken the print.

Dyslexic children fypicolly struggle with organiza tion and using looguoge effectively. Often, they struggle with writing because letter formation is not automatic. The leaching techniques help the child develop good ha bits: starting of the tap with letter formation; learning o leH-lo-righl flaw in the seq_lJ8flCe of reading and writing : and learning consislenl, child-friendly terminology when learning letter formotioo. Help o child with dyslexia in the following ways:

Use the double lines ta teoch comistency in placement of lefter!> oo the lines

Teoch letters in groups of simila r strokes, as taught in the workbooks.

Provide many opportunities for review and mastery les!,Of\S.

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Q_f OBJECTIVES

To write oop1♦ols U-1 wilh coned formation.

LESSON PLAN

1. Oiredi0fl lnstrudw)n (Oemo)

Demondrole oapitoh 1J ond D on singi. lin•u

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2. Golde Practice

Children copy eopf+ols Q ond (_ Children trace the dep·by-slep models for the other mpito~.

Chlld18f'I Wl'ile copi+otsC.-!on Mnglrl hnes.

3. Chadc.lett.

Ch,ld1en ~ lettersforcorredstort, dep,, ondbump.

Can-Do Cursive - p. 32

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Strategies for Childre n with Specia l Need s

0ysgrophio Chikhn w,lhdylgraplua h:Mt lraubla prCIQJCing wr,IIWI languoga ct... to poor motoi pbvung Thay m0)'

dr~ w.thorganizohonol ~kills or.d .,.,,.,_h that nNd to bt III on oulomotic and J.j)Kific ordtt-, wch 01 the lormohon of letter$ lo, wnhng Thi1 con coute hcndwrrling lo be ~legible or con loon iraguior and inc.ar,511J-enl leller lormohan1. Chikken w,lh dy1gopf,10 con be Kaltered 111 their wrrhng habffl For uomple, lhe11 writing as -hmes o ITll.dure ol loweroo~ or.d capitol leffen Yoo COil help Ofgomze lhes.e chlldreointhefolowingwoy1

l'wtic»Yisuolmod•bforlhechildtololow. Ref.lhediildtothepii;iuresin the woo.book, fhot gi'4 oddifionol Yiwd Cl.le$ for lett.f formofion.

Pl'Qlllde l'IIOl'IY prodk:• $4$IIOIII IO dat,alop pollem1 f0I" lelief lormolion.

Taoch the lell_.$ in the recommended grQVJ» of 1iml1or 1tro.l. to ti.Ip daYalop COMi1t.nlpoller111of~llerbmotlon.

p. 33

OBJECTIVES

Capitals ffi -i lowrit.a:,pitals ffi...~wilhc.orradfarmation.

LESSON Pt.AN

1. OirKtion lndnidioo (Demo)

O..monstrot. copilola m ond non smgle lil'IM.

2.Guide Proctice

Child1•11 a:,pya:,pilol O . Childten lroce the slep-br-ttep models for the othet cop,tob.

Chlldtan -it. copital1 ffi_, on ungl• liMI.

3.Check lettw

Child1e11 i:i letterJ for coned dort, , tep1, or.d bump



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Handwriling Standards for Written Production

Handwriting instructioo must adhere to developmenta l p<inciples to ensure success for a ll children. Yet educational guidelines ofte n ore limited to one slondord in the Engfah language Arh slondorcb- •produces legible handwriting.• When students foil lo meet this standard, leochers hove no means for examining which skills ore locki ng. To review standards visit oor website LWTeors.com

Handwriting is on es$9fltiol skil for both children and odulh (Feder and Wiojnemer 2007). Even in the age of technology, handwriting remains the primary tool of communication ond knowledge or.M!ssmenl for students in the cloHroom. The clemancb !Of handwriting ore great, whethef in the closs,oom Of beyond. A 1992 study (M:Hole ond CemlOk) found tho! 85 percent of a ll fine malor lime in !>eCond-, fourth-and sixth-grade dm.srooms wm spent on paper ond pencil activities. A more recent study (Noorr, Cermak, Cohn a nd Henclen on 2003) noted that kirlclergorlen children ore now spending 42 percent of their fine motor lime on paper ond pencil oclivilies. The addition of handwritten componenh lo many slate standardized osseHmenls and of o handwritten es=t to the College Board SAT further emphasize the importance of handwriting. Furthermore, good handwriting is importan t long ofter grodvotion. In Script ond Scribble (2009), Florey writes in reference to handwritten job opplicolions, "Li ke ii or not, even in our machine. driven world, people sti ll judge you by your handwriting.•

Research literohire e:densively documents the consequences of poor handwriting on early lilerocy and ocodemic performance. Children who experience difficulty master ing this ~ill [handwri ting] may ovoid writing a nd decide they cannot write, leoding to arrested writing development (GrohOfll, Horris and Fink 2000,. Handwriting is critical lo the prodoction of creative and wel~wrilten lex! (Graham and Horris 2005) affecting both fluency and the q,oolity al the composition. Handwriting instruction must octiere lo clevelopmenlol princ iples to enwre soccess for oll children. According to the Notional A$~iotion For the Edocolion of Young Children, newborn to eighl-yeor-old children learn best from methods tho! ore consistent with developm&11tolly oppropriole proctice [1998). However, due too gene,al lock of profenionol development in the a rea of handwriting, edocolors ore not always aware of the specific objectives lo be oddres!oed ot various age and grade levejs_

Seeing the need for o more specific onol)'$iS of skills, o team of occupolionol theropis l$ and educators clevejaped o set of handwriting stondords. 'Ne hope ii serves os on example to educators and curriculum decision-makers ond brings increased attention to th is crucial, yet often overlooked, oreo of edocotioo.

Prepara tions Skil ls 5.1 Physica l Approaches & Skill Development Slooenh demonslrole strokes needed For cursive handwriting : slrok& tho! change di rection, relroce lines, or form loops. Eochslooentwil:

A. Connect on UOOl!r to on over stroke, moYing ~fl to right B. Relroce overticol slroke C. Relroce o curvedslroke D. Prodoce neol loops (ascending a nd der.cendingl

5.2 Letter Skills Slooenls demonslrole cursive writing skills effic iently from memory. Eoch student will

A. FOfmlowercoseletterscorreclly B. FOfmcopitol lelterscorrectly

0 2018~Withautloan








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and Stopping Punctuation . ? I Can-Do Cursive - p. 34

•--------·" OBJECTIVES ~=~~ !...,_·r,. To review starting ond slopping puoduotion.

LESSON PlAN


Review the fou, $entence type$. Shore exomple, of eoeh. Ask dudents lo identify the coned ending punctuation

2.Guide Practice

Children complete one declorolive sentence arid one interrogoli"II sentence together. Childrencompletelheremainingsentencesindependenlly.

3. Check Understanding

ChildrenuselheCheckSentencelisltochecksentences

0 (iJ Check Sentence <:) I. Startwithacopita l. 2. Put space between words. 3. Use punctuation.

Children lhore their interrogative sentences with the cla"

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Handw rit ing Standards for Written Production

C. Place letten on a bme line {within 1/ 16" above or below) D. Write lette!'$ in a grade-appropriate size f . Follow the writing guidelines of vorio\1$ styles of poper ($ingle lines)

5.3 Co nnection Skills Studenb join letter$ U$ing dondord, efficient connection$ to form word$. Eoch $tudent will

A. Demonstrate correct base line connect ions, maintaining letter integrity I . Connect bar.e line ending to bar.e line start (e.g ., t ta e) 2. Connect base line ending to mid line start (e.g. , c la a )

B. Demonstrate correct high conoections, maintaining letter iotegrily l . Connect a high eoding lo mid line stort (e.g., o to u) 2. Connect a high eoding letter to base line dart (e.g., w to h, b to r)

C. Ur.e appropriate spacing between conoeded letters fcla$8 together, NOT overlapping with only connection$touchingl

D. Cro$S ood dot appropriate letters ofter completing connected letter, f . Demonstrate correct connectiom from capital lette!'$

I . Writesignotureincuniveusingcorreclconoections 2. Use correct connections IOI' proper nouns

5.4 Senter'ICe Skills Studenh will write words to express thoughts, forming senteoces. Eoch student will:

A. Write from left lo right, reluoing lo left morgin of sub~ot lines as needed B. U$8 sentence writing conventions:

1. Begio with o capitol letter 2. leove o clearly defioed space between words 3. Use ending punctuation (period, question mark, 01' exclamation poinlj

C. Use comma and quotation marks correctly to iodkote speech D. U$8 commas to $8porole items in $8ries and to r.et off clau$8s and phrases

5.5 Writ ing Conve ntions Studenb will combine r.entences to expren ideos 01' opinions, using formatting conventions that ore extensions of hoodwriting skins. Each sludeot will:

A. Write porogroph$ using proper corwentions l . Write five- to six•senterice porographs 2. lodent the beginning of each paragraph

B. Write titles of written works, capitalizing the first, lost, and important words C. Follow stoodard format for business letters

I. Write heading {return address and date) at left margin 2. Write inside address at left margin 3. Write i,alutation at left margin 4. Write body using porograph skills, leaving line space between paragraphs 5. Write clasiog al left margin 6. Placelignoiureotleftmorgin 7. leave line space ofter heading, inside address, ~u!ation, body, closing

C 2018~Y.llhoul .......

p. 35 Capitals & Capitalizatian Rules

OBJECTIVES

Toreviewcursivecopitollettersondoopitolizationrules.

LESSON PlAN

1. Directton Instruction (Demo)

Review capitol letters that look significonlty diffel'enl than their print versions. Ntodel .ti, 2, .$, and l, onsinglelir.es.

Reviewcapitolizalionrules

2.Gulcle Practice

Children lrocecapila11eHersasneeded Children«>pycapilal letter, Children«>mplelethesenlences

3. Check Undemanding

Children share their completed sentences with the doss, telling whkh letters were «>pilalized in each sentence

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Making a Magic C Bunny

Mok• the Magic; C Bunny

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GRAMMAR, GREEK & LA TIN, AND WRITER'S NOTEBOOK

Aftet children hove hod sufficient lelte, ond word practice, it's tifflf! for our fun writing activities

We carefully pion for sentence ~ing. We know that when sentences are poorly modeled with sk.impy$.JX>Ces,children slruggle withco1red spoc:ing

You moy leod, the poges out of Ol'der to complement your olhet instruetion

In this $edion, children will use cursive in fun , interesting woys lo develop writing Y.ills whi le exploring these lopics:

Grommor ond pundvotion

l!eodingond vocobulory~ill s

Avorietyof writing s¥es

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80 of 1


_ _._...,.,,c.,,.o,.o,,.,,.,,_,,o..i, Mystery Word Game with cc

Directions 1. Col ovfo << Of <« word.

2. Speltt.Wllf'd.

3.Childrentroce <',towrit. tt.word.

A. Do Qlle row o doy.

oce, od, oge, <ol, cob, oo,, <oo, <op, do, dol1, dot, gos, gop, go, got

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, Greek & Latin

[ ,1,11' MAt:1Y "°" ] Grommar (pp. 36-6•1

u,rr~ ..-..., MIM'IIWI . Children leorn g1ommor iue, ond punduohon while ! p,adicing cuuiw writing ac:tiYitles independenHy

~ , odJechYeS, prONWllt, ....,.k,s, or:t,,.,rt,,, p,•pos,hant, c.onJunction,, ond interjection,. Thepoge looters pl'ovi<» additianol grommor Insight in The FINE Pf,int, or options !of e,cho proctioe using Wriling kNrr,oJF.

' J• [ . ..,..,_._.,] O.~h.,t<,~- .. h♦ po,h~,,-i. , ~,,..

Gr-k&lattn{pp.65-11)

Childrenb.ildr«>dingandvac.obubryWl1whikl

p,octicing ctni--e wrihng ochvlhe1 ,nclependenlly. Achvifytapic.indl.defl'flfi-5,, roaiwards,ICNH'IC•

wards, numben, and mofl)' 11101"&. More than 60 ~c.nl ol English ward1 tio.... G,Mk. or lol.n or,g,nt, ,o 1110,nmg o little Greet. and lohn is like knowing

o secret code II g,_ students on •ny WO)' lo leorn YOCObulory The FINE Print footers prc::Mde additional information aboorl Grael. and lotin words.

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The Writer's Notebook

The Writer's Notebook IPP- 12-U) Chlldren laarn o wmety of WT1t,n9 s.luh while prodicmg cunr,,e independently AclMhe1 include poetry, dlory ot joufnol notes, outotl'ogrophy notes, pm-ogmphs, charade, W!k:hes, Jhorklory not-M, ploy noNt1, bool case notes, boolr. nwiew1, ond lhorik')'O\I note$ The poge footeu prOYode opl,om lor ex.ho prodic:• u11n9 Wr/Hng Joumol F

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.,n .. ..,,,,,__,;.,,,al: Can-Oro Ci.ni- r-'-'• Guida

Table of Contents

1 - INTRODUCTION

Thi, 11 Handwriting W ithout Teon!

Teochet'sGuide: Whot's ln!.ide

6 Workbook~•ign

8 AclivilyOe1ign

9 Sample l e11on Oe,ign

10 Simply Smart Student Moteriol1

12 Teoche<Support

14 myl.Wleor1_com

17 - TEACHING CURSIVE

18 The lnlenttoPrevent

19 Cu,11veSki11sfo<Speed&leglbili ly

20 Stoge1of leorning

22 Scope&Sequenceo!Cur,lve

25 - TEACHING GUIDELINES

26 UNIT 1: Foundation Sl:i111 & lowercase Letters

27 UNIT 2: lowercase Tow Truct Lelteri & Tricky

Connechon1 0- W 1- V

28 UNIT 3: Cuni.., & Grommor

29 UNIT 4: Greek & lotin

30 UNIT S: Cur1ive & The W,iter\ No!eboot

33 - GET READY! POSTURE, PAPER, PENCIL GRIP

34 Preporing lOf Poper&Pencil

35 StompYourFe-,t

36 PoperPlocemenl&PencilGrip

37 TheCor,ectG,ip

39 - MULTISENSORY ACTIVITIES

40 M11lli"""110<y Cue,

4 1 Ai, Wrmng

42 Lo..,..Letten

letterStorie1

46 Wet-Ory-Try with My1te,y letteo

47 My1tery letter Gome with CL

48 Wet-Ory-Trylorlowe,co,e letler,

49 More Wei.Ory-Try with M)'llery letter,

50 About Tow Truck Connections

51 Connedion~$p«lion

53 - RESOURCES

54 U1eil, Don'llo,eil

55 f luency&Perl.Of\Oll zolion

56 l!:emediotion Tips

60 Strolegie1fo<Engli.tilongvogeleornen

63 Strolegie1 forChildrenwilhSpeciolNeed1

66 Hondw1lling Stoodords fOf Written Production

68 MokingMogic c8unny

69 My Cur live Nome

70 My,tery Word Gome with cc

71 Pencil PidUps

73 FOf families: Handwriting Prodice

74 l!:ewordGoodGrip

75 TheEro>erChollenge

76 Curlive Worm-Up1

77 WordProc l ice - ~11, d., i 78 My1tery letter Gome with CL 79 l!:e le,ence1

C20181-,.iftgW.thout1-or,.








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of Contents

t - INTRODUCTION

, Thi1 l1 Hanawrihng Wilhout T«,,,1

6 Simpl.,S-,t stud,,,,IMot.<;oi, 8 F«ituffl ol tt.e Sh>cwit Edmon

10 Getlro1Cnowtt.eleochlr'1G.licll:

12 A«euang~,lulProduc+.,n•l,..1""'1ilhh 13 Uwngtt.lnt.actr..D,glialr.od,inglool

IA Teor.hingHondwrihnginAISeffing,

17 - TEACHING CURSIVE

18 Slog.soll«oming 19 lnt...lloPrM1nl

20 c.,,.,..Slllkio<Speed&Legibility

21 C-t;,,gl-bdwrilingondFw,♦ Wrihng

22 Scops&Seq,-,,:eolC.,..;....

25 - TEACHING GUIDELINES

26 UNIT 1 founduhonSki•&l.owerCOM!i..tt.1

27 UNfT 2· 1owTruckt.ttw.a w J, v, Trid

,~,ondleltwoj),;'\ 2B UNIT 3. C...M & Grammar 29 UNIT4 Gr-&l.ahn

30 UNIT 5 CunMI & Th. WnNr1 Nohibx,lr,

33 - GET READY! POSTURE. PAPER & GRIP

3A Prapar,nglorP~r&P•rd 35 SlompVourfNI

37 - CURSIVE - FAST AND NEAT

38 1 k.1. 1 .0 p- u. m ..._ ,2 (. a. d. t " • t I '6 lffi" .. ,e lowTNCklett. , a

SO lowTruckt.tt..w

52 TowTivcklett.-1-54 bwlrudr.l.tt. - v

55 C,ankadUpTo1ow- 1 .h. ~ m f ffl\ •

11' •• 56 j} ,«'\ 58 le'liew&Mo,t.,y

61 - CURSIVE & GRAMMAR

62 w-.&GromfflCIJ

6A ~•a 8 C .0 E. J li H .J j

65 Cop,1a1,m n O P 2 R .8 J UV WX~l

66 SlortingondS!opplr,g Puncfvot;on ?I

67 Cap,lal,&CopdohzahonRulH

69 - GRAMMAR. GREEK & LATIN. AND WRITER'S NOTEBOOK

70~.Greel.&Lot,n 11 ,.,_w~,Nolabook

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85 of 1



- MULTISENSORY ACTIVITIES

74 w..,1 ;...,,...,.1 c..,. 7.5 Ai"Wntng

eo 'l'oe:-OrrTrv w111 Mvs'"fl'I' Le-ten

e 1 w.,1t eryl.etterGom,...,11,c.c

e2 ,,.._....o..,.rrv1o<1.ow«oo .. wi.r1 &3 Mc,c, Wat Cry Try Mth My,bry l.cffm

e4 Abu.A KM T,ll<A C...-,-. ;.,,,.

e.5 Corredonlrspection eo UlliJ tol f:i,m-ahOft kxa. te"ttr & NJ11,b«

87 A• Wc.tUIMI ,¼>I<..-

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89 - RESOURCES

9() Uwil, Du, 'IW><l il

91 flvo,,w;y & t eoona1,;rJtion

9!> HK>logi• lu Englioh l..,guag• L.a...,.

W ~nakgie> fc,O,ildr,,r .,iff, Spe:ial N..ed,

102 Hondwrltlrg ~tordards for Wrltla! l'rcdxtK>'l

104 Cu1"'e Worm-UPl 105 MyCuroi,_N.:,.,. 106 M,!.,,u,c.,

73



86 of 1

ningstors /'" Pencil Pick-Ups

"-/ -)'ti."" * Fini1hshell /e)

)

Swirl the loll ipop @)

* ) If--- * 0 l

I ~

Add teeth VWv NM

Add sheep's wool @

~ * ,0f, Iii

E~ ~ (a :t (._ <:l * Mokoholm O * \, v 0

* ,~,',~~.* LJ ,o ,,, • I I 1'1/ ' I I I I I I I ' i' I I I I I I

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guidance for teaching handwriting in all settings (In-Person, Hybrid and Virtual)


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guidance for teaching handwriting in all settings (In-Person, Hybrid and Virtual)


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For Families: Handwriting Practice

Use It, Don't Lose It

Handwriting Practice Idea s U:.e the following ideos to encouroge handwriting proctice so good skills remain strong. Handwriting is something that is easily occe1.sible to a child. With a little eocoorogement, children can proctice cursive just obovt onywhere, onytime.

Lish: Activitie s: • Shopping • Write thank you cords • Vocation • Send invitations • Comping • Write letters ta friends ood relatives • \tv'hat ta lake to the pool • f ind a r.ummer penpal - exchange letters weekly or monthly • Picnic • Keep a list of summer vocabulary words • Todo • Create a summer journal • Special Projech • f ingef troce in the r.ond at the beoch or part.

• Ploy games, write with sidewalk chalk • Point with water (writing letters/numbers) on the drivewoy • Creole stories with friends • lklke cords • Send postcards

For Families: Handwriting Practice

Use It, Don't lose It Handwriting Practice Ideas

Use the following ideos to encouroge handwriting prodice so good skills remain strong. Hoodwriting is something that is eo!>ily occe1.sible to a child. With a little eocoorogement, children con proctice cursive just about onywhere, onylime

Lists: • Shopping • Vocation • Comping • \tv'hat ta lake to the pool • Picnic • Todo • Special Projech

0 2018l_,,;,,,gW,"""-"loau

Activities: • Write thank you cords • Send invitations • Write letters ta friends ood relatives • f ind a r.ummer penpol - exchange lett8<$ weekly or monthly • Keep a list of summef vocabulory words • Create a summer journal • f inger lroce in the r.ond al the beoch or part. • Ploy gomes, write with sidewalk chalk • Pain! with waler (writing letters/numbers) on the drivewoy • Create stories with friends • tkikecords • Send pask ords

MULTISENSORY ACTIVITIES

You kllOW the 1mpom:Jnce of muti1sensory, oct1~e leo·n ng. Ras&arch 1s a, yo,r s1ce. It supp:irh

mkioc~>Of)' lcachh9 k, oda-c•• c~ild,cn', dive,.., lcaring ,tybo: ,,;....,1, fadilc, auditory, and ldnEslheli:

Act vities v.;tt. .-iu1t sensay r1afetiol1 oddres-1 di'terenl sens-tt to teoc:h c.orrect lo<moti0n orld coo~d ion,. \Ne Mlp childr~ ckvelop their ...,.;ling ~I.ill, through explicit. mull~mory, pl:,y-hns.Nl in,trudinn

Eoch etter e s.son begins wittl o mvltisen5ery intro::kcticn. The-re ore fflOny t\Jn octivitie1 lhol rotote lo cud ,ariely ond appeol.

M,f;....,,.,.., ocfoilie,; ~on be lwndr..on. ror e~cmple Wet-Orr Try Oil the , lote. n.e,e rn::,y o l><> be o tiicJitnl _,~.-v, nft+..ndWi-yM th.. ln..,,,......t;..,., l>.oitn l t...,,.hill() t-,cl nnrl 1)0 lnl ~hotl,,,nl Af>f'

lntllissection. childrenwill:

Wove, t:ioch, teel, ond m::inipulote reol cb.ech cs they lecrn !he ~-Obits ond $kils e$.$enl io1 Fo, writing

Eng:,,go with =fflolog;, in a dovcloprr.cnh:iUt apprcpriclc ncnnc,



89 of 1

_ _,...._,_o1,c-.o.,~,--.a.--Reward Good Grip

Check My Grip Look 01 me! rm holding mv pend cooedly

0 ® 0 (D G

□ 0 Q) 0 G 0 Check My Grip Lookotmel rmholdiogmypendcorrectty

0 0 ® © 0

□ 0 0 0 ® 0 Check My Grip Look 01 me! rm holding mv pend cooedly

0 0 0 0 0

□ 0 Q) 0 G 0 Check My Grip Look0lmelrmholdingmypendcom!dly

0 ® ® ® 0

□ 0 Q) 0 G 0

74 C-DDC.,.-loodw',O....:•- C20ll~Wi-loal









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Multisensory Cues

When plonr11ng i~truction, you «in use the folow1ng cue, to itid1COte the m\At,_,oty oc&,;ty tho! bed fit, your 1tudenb. Weu.w lheseCVftwithin leuon plorii lorcu,i,l,,. indf\lC+;on in GrodH 2-4

CAPITALS ond lowercase l e tters

();gilol lellerond Numbet Formation,

COMectionlnlopllldion

AirWriling loserW,iling

-Voic:1111 Blockboo.-dwitt, Double lines








91 of 1



,.,,.,. _,,,_. ~ c1,c-.ooc.,,.;,,. ,_,,.,.,G...a. The Eraser Challenge

The Eraser Challenge Howmonyeraserswillyouhaveleftottheeodolthedoy?

i'i llllllll i ll llli The Eraser Challenge Howmonyeraserswillyouhaveleftottheeodolthedoy?

iti. :1 .. :1 .. :1.:1.:i .. :l .. :l.,:i. I "c" l "c" I "c" I "c" I "c" I "c" I "c" I "c" I "c"

I I I I I I I I I I l I I I I I I I I I I I I I I I I I 2 I 3 I 4 I 5 I 6 I ] I 8 I 9 I 10 I l I I I I I I I

The Eraser Challenge Howmonyeraserswillyouhaveleftottheeodolthedoy?

i'i ililililli!i li!i The Eraser Challenge Howmonyeraserswilyouhaveleftottheeodolthedoy?

i'i lllillil ili llli c 201 a i.-ni.,g w rtt.o.A1to,,

Air Writing

.A.i, Writing Du ~ne1hel.c s.h::ilt!!jy with "is11el u nd tNK:ilor) conµ>nenh . Pic:king up ond hcldi1113 pefd s W:h a lcdi~ comparen!. Thii 1hotegy olloW1 ·,oo b wclch the en! re d :i~ondenM.Se:. the! o~ :.ludenh lo<rn 11.:,i, lelt,;n o:;rn,,;;lly. Mo,y A, W riting letfe f«rnoHom ore i~duded in in!:! Live To,a;;hiag VU,0, k,coled in

the Rmou ce ~lion cf l~.e lnte.oclive Dig~al Teochi-.g Toal.

Mcteria1, • Btig,htt, cok>te<lbol

Actlvily 1. ( lioo!;e o letter. U'lf:! :J br ig~lly cdored boll k, t-cc~ lhe lette r in lhe cir

ii fro,! of yowr den

2. Ha,-c oh1dcnl-s hold a pend :orraclty n #ic a ir. Ev:,yanc chcd.:. p,tncil -grip,

3 . i l'!tm~"' -t,,,, lfot-11t ngnin with yn;11 , turim'•

""'-:f'fO'Jon:~you:,hocb-,h,.molool+-olcHo.-lnrolot0<1ioyo,,. ooll-clcr'- ...;lbo .......d fn::m)OOl'•t..da-.h'pertfl9<#,..



92 of 1

...... ,atnpH WBK>ft o1: Con-Doc.....;... TMKMr'• c;...,,.

Cursive Warm-Ups

Under and over Up and straight down Up and loop down Descend ing loop

Start on the star. Do one raw a day.

II

II

II

II

II

II

C 20181aarningW.tt.oulloors









93 of 1



Letters

Children or■ alwoys amazed by lt,is octMfy Yoo,, can -ily catch th■ ir attention when yau use a unol lol« Sy us.ng a laser, you provide a nice vnual ta lrollaw ...+..le trac:11'19 letfet1 in the air. Many laMlt' l.ette1 formotiansor■ includedi,,th■ UveleoctiingVidaoslocotedinlhel!esaurc.sedionolth■ lnterodi.,,.[);g,lol

l■ac:tungloal.

-• Smalk,-po,,,Nr

• Chalor-u, • la,veboo,dor ...

Not■ lft~ololow

P""'"°', .,..,,_,011o UMoll,:>1"'9hlorolhet 111111lpoonlw

Activi ty 1. Student, hold pencil, reody ta paint ta la,ei do♦

2. Teocher painh to dart cl letter ond slowly writes o loM< latter aoyingihslepby-depd,recl,ons.

J . Studenh lalow the lo- wrlh their pencil1, Kr(ing the direction1 w,thlh■ +.acher.

02022"--9 W,_1-,








94 of 1



Tn os~_.....,ol:C......OOC..,..;.,. r-,.,,•,c;.,..

Word Proctice - c. Q d i T roce ond copy.

Copy in CIKSive.

C 20181.eaming'Mihau!J.on

Voices

Chichn ,houkl loam k,writo lllH«sin tho c.cr...:t IICM\lfflne.. lf)'CltJ dorno11fflaNII with dlMro,,l ,-cic:~, ycvr 1tud•nh wll quie•~ loam one ....,..,o,ia oll th• 1l• p1. Thi1 octiv,fy ,, Hle,d w.th I+• ,.pe,ti+io, childre-. n::e<l, but it io oo ,....,, h.n Mal lht, rcpc·ilion io nc<,a- boring. Many Vatee: ,·idcoo a ·e includod i11 the liv,o T.aching V,de,o1 locol.d i, th• R.ourc• io:+ior of tho .,l•oclive, C>,gilol loac► ing -oal.

Mot.riots lo,~boo«l_~

Ac:tivity 1. Help ~h1kten find ttle sle:.-b','-ilep wc:rds in the11 w01kbocks.

teod the w:,rds together or, cllik:reri poml. O«n01'11!oirate the lett&r, !;0}1n, the s·eps w1ttl the ch1lchn

'2. ~k·>1,lly,i,,rnnn!hnt" +,,,1,.tt.., '"(I".,, ,.,3 n n" w ,,,.,,r,. Chrln•n jn.., i11 h-f "')''"O lhA .,!'Pf"' n~<I mnrWro )'n,,r w,,r,. ll .. r-,t

3. Wrile lh• let-.. Ctildren put their penci'sen the dot. They uu tt,.,;, w,i,:,o, ~'- to u:-y he <le,p< o, ltwy - it.

◄. Ro,»al tho acli,·ify with di'f•an! \>Oic~: ►ig►, 1-, locd, soft, !Jo,,.•, fo1t.

LOUD!



95 of 1

uot,ompl,t_.....,ol: Con-OoC.,,..,.,. T.oc!,,w',c;.,;o,,

Mystery Letter Game with CL

Directions I ' ll help you chonge the second l . With colored pencil Of pen, C. info 0.. d.. or j- troce ove< the model u:.. ond

( z ( z

( z ( :z

( l ( l

c z c z

c z c z

( z

( :z

( l

c z

woit ot the end

2. foten . Your teacher will rondomly coll out o., d., Of i-

3. Chonge the second one into the letter !hot your teacher coll~ out.

4. Do one column o doy.

( z

( :z

( l

c z

c z









96 of 1



Stories

fun sh::,,ies help children remembet- letters Iha! ore o bi t lrid.y. Beyond ou, $imple verbal,_, - made up - ,to,ies !hot ore fun to VICI•• ond help molte these leHeu f!'lefflOtoble. Moll)' of these stories hove o live Teaching Video loc:oled in the RMOlll'ce sedUI ol the lnlemctive Digital leod,ing Tool

l

lfGeOJge falls Say, inside g ~- o little mon named George (chow o little foce in g) • He soys,"Ohhhh,if lfoll,wiNyoucoldi me?• Soy, •Swe , I wil catch you if you

1or ttu,n the g to cotch GeotgeJ

Zip the Tent Soy, "i should be doied. If i is open, lshow on open I), )'OUI' teol is unzipped ondthe,goono rs going to get In. If rou• tent is zipped llhow o good i), the onimols wil mind thair own bulinMs.•

Stinkym JTTl Soy, "II m hen big gaps, people will

throw trolh In lhOH gaps. Don't make biggops. Mokethegopssolitffe, the,e itonlyroomlo<chocokileliues•

Mok• n Cl NoH .rn Say, "This II CLIUIWI n. It only has two humps To remember, turn n into o note ond g,,... it two nostrils.·

~

78

I IGDC, .... "'--"

U•Tum Soy, "The letter q, is olwO)'$ followed by u. Thinkq,uial,q_uil,ctuibbl.,q_uainl,efc. Al the bottom of q, , dop ond moke a U-turn,lhenfinilh q, "

;th jffi

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97 of 1



r . .. ., • ..,,,..._..._c1:Co11-Doc,,,.,.,. r .... ,..,•,c;.,.. Refere nces

Doyley, Su\On. 20 12 . "Why Child ren Should Slill leorn Cursive .• Fa mily New,_ http://lamilynewuom/why. children,hould.,tiUeom<unive/

Dennis, Julie l., and Yvonne Swinlh. 2001. "Pencil Grnsp ond Children'• f.!ondwriling legibility During O,fferenU.ength

Writing Tosh." American Journal ol0ccupaliono1 Thernpy 55 121: 175- 18 3

Feder, Katya J>., ond Annette Majnemer. 2007. "Handwriting Development, Compehmcy, and Intervention."

O..velopmenial Medicine & Child N eurology 49: 312-317

Floley, Kitty Burn,. 2 009. Script and Scribble: The Rise and Fa ll of Handwriting. New York: Metvile House.

G rohom, Steve, ond Karen R. Hoffis. 2005. "Improving the Writing J>erlormance of Young Struggling Writer, Theoretical and P,ogrammolic Research h-om the Cente, on Accelerating Student learning." Journal of Special

Education 39 (10): 19-33

lust, Carol A., ond Denise K. Donica. 20 1 1. "Effecliveneu of a Hondwriting Reodineu Progrom in Heod Start: A Two

Grovp Controlled Tria l." American Journal of Occupalionol Therapy 65 (5): 560-56 3

Maff, Debomh, Shm on A. Ce rmok, Ellen S. Cohn, ond Anne Henderson. 2003 . "f ine Molar Adivilie, in Heod Start

and Kinde.-gorlen Clauroom1.• Americon Journal of Occupalionol Therapy 6 5 15): 560-557

McHale, Kathleen, o nd Sharon Cermok. 1992. "f ine Motor Act ivities in Elementary School: Preliminary f indings ond

Provi!Jonol lmplicotiom lo, Child~n with Fine Motor Problem,.· American Jou1nal of Occupalionol Therapy 46,IO: 890----WJ.

N otional A13,od olion for the Edocolion of Yoong Child ren & lnlernalionol Reading AuodoHon. 1998 . "learning lo

Reod o nd Write : Developmentally Appropriate Pradke• lo, Young Childre n.• Young Child,en 53 [41: 30-A6

http://www.noey,:.org/file,/naey,:/file/polilion1/PSREAD93.pdf

N a tional Governor, A,wxiohon Center lo, Be,t Pmchce, and Council of Chie f Stole School Officen . 2010. Common Core Stole Standard,_ Washington, D.C .: Nottono1 Governor, A,wxio hon Center fa,- Be,! J>,oclke,, Council of

C hief Stall! School O fficer,. www.core,tondard1.org

RuS>ell, D,. John J. 2009. ' L,eorning By Hond: A Cose for Hondw-riling E:nhoncing Read ing.• Education Updal<! Online

http://www.educalionupdo le .com/orch;ves/2009/SEP/htmV spec.feorning.hlml

Saplenlein Associal<!s. 20 12. "Handwriting in the 2 1st Coentury? Roesearch Shows Why Handwriting Belongs In

Today', Ckmroom." A Summary of Reseofch J>,oesented at Handwriting in lfl,e 21,t Century? An Educalionol

Summit . Http:/ /Klpentoeina,wxiales.com/data/2_29 _HW _Summit_ While_Paper _ ,eV,er,ion.pdf

Sou,o, David . 20 1 1. Haw the B,a in learns, 4 th ed. Thou"lnd O oh, CA: Corwin Press

Full l ist of references available on LWTea rs.cam.

C 201 11 L.oming W tthout t.a.. Can-Do cwwo l"oodw', Go,;,»: /,,IToducno,, 79

• Letter Stories

Smile Q Soy,, ~, doe,tn' lhc,o,e tobeocMicvll lett.. l,lt

Jt d,fficuff,K,r',loull.Atfhlllopof r - •l mokao

a,nileyloce(drQwoa,noleyloce) • ~-"'- fl boM line, MIIIN at 1M top and !Mn ODIMt do"'ffl ondinMII•~-·

JeJ Takeoff 'j Soy,, "When)OU,.._ l , doriw,thod,o,ghtjet

~ .d lol«,ll (tt-arm loLng oft liQ on ol<plonel, _,,j A.. fflOQo; IMgef troeein fhlloirl, tlienwol<-, (completelt,ef;.,g.trocel "

Zip the Tent

i Soy,, •t~ldbedoMd tf l 11openllhowon

l 1 Of1911 t), )OU! tent 11 unzipped ond lheonomol, 0<elJO"'llloget1n l'fOV'lenl11z,ppedllftO'oolo good t), 1h11 onllnlll, wll mond i+IN own b.mneu •

Old McDonald

lJ S,ng. ~ McOonold Hodo for,..: • fol the wt r~ j

1op•dG ll'IOkeonej, i~tttt.nghttop"°"d

,r.t:i. .t. .L .o r Jj GfftOleonQ Fll\l~lheletts, naffheiong

Jet Takeoff

$ Soy,, ~)OUniobaip,lolS,.tortwitlio

~ ,troogt,t jet taltcft (lhaw or• lok,ng elf !ale on

$ 011plonej, pnnl«ipitot S linger !root '" tlieowj, lhenliniihfoc,,npa+.lhafingerl,omj •

1 Hotf ot Heort Soy,, i'mgo,ng lond.e holfofo "-l, 'ffN 1110le

CJ ? } the otti. hol. " UOMI ,,,,_. hall when the ch~ la ( ) done ond w,. "Now fini~ tht z •

•2022i-.._ ....

1-••u.,._,.



98 of 1

exas sample version of: Can-Do Cursive Teacher's Guide

ft Handwritin9 Without Tears· ~ by learmng Without Tears

LWTeors.com I 888.983.8409









99 of 1



-Dry-Try with Mystery Letters

Vou con play Myitery Lette., ...,tt, children 01 o fun-,, to develop good hob!b. Mpfery letter octiYJties leoch correct letter lonnoMII. The seael is lo make the first stroke conectl)' before telling children the norne ol the llllhw they're going lo ndce. Thu enwrn they start tt. letter eorredfy.

Mot.riol1 M!Kkboard.....n,Ooublo

l.--[l~Cftl~ uttlaChalilihll"I Papata-ip;.ca.

Directions Mogkc Leffert,

Activity 1. Gothm the Blad.boards with Double Lines, little Chai; Bib, and paper

tc,,.,,,,el1forerasing.

2. Soy the dtredioru for o eap,tol letter, lerMng the Iott port o myst.ry fui. di1oction1 balowj. Havechild...., pradiceW.1.Dry-Tryaftor eompleting tt.leHor.

Magic C Wordt

ForleHe<s c.. o., d. t a, and c\= Magic c, wait. Tum it into _.

I.bing<-. o., d.. j , er, ond\ Magic c, kn-nit into _.

Magic c, Mn it into _.

AddleHer

I Nl<C , ...... , ... __

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100 of 1



J: c J:

( 1 ( 1

(1 ( 1

02002'--',gW.tt.o,AJoo..

I mr.-: ,_.,.,,.._.,

Mystery Letter Game with c_.,c_

c J:

( 1

(1

Directions Work.sheelovailoble(p. 78]

1. Witt.colOfedpencilOfpen, h-oceoverlhemodel c...c.ond woilaltheend

2.LJ$len. Yovrleocherwi11 randomly coll out <l. d,or <;·

3. Chonge the second one into the leHertholyoorteochercolls oul.

4. Do one column o day.

( 1









101 of 1



for Lowercase Letters

'Wel-Ofy-Try is on .,rl0¥0hw: leochingstrolegy Weineo dotechol.bocudlo,copilobondr'llimben. For lowercose ~Hen ond words - use the Blockboo,d with Double lil'IM. Tlus is the phy11col version. The d,g,tol verSOOl'I iso-.oilable on the lnlerodive Digital Teod,ing lool and [);gital Sh.dent Af,p. The latest reM101Ch on

brain dewloprranl tupporh lhls odiv,ty. This reHIOrd, coli for r- elements Uust two ~neaj, modaling,

5el"ltoryei,gogemetll, ond immediofefeedbock fSovso 20111

Moterloll

&lodhoordw11hOoui.

LN•• [ I r:i-childl Lttt.Chollt&ihll•J Lttt.~C~ 11/2") Lttt.c,..:,sol......._

l'oper..,_.ptee••

Activity

1. Prepare Blockboords Write !etter with d!olk 01 a mo:lel tu troo=e

2. Teochet'• Port - Write f with Chalk I.he chol• lo wnte o letter on double lir.e1. Say the dep-by-step di,echons.

3. Child'sPort - W.t-Ory-Try As the child does eoch port, ICJ)' the slep,D)"slep directions to gu,de the d11ld The child i:I enaMoged to join in, ICJ)'ing the words

Wet: Tha child usu a Littt. Sponge Cube to trace the lathH.

Dry: The child uws o l,ttle piece of poper towel lo troce tti. letter Try:Thechid!Ae$olittle0.0lk8rlluWl'rlelheleltef

lnlerodive Digllol Teoching Tool Shore ¥io )'OUI' inle,oc-t,ve wMeboord 0t ~,ttxiord

@ O,g,tol Studa-11 App: lnt.g-ated in ~ and on "Mt roo1s· lot odd.tlona1 Pfadice








102 of 1



Wet-Dry-Try with Mystery Letters

Y0ti con ploy Myslel'y tetten with d1ildren as o fun way to develop good habits. Mystef'y letter odivities leoch correct letter lormolion. The secret is to make the li~t stroke ecrredty before telling children the nome oflhelelterlhey'regoirlgtomoke. Thisensurestholsludentsslorttheleltercorredly.

Moteriol1 Bbcllboardwilt!Dot.t,l,o

Line,(lpardlild)

Litti.Chalkllit.!11

Pai-~pie<.••

Directions

Activity

1. Gothe< the Blackboards with Double Lines, Littte Chalk Bits, and paper lowelsforerosing.

2 . Soy the directions for a capitol letter, leaving the lad port o mystery !see directions below). Hove children prodice Wet-Ory-Try offer completiog the letter.

other Lowercase Letters

Forletterslr,.1,ih.l.j,l.lnn,rn,-p-.1t,.4., for letters u, v, w, 'I• and f i,ond.JX: Storton the dot.

Start on the dot, travel [up or on the line). Tum it into

Tum1tmto

I """'-'••-o..u, ___ .,









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Tow Truck Connections

lowTruek Le+ten lc-, w, 1,, vjOfetheonlyletten thotdonotend on thebos.eWne. Theyhoveo~lol end,ng-lheyenduph,ghon"1emidl,ne Theendingolwgys1hdi1outpileotowj Theletter<Jffe<o Tow Truck t.tt« mud be cronl.::I up lo lh■ tow.

~---a a e •

€l €l C

0' Llf 1- V

Keep the Tow Up lowTruek Le+tenne'<ergodownlolhebot+om linelojoln oletter If lhelow i1 ~od to lhe bo1e ~ne. lhelow 111,d t.tte,-,,.,llc»e,h~hly. creol,ng ~lingond l■gibilityi11UH.

If c-~down lop,el,; upo Letlet-, it...;llchotlge,nloO...

If W goe, down to p;ck upo l■tlet, ii ..,,1 chong. into Ul..

If .l,goes down lo pd. up o leltet-, it...;Jlchooge intob..

If vgoe,downlopd.upo 1■tt .. , ildchang■ inlo\A..

Easy to Tow Someletterioreeosy tolow~lheyttorlonthewudlone lojoin, ,,mply~n,,1, thelowond beg,n lhe next let'- Eci•y-lo-tow lette<• indude

~ =1 Cronk Up letters Some Letteu thol ,tort on the boMI line must be cronled up belo,e they con be lowed. TheMI letteu ore·

i h l _q 1r Ht l -q t- who.± oi- crtd S mil• forth•Tow Someletterioretr,clylolow &o"11helowondlheletterhovetochoni,e,hope lneob,gsm,"nglow belor■ connechnglolheM11■tteri

i J\ ..t. .4. i.-i.-c -..:1 o-ilo-tl.U'<io-.tl

1 ,..,, .. &>.>t __ .. _ .. , ... 1









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Inspection

Brirog cuflive connections lo life by turning you• sh.denh into wo,ds Their bodies wiR be the lelt1n, ond their orms will be the 00nnedoon1. Play this uniq.,• activity III teams of four and allow child1en lo 101w problems together lo poH ttie in5PKhon

OJ022~W,--

, _.__.u,_._.

Activity I . Choo~ the words lo CX>flna::I and write them in print on the board

2. Divide you, dou into team1 (home one student to be the "in:1pedor •

3. Explo,n +oyoor ,luclenh tho! kw bose l,ne letleo they .tlou&d keep their lefthoncbdownlow Forlett•slhoterdh,gh{TowTrvd.lett•s-<t, w, .lr, vj,puttheirlefform1out. Explaintholthenextlett.1 (student! hen lostorlwtlereYe<thep!'eviousletter(sh.denl)ends

4 . Hcr,,e the Jeon» ,olYe the word problems by mo~,ng the connecl,ons withthei10,m1

5. Hove the inspector lff if th'ldren connected their arms cor,ectly

' ........ , ... ,









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Formation Tools: Letter & Number

Introduci ng simple technology info your doity classroom experiences con make learning letters engaging and Fun. This pnxe» 0150 exposes children fo the world of leehnology ot on eorly oge.

How to locoh,;

• Go lo +live Insights, pli.lw+eors.com

• lnlerodive Digifol Teoching Tool: Thew: formotions ore inlegroled in your letter ond number lessons for you lo sho,e vio your lnlerodive Whiteboord for in<lou leorning. They ore olKI locoted on lhe Digitol Formation Tools !of odclitionol practice outside o f lessons

• Student Digital App: Students can access lhe letter & Numbe, Formations on ~My Tools" !of

oclditionolpradice.

Materlol1 Compuie<o,interodi.,.

wl,i+.boao-d(IWBI

Activity 1. Go lo the Interactive Digital Teaching Tool. Select Digital Formation

Tools. Select Letter & Number Formations.

2. Select a letter. Prepare lo demonslrole

3. Children point their pointer fingers al the screen

4. As childre n trace the letter, soy the pods of letter. We ore going fo troce 1r in the air. Travel, then up, tum down, bump, travel and up, end with a tow. Wemodelr.

5. Children eon toke turn$ coming to the whiteboord lo h-oc:e ond write lhelelter.









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Worksheet Maker

The A+ ~I Moker inclixles cu,+omiloble wo1kJi-t, tho! con be I.Md for extro prochce on double l,nM Woruhffh include t.pelling, '<OCC!buiory, M!nience writing ond more You a,n UM! thew worksheets in

different 1ubject oreo1 throughout the dan,oom day.

How to locate: • Go lo • live lnsighh, pli.lwteoo.corn

• lnt.odMI [);g,tol T-.:hing Tool: SelKt the A♦ Y-kHbhNI Moir.er to er-I• cu1tomiza bie W01'lihHl1 that

con be ultld lor add,honol practice using the HWT font ond double hnes outside of handwriting lessona. WORlheeh Include ,pelling, -.ocobukiry, i.entence wrihng ond more Yrw con VM! the.5e worbheeli in d,ffer..,+ wbjecl oreo, throughooJI the dowoom doy.

Activity 1. Select the Interactive Digital Teaching fool_ The A+ Woruheet Moler ho1 its o'Nf! tab

2. Sotlett your g,ode and size cl double ~llff.

3. Choose o WOl'ksheet

4. Cudomiu the work~! and print

0

I --•-.u,._.._,,, i:il .......... 1









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108 of 1



Ua It, Don' t l.oM It p. 90

f luan,:y & Pw&0nal!:rotlon p . 91

Remediation Tips pp. 92-95

St..otegiu for Englilh longuoge Leomer1 pp. 96-98

Sh-otegies for Children with Special Neecb pp. 99-101

Hondwriting Stondor<b for Written Procll.ldion pp. 102- 103

Cuniv• Worm•Ups 104

My Curllw Noma p. 105

ltefwencn p. 1 06

02022i-....gw,hout-•









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It, Don't Lose It

As wmmer opprooclles, children get a breok from their studies and freedom to enjoy the summer sun. Use the following ideos lo eneouroge handwriting prodice sa good skills remoin drong. Hondwri ling is something that is easily accessible to children. With a little encoorogemenl, they can practice cursive just about anywhere, anytime.

Lists:

• Shopping

• Vocation

• Comping

• Whottotoketolhepool

• Picnic

• rooo • Specialprojech

Activities:

• Write lhonkyoucords

• Send invitations

• Writeletteutofriendsondrelotives

• Find o summer pen pol - exchange letters weekly Of monthly

• Keep a lis t ol summer vocab!Jlo1y words

• C,eote a summer journol

• Finger trace in the sand at the beach or pork

• Ploy gomes, write with sidewolk chalk

• Point with wal8f !writing letten/numbersl on the driveway

• Creotestorieswilh friends

• Mokeeords

• Send postcards

for Families: Handw rit ing Practice

Use It, Don't lose It

Handwriting Practice Ideas U...lhakiluw,ngidooa,lo..-.:cur-~hngp,ad,ceaogoodaills.....,,n,ln,,,g.Hond,wr,hng il --it.ingllialir.amilyoa:n>ibl.tuacllild. W.thalait.___,t,childre..canprod,c•=ju,,t ai-t_.,....,_., ....,.-

U1h:

:~ --~ : :,::ft,lt,blothepool .... • Spec,alPr<>JKh

90 c-o.,c ....... _,Gu;de: ,.....,,,..

:::=.=co,do • Wn+.+.tt.,lolr ...... and,...,t-. • findo.......,.pe,,pal-e.d,m,gel.t+.n....i,,.,,.--,t1,ty • (Npali1lol......,,_--.iarywor,:1, • c.ea+.a_,_j<,umal • fi,_lnx:eintt..--.dattt..boecxlr"'part • fl'b),a--.-i+.,.;tt,..-kchal,.

: ~ w:"'ID,:':,:;:::i, lel+.n/n...-,,i on tt. cfri-.---,

• Sendpo,lcmd,

o 2022 i-~ w,11,ao1-.









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& Personalization

When children have learned lette, lormotion and tonnedion1, ttw,y wil gain $pe9d With lpeed come1 llvency, ond ....,tt, fk..ncy comet penono!izahon. Hor.dwuhng 1ly1e i1 uniq,ve to eoch ol us. As - deYelop OUf own style, we al10 develop ccn1i1fe<!I polte,111 It's ineYitoble eoch of us will de'lelop ~ own un,que

'""-•lyie. lake o look, this c:hild leo1ned the Hondwnhng Without feor1• 1fyle of cursrvel

I ~ ~ ~ \lID?o !ipelllng Word•

••••· .• _,N_,

'····-~··········· I ··--·······-······ I

··········• .. .,,~ . .,4 ..•.

L ..... ~ .... J •••••••••••••• · ··········-· · • • •••••••• L • .J

You wil know 'fOV1 1tudenh ore gaining lluency ond pe,-10n0"zofion when you 1torf lo aee I . SpMd 2. Nolurolllore(loopsondcurticues) 3 Poi.s,bleslonl 4 A m,xh,,e ol pnnt w,lh cuoive

Mixing print with CUf$1'<e ii normol If 11udenl1 stort to mill thew print with cur~ve. allow ii Thi1 style of Wf,ting ;, w,ry fvnetionol and often is the way most odulh writ.. Ho-Yer, don't let th eort get befor• the hot~- If o child begin.i toper11000lize too 10011, hold tile child occOW1toble lor neolneu ond ccmpleleneu

Ease Their Minds

Some may worry tho! our vertical 1tyie i1 too Mmple Ow

clean 1tyleoctuoll-f i.odschildren to,...,. g,.at.r IN!w:yond <{t' persor.oliz:ohon-"°'ickt-,l When you lelxh the me»! ,mportonl po1h of Iha d.:ill (formation and conn.ction), the othar piece1 f1fyle ond

speed) come naturally. Remember who! happened to the dvci 1n it. 1to.y ~The Ugly Duck.ling!" Ou, cu,$h'I ~ into o b.outilul swontholcon flyfosl.

e2022'-W9w.-i... ..









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Tips

PHYSICAL APPROACH

Pencil Grip ~ For older students with pencil grip problems, show them how to hold the pencil between their inde1t ond middle fingers . This type of grip is os fundionol os o tripod grip. We ol$0 suggest th isstrolegy·

Remediate In 3 stages: 1. Pick-Up - Moke circles in the air with o c0<recl grip. Drop and do it again. Repeal five times o day

lorocoupleofweek.s. 2. Penc~ P-ock-Ups - Complete Pencil Pick-Ups doily at home and at school using o correct grip 3 . Write - Have children write thei r name with a correct grip. Once they considentty write their name

with a correct grip, give them permission to use ii for all of their writing.

~WlfllOUTllAl!I

Adoptive Devices Experiment with adaptive devices and use them only ii they make it eosil!f for the child lo hold a pencil. Theirusefulnessvoriesfromgriplogripondchildlochild.

Rubber Band Trick Check the angle oF the pencil. II the pencil is pointing straight up in the oi,, ii will be diffiaill to write . Loop two rubber baMls Of pooytoil tiolders together. One goes around the child's writing hoMI, the other around the peneil









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Tips

Reward Good Grip Try using the reward activity lo motivate a good grip (p. 7 -4).

□ Pencil Pressure Too Hord: Try a mechanical penc~ Of placing pope!" OY11r a mouse pod to provide feedback. Too Soft: Hove children pencil in small shapes until they ore block. Use pencils with softer lead.

Nome the Helper Hand A helper hand lhol lwirls OOir 01' props up a forehead will not support the pope,. Try naming the helping hond,childrenfindilfunny. Forexample,John'shelpinghcmdiscalledJocob. Yootalkto•Jocob" about

i, how it's his job lo hold the paper. Yoo ore not reprimonding the child, but jud the nome of thei r helping hand

The EroHtr Challenge Som!! children spend a lot of lime erasing. Vve sugges t giving children a peneil without on eroser and leling lhem to crou out the mi1loke. They ore leu likely lo dop ond do this. You con 011,0 lry the Eroser Challenge. This activity is designed lor children lo be occounloble. The goal is tha t all the erasers ore left al the endoflhedoy.

The&a--Challanga ___ ... ,..._ .... .,._ ... _

iril~li ililililijli

c-c.,c .. -liooodw',Guidot_, 93








113 of 1



Tips

REMEDIATION MATERIAL AND STRATEGIES

Memory Quick and automatic recall of letters is impoitant for cunive soccess. Demonstration and direct inJtrudion ore euential. Concentrate on lowf!rcm,e lt!tters first. Capital letters ore infrequently used, so concentrate on thf! ones C'.hildren use often, especially the ones in their names. WP. also sugged these odivilies·

-a.bdi..-dwilh Doublioli,..p82

Connections

c ..,.;,. o..J,.Sh-ip

Connecting one letter lo Qn,othe,r letter is the Fo,.,n,d,:,lion of cu,sive -iting. Review & Moslery oc:tivilies ore enentiol for children mcutering cursive writing. C,eote odditionol curiive to cur"ve and print to cursive oclivities u"ng the A+ Worksheet Maker (LWTe ciu.com). We also suggest these activities:

~ - ffi









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Remediation Tips

Placement & Size Using the appropriole size double lines is the best way to help children ploce and -ae their letters a correct size. Double lines prepare children for wccess to transition to single lines. We also wggesl theseocti11ilies:

- [i] --

,..,._I & Siu p. 82 OoutMU...Por-

Start & Sequence Correct Storl and Seq,uenee ore enenliol for quick and outomotic eurs.ive writing. The ability lo eonn.ect leHeu correctly is ocq,uired th,ovgh direct leoching and correct prodice. We olr.o suggest these activities:

- li ~ a&odboo,dw.lh My>Wyl.ett. DoublioliMP...,..

Do..blol.,...p.82 c;.,,_,..;li,CLp.81

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egies far English language Learners

Our program and rer.eorch-oosed N!od1in9 1trolegies help divefSe leorners moder hoOO'Wl'iting. We developed them lo meet the needs of oll leorneu, including Englit.h longuoge learners (Ells!. Our strolegie, provide simple best practices you can seamles.sly integrate into a douroom setting, benefitting all children. Use the following drotegie, lo help your EU children succeed in your dowoom:

Prior Knowledge Activation Reseorch tells us that children leorn more effeenvely when they olreody know ~ething obout o eon tent area and when concepts in tho! area mean something lo them and lo their particular background or culture. When you link nl!'W information to a 1hident's prior knowledge, you odiYOle the child's interest and curiosity

and infuse instruction with a iense ol purpoi,e. Prior knowledge hos o large influence on student performonce

(Dochy, Segers, & Buehl, 1999). English languoge leamen need opportunities to prodice prf!IOOUsly learned knowledge and who! they ore p,e:.enlty learning. Hill and Bjork (2008) odnowledge the imporlonce ol practicetopreventEllitromleorninginconeclty.

We use child-friendly, consistent longuoge with deot, di red indn.dion tho! uses 1imple vetbol cues po ired with fun sfories for children lo make connections and actMlte prior knowledge. When teaching particular groups of letteu, you mr:ry oY". children wlio l they olreody know about the lelief group like sliope, size, and slorting~itian.

Conducive Learning Environment

Research indicates that the prevention al failure among English languoge learners involves lwa critical elements: the creolian oF edL1C0tianal environments that are conduciWI lo their academic i.uccess and the use al inslrudionol strategies known lo be effeetive with lhe$II dvdents (Ortiz, 1997; Ortiz & Wilkin50l'I, 1991)

fa maximize o child'1 ability lo master liondwriting, prepare your class,oom or leaching space so children can see and hear what you ore modeling. You should also ensure Iha! children hove the prope< materials, including theC01Teclsizechairsonddesks.Children'sfeelskauldbeffalonlhefloo.-withtheirormsresting comfartabty al the deY".. While instructing, you should hcr,e children arrange their deW in rows a, in o V shape. During guided indn.clicn, you should be slrolegic in grouping Ells, rololing them lo allow interaction withoYCrielyalEnglishspeokingpeers.









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far English Language Learners

Cooperative l earning Strategies Acc.cwdinglorfi8Clrch, cooperativeleorningisporticulorlybeneficiolloronychildleorningosecood language. CooperatiW1 learning activities promote peer interoction, which helps language development and concept and coo!l!!nt learn ing. II is imporionl lo auign Elli to different leoms w they con benefit from Eng1i~ longuoge role models Ells learn lo exp,e» themselves wit+, greater confidence when working in smoll teams and pick up V!Xobulory by ol»e<ving how t+.eir peeu leo,n and r.olve problems.

"Hc,,,ing studenb wort. together cooperative~ is o powerful woy lor them lo leorn and hos positive effeeh on the classroom dimote• /David.Johnson and Rog8f Johnson, 2001). Skill grouping reducesoruciety among Ells, thus, molc.ing ii an effective formal for leaching ~ills that ore difficult to comprehend [l,\aclntyre and Gardner, 1994). Our program and multisensory activities offer many opporh,nitie:s for children to be mow, around and work together in diverse groups lo reinlo,ee letter fl:wmotion

Multisensory Instruction Numerous individuals report the importo~e of using viwol, auditory, and toe tile aids lo make content more 1.1nder1londoble lo Elli (Corey, 2007; Herrel l &Jordon, 2008; Somwoy & Toylor, 20081. Our mullii.en'°'}'

inslructionond inlel"acliveacliviliesincludeslrolegiestoaddfes.sthedlve1"selearningslylesofollchild.-en. We hove methods to meet the needs oF oudilory, viwal , !octile, ond kinesthetic learners. For auditory learners, we use consistent, child-friendly language that helps children learn ond remembet- easily. To meet the needs ol Yi ii.IOI learners, we provide step-by-step illusholions of lelte< formation ond giw, dear visval diredion. Our clean, lll'IClulte,ed, and black and while pages oli.o support o vi wally simple formal lo support the learning style ol viwal learners . Our workbooks hove step.by-step models tho! ore big enough for finger !racing to meet the needs al !octile letters, one! we use music ond movement to engage kinesthetic learners. Additional slrolegies indude using dough to form let-ten ond playing visual memory games.

Thematic Instruction

Research reports tho! themes help children undentond new concepts. They provide mental organizing schemes for students lo opprooch new ideos (Caine& Caine, 1997; Kovalik, 1994). Ou, leaching order helps d,ildren learn handwriting ~ills in the easiest, mod efficient W(To/- Speeif,colly, we teoch letter formation in groupslholhovesimilor shokes. Theselhemoticgroupsollowchildrentorepeotimporiontvocobulorywords

that ore common to lette, groups and promote good writing habits .

Repeated Lesson/ Concept/Vocabulary

Recent research (Rydland & Aukrutl, 2005) stoles the importance ol second language learners' use of repelition for conversational porticipolion and language learning. Research also indicates lhol word repelition is o favorable coodition in YOOObulory learning {Notion, 200 1). We use consistent, child-friendly terminology for leoching letter formolion and ~ificolly repeal the $t.ltne YOOObulary llvou,gh the leuons and grade lev<!ls. We do not make onumptions abou t what o child know,, and our direct instruction only uses words !hot children ore familiar with and uses as few wo«b os possible. A,, children practice writing letters

and words, hove them repea l the lelte< formation steps as they Form lelte<s and words.

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far English Language Learners

Ensure that they use the !.Clme vocabulary. You am also have children create flash cards with the ~tteu on

one lide and wx:abulory/pidures on the other side !review lhfl cmds repeatedly). Alternate the side of the eord that is u!.ed as the prompt and hove children wo1k in paiu to q_ui:t one another.

Immediate Feedback

Research shows that "immediate feedback moti110!es students to make necesrory adjustments, encourages

coopefOtion with and supporl of others, increases student response , ond promotes activity and harmony within the group• (Weissgkm 1996) . Research also sOOWs that learning improves with conlislenl feedback (Linnenbrink & Pinlrich, 2002; Pinlrich & Schunk, 2002; Heath & Glen, 2005) . In addition, wtien children WOik cooperatively, you U\Ould strive lo provide immediate feeclbad.:.

We prCMde ample opportunities lo assess skill mosll!I')' within the student workboob, enabling you to quickty determine if you need to re-leach or give specific support. We also prCMCle additional resources online for additional s.kill auenmenl.

Think-Aloud ModeHng/ Metocognition (Show and Tell}

According to 1eseorch, modeling thought processes helps students become more aware of their own thinking

(Simons 1995; Resnick and Klopfer 1989, Paris and Winograd 1990). As yau madel letter larmalion, we provide limple step-b)'-step instrudians to lw!lp children learn the correct steps lar farming letters. After yau

madelthinkingalaud, childrencanworir. in pairs and madeltooneanather.

Differentiated lnstructtan Reseorchindicoleslhatasluclenl'slearningprofileincludesleorningslyle(i.e., viwal,audilory, loclile,

ar kinesthetic), grouping prefe.-ence s{i.e ., individual, WM:Jllgroup, ar large group), and environmental

preferences (i.e. , lats of space ar a quiet area to warir.J . Yau may differentiate instruction based on ar,y one of

these fodan ar ar,y cambinatian al loctors (Tamlinsoo, 1999). Research ofsa indicates that although some af the techniques may remain the same, ii is necessary that yau differentiate instruction lar Elli to occammadate

the different le<w!ls af languoge development (Genesee, Lindholrn--leary, Saunders, & Christion, 2006)

WeprovidemanyopparluniliestodifferenliateinstructionlardfYerselearners.Byrecognizingachild'spriar

knowledge,readiness,language, learningslyles, andinlerests,yauareablelomeettheneedsofolllearners.

Youcangraupchildrenaccordingladifferentleorningslylesaryaucanalsagroupthembylevelafmastery

(i.e ., odvoncedchildren rnaybegroupedwithondcansupporlslrugglingchildren).









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for Ch ildren with Special Needs

Many adults print . So, in mony circumslonces, it moy be bed lo locus on improving print rather than moving onto cursive. If a ch~d is intefesled in doing cur1ive, below ore some suggestions. Forollchildren, con!ideronlyleachinglowercosecursive ondhavingthem usep,in!Forcopitols .

Fine Motor Activities

To help children with fine motor delays, use the first 10-15 minutes of a session doing fine motor wade II children are delayed in thfiir fine motor Wits, they will li kely need exlm help with handwri ting. Spend the los t lO minulesoloseuionforming letters

Autism Spectrum Disorder IASO) Often, concentration c,nd compliance me challenging for ehi1dren with autism, 50 they may sln,,ggle with handwriting, fine motor $kills, or perceph.ool deloys. Children on the autism ~m who ore high

functioning, wch those with Aspergets Syndrome, tend lo relate well lo tangible, honds-on materials . Children who do oot respond well lo verbal c~ !langooge) usually do welt with the Handwriting Without Tears program. Yoo can deman1trate many af the teaching techniques with few or na verbal cues 01 the child attends viwolly lo the k11k. Teodlef deman1trolion a nd child imitolion ore thf! kf!yl lo succf!Sl/ul hor.dwriting. Keep these lips in mind when leoching childrf!O with ASO:

Useo1 monymultisen10ryf!xpl!rif!ncf!101p<»1iblf!

Beverycon1identwilhthechild

Be careful wh!!n using abstract teoching 1trolf!9if!s; childrf!n with ASD lendlotokf!thingslitero lly.

Down Syndrome Use several mul lisensory odivifies and repetitions. If thf! child hm o classroom OS!islonl {IEP oidf!), allow extro lime lar thf! child lo p,octice hondwriting. Becouse thf! child moy bf! eo1ily distrocled, yoo moy wont lo r.chedule extra lime far breab. Here are some l ips far working with child1en who hove law muKle lone (hypalonial dl>e lo Dawn Syndrome:

llthechildstrugg\eswilhwrilingbecauseaflawmuKletone,have lhemwrileinallcapilollf!tif!l's

AS!ess the child's camlarloble size af writing

Use a modified pl!ncil g1asp

Adapt sealing in the dai.s•aom and al home

Work on extro linf! motor octivi ties lo slrf!nglhen the honds








119 of 1



for Children with Special Needs

Poor Vision II c, child hos poor vision, modify leoc:hing moleriols oppropriotely. Here 01e $Ome ideas lo increase the visibilityofleoc:hingmoleriols:

Use b,ightly colored poinh wH+. o b,ighl controsl ing mot (block ond while wo<ks we!~

Enlarge oil workbook poges

Double lines con work -.II for children with poor Yi!.ion

Enlarge or thicken lineswilhamorkerunlilthechild iscomfrntobll!withthechosen size

Provide a texture on the lines to help the child locale the line position

Cereb ra l Pa lsy

To help a child with cerebral palsy, begin by estobli~ing good positioning. IF the d1ild is in a wlw!elchoir, try using a lap tray during writing time frn support oOO stability of the arms and Wlulden. If the child only hos use of one exh-emity, clomp down paper and other moteriols using a elipboord clomp wewed into lhe lop tray. Ooce good writing po!.ition hos been established, try lheMt tips for writing success:

Dyslexia

II the child hos problems with muKle tone, try on adapted pencil grip lo, more

conh-olofthepencil

Children with cerebral polsy may do better initially writing in capitols, which ore developmentally easier lo read and ...,.ite.

II the child hcis perceptual or visual problems, ii may help lo enlarge the worksheets and da1ken lheprinl.

Dyslexic children typically struggle with organimlioo olld using language effectively. Often, they struggle with writing because lette1 forma tion is not automatic. The teaching techniques help the child develop good hcibils: starling ot lhe lop with letter formation; learning o lefl•l<>fight flaw in the sequence of reoding ond writing; and learning consistent, child-friendly terminology when learning letter formation. Help o child with

dyslexia in lhefollowingwoys:

Use the double lines lo teoch consistency in plocemenl of letters an the Jines.

Teach letters in g1oups of similar slroles, os tough! in the workbooks

Provide many opportunities for review ond mastery lessons

C 2022t.mfW'IIW'"'°"'lo<w>









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for Children with Special Needs

Dysgraphia

Children wilh dysgraphio have trouble prodocing written language due to poor motor planning. They may struggle with organizational !Jc.ills and movements tho! need lo be in on m,tomalic and lpf!Cific ordef, such as the formation of letters for writing. This con cout.e hondw1iling lo be illegible or eonloin ir1egulor and inconsi1tenl letter formations . Children with dy59r0phio can be i,coHered in their writ ing hobils. For example, thei r ..,.;+;ng is sometimes o mi)Cture of lowercose and copilol lelten. You con help organize these

childreninlhefollowingways:

ProvideviS110lmodelsForthechildtofollow. 11:elerlhechildlothepicturesin lhfl workbool:s tho! gi...e odditiOl'IOI visual cues for lfitter fofmalion.

Provide many prodice s.eMions to develop patterns for letter formation

Teach the letters in the recommended g roups of similar strokes to help develop consistent patterns of letter formation








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Standards for Written Production

Handwriting instruction must adhere to developmental principles to eni.ure wccess fOI" 011 children. Yet educational guidelin1u often ore limi ted to one standard in the English Language Am stcndcrds-•produces legible handwrit ing .• When studenh foil to meet th is stcmdard, teachers hove no rneons for examining which skill$ ore lock.ing . To review stondords vi$if oor welnite LW l eor5.Com.

Handwriting is an essential skill for both children and adults (Feder and Majnemer 2007). Even in the oge of technology, handwriting remains the primary tool of communication and knowledge osseumenl for students in the clouroom. The demands for handwriting ore g reat, whether in the dauroom o, beyond. A 1992 sh;dy (M,c:Hole and Cermak) found that 85 p,!!rcenl of all line motor time in second-, looith- and sixth-grade closS<ooms wos spent on paper and pencil odivitie1. A more recent study (Marr, Cermak, Cohn and Henderson 2003) noted that kindergarten children ore now spending 42 percent of their fine motor lime on paper and pencil odivilie s. The oddilion of hondwritlen components lo mony stole standardized ossesunenh ond of o handwritten essay la the Col lege Boord SAT further emphasize the impo,lano:e of handwriting_ Furthermore, good handwriting is important long ofter grodvolion. In Seripl ond Seribble (2009), Florey writes in relerenee to handwritten job oppl icolions, "Uke ii or not, even in our mochinedriven world, people still judge you by your handwriting.•

Research literature extensively documents the consequences of poor handwriting on eorly literacy ond ocademic performono:e. Children who expBfieno:e difficulty moslering this Hill [handwriting] moy avoid writing ond decide they connol write, leod ing la arrested writing de118lopmenl !Grohom, Horris ond fink 2000). Handwriting is critical la the production of creative ond well-written text (Grohom ond Horris 2005) affecting both fluency ond the q,uolily of the composition. Handwriting instruction must adhere lo developmenta l prino:iples la ensure success for oll children. According to the Notional Association for the Educolion of Young Children, newborn to eight-year-old children learn best from methods tho! ore consistent with developmenlolly oppmpriote prodice (1998) . However, dUB too general lock of professional development in the orl!Cl of handwriting, educolors ore not olwoys owore of the s~ific objectivestobeoddressedolvariousogeondgrodelevels.

Seeing the need for o more lpl!Cific onolysis of skills, o team of occupol ionol theropisls ond edL1COtors developed o set of handwriting standards. We hope ii serves os on example to eclL1COlors ond cUfriculum decision•mokersondbringsincreosedotlentiontothiscruciol, yeloflenoverlookecl, oreoofeducolion.

Preporotions Ski lls S. 1 Physica l Approaches & Skill Developme nt

Students demonstrate strokes needed for cursive handwriting: strokes tho! chorlgll direction , relroce ~nes, orformloops. Eochstudentwill:

A. Conned on under lo on aver stroke, moving left to righ t B. 11:e troce oll8rlicolslroke C.11:elroceocurvedstroke 0 . Produce neot loops (ascending ond descending)

S.2Letter Skill s Students demonstrate cursi\18 writing H ills effk ienlly from memory. Each student will :

A. formlowercoseletlencorreclly 8. Formcopilollelterscorredly

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Standards for Written Production

C. Place lethm on o boSfl line !within 1/16" obow, or below) 0 .Wrilelettersinogrode-oppropriolesize E.followthewritingguidelinesofvoriousslyle-solpoperjsinglelinesl

5.3 Connection Skills Students join letters using standard, efficient connections to fofm word1. Each student will:

A. Demondrote correct bose line connections, maintaining letter integrity 1. Connectbo...,lineendingtobow,linestart(e.g., t to e) 2. Conrwd bose line ending to mid line stort (e.g., c to of

8. Demonslrote correct high connections, maintaining letter integrity 1. Connect a high ending to mid line stort (e.g ., o to u) 2. Conrwd a high ending letter to bose line sk,rt (e.g., w to h, b to rl

C. u..., oppropiiote spacing between connected lelter1 jdose together, NOT overlapping with on~ connection1touching)

0. Cr«• and dot oppropiiole letters ofter completing connected letters E. Oemonslrote correct connections from capitol letters

1. Writesignolure incursiveusingcorredconnections 2. USflcor,ectconnectionsl'orpiopernouns

5.4 Sentence Skills Sludenlswilwritewordstoexpresslhoughts, forming sentences. Eochsludenlwill:

A. Write from left lo right, returning to left margin ol subsequent lines en needed 8 . Usesenlencewritingconventions:

1. Beginwithocopitollelter 2. l.eoveodeorfydelinedspacebetweenwords 3 . Use ending punctuation (period, qveslion marl(, or eKdamalion pointj

C. USfl comma ,:,nd q_UC1tc,tion mo,ks correctly lo indic,:,te speech 0 . Use commas to i.eporole items in series and lo set off clauses and phrases

5 .5 Writing Conventions Sludentswllcombinesentence-stoexpre-.sideClsoropinions,usingF,:,rmottingconve-nlionslha!c,re exlensionsofhondwrilingskilts.Eochstudenlwill

A. Wrileporogrophsusingpioperconventions 1. WritefiYe-losix•senlenceporogroph1 2. lndenlthebeginningofeoch porogroph

8. Write titles of written works, copitolizing lhe first. knt, and important words C. Follow sh:mdord formal for business lelten

1. Write heoding (return oddreM and dote) ol leff margin 2. Write inside address oi left margin 3 . Write solvlolion ol lelt margin 4. Write body using paragraph skills, leaving lillfl spoce between porogrc,phs 5. Wrileclosingolleffmargin 6. Plocesignotureolleflmorgin 7. I.eave line space ofter heading, inside oddres.s, soluh:ition, body, closing

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Up ond loop down Ducending loop

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Dayley, Suson. 2012. 'Why Children Should Still lean CuWYII ." Family New.. http://lomilynew>.Cam/why

childfenohould-11iMearn--c..-.;..../

Denni 1, JiAie l., and Y""""" Swinth. 2001 . "Pencil Grn>p and Child,en's Handwriting legibility During Different-utngth

Writing la,h." AIMricon Jou,nol al O.:cupalianal TI-apy 55 (2) : 175-183

feder, Katyo P., and Annelle Maj....,•. 2007. ' Handwriting Development, Compeiency, and i,,t.venllan. •

De~lol ""'9clicine & Child Neurolagy 49: 312....J 17.

Flatey, Killy 8..-n1. 2009. Script and So-ibbl. : The Riie and foll of Handw,-iting. New Yatk: Melville l-lauie.

Grahom, Siewt, and Kc.-en R. Harris. 2005. ' lmprlMng the Writing Perf<lfmance al Young Struggling Writer.:

Theaelicol and Pn:,g,ommalk Research from lhe Center an Accelerating Student leaning." Journal al Specid Educallan391JOI: 19-33.

lusl,CarolA.,andDeni1elC. Oanica.2011. ' E~»afaHandwritingReodines1 Pa-ag,aminHeodStatt:ATwoGr-oupConttalledTrio1." AtnericanJournalolO«upationalThe,opy65(S): 560-568

Man, Debotoh, Sharon A. Cllffllllk, Ellan S. Cohn, and Anne Henderson. 2003. "Fine Mata. Adn,ilies in Head Start

and Kindetgarten Clawaoms." Amlwican Journal of Occupalianal TI-apy 65 [SJ : 560-5S7

McHala, Kathleen, and Sharan Cennak. 1992. ' fine Mota, A,c:li,,jlie1 in Elementary School: Preliminary f inding, and P,-a,,isional Implications fa, Child,en with fine Mata. Pt-oblem,.• Amsican Jaumal al Occupotlonol TI-apy

A6,10: 898-903.

NolionalAlsociationforlhe EducatianafYaungChildren& lnlernalianalReodingAlsociation. 1998. "UICl,ningta Raad and Writ.: 0-.lapmentally Apprapriate Pmctiooo for Young Child,en.• Yaung Children 53 (4) : 30-46 http:/ / www.11<>11y,;.org/file1/naeyc/file/palilion1/PSREAD98.pdf

Notional Ga-eman AlsociallanCenler for S..t Procliceoand Council afQ,ief Skmo Schaal Officen. 2010. Camman Can, Stat. S!ondards. Waohinglon, 0 .C.: Nat.anal Ga,e,nan Auaciallan Cent.- far 8e1t Pmctice1, CC1<#1Cil al

ChielStateSchoolOfficer1. www.care1tandard1.arg.

Ruuel, Or. John J. 2009. "learning 8y Hand: A Coie for Handwrihng Enhancing Reading. • Educatian Update On~ne

http:/ / www.educalionupdale.oom/archive1/2009 /SEP /hlml/t,pee-lea,ning.hlml

Sapl.-.tein Auaciales. 2012. "Handwriting in tho 21,t Century? Research Shaws Why Handwriting 8elang, in

laday'1Cla11,aam." A Sumna-yal Re_,,ch Pre,enled cri Handwriting in the 2hl Century? M Educaoonal

Summit. Http//sopenleinauaciale,.com/dala/2_29_HW_Summil_Whlle_paper_eVenian.paf

Sou.a, Oovid.2011 . How the Brain UIClrn1, 4th ed. Thausond OaU, CA: Ccwwin Pren

Full list of references ovoiloble on LWTeon.com.

0 2022 lam'""l! Wilhao! r-t

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Signature: By entering your name below, you are signing this document electronically. You agree that your electronic signature is the equivalent of your manual signature.

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2/2/2022

X Lori Wilson

Signed by: Lori Wilson

Date Submitted: 2/2/2022

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Chapter 110. English Language Arts and Reading, Handwriting, Grade 5 Subchapter A. Elementary Proclamation 2019

Proclamation 2019 State Review Panel Evaluation Instrument (TEKS): Student/Teacher Material Subject Chapter 110. Texas Essential Knowledge and Skills for English Language Arts and Reading Subchapter Subchapter A. Elementary Course Handwriting, Grade 5 Publisher Learning Without Tears Program Title Handwriting Without Tears - Can Do Cursive Program ISBN 9781939814876 (a) Introduction.

(1) The English language arts and reading Texas Essential Knowledge and Skills (TEKS) embody the interconnected nature of listening, speaking, reading, writing, and thinking through the seven integrated strands of developing and sustaining foundational language skills; comprehension; response; multiple genres; author's purpose and craft; composition; and inquiry and research. The strands focus on academic oracy (proficiency in oral expression and comprehension), authentic reading, and reflective writing to ensure a literate Texas. The strands are integrated and progressive with students continuing to develop knowledge and skills with increased complexity and nuance in order to think critically and adapt to the ever-evolving nature of language and literacy. (2) The seven strands of the essential knowledge and skills for English language arts and reading are intended to be integrated for instructional purposes and are recursive in nature. Strands include the four domains of language (listening, speaking, reading, writing) and their application in order to accelerate the acquisition of language skills so that students develop high levels of social and academic language proficiency. Although some strands may require more instructional time, each strand is of equal value, may be presented in any order, and should be integrated throughout the year. It is important to note that encoding (spelling) and decoding (reading) are reciprocal skills. Decoding is internalized when tactile and kinesthetic opportunities (encoding) are provided. Additionally, students should engage in academic conversations, write, read, and be read to on a daily basis with opportunities for cross-curricular content and student choice. (3) Text complexity increases with challenging vocabulary, sophisticated sentence structures, nuanced text features, cognitively demanding content, and subtle relationships among ideas (Texas Education Agency, STAAR Performance Level Descriptors, 2013). As skills and knowledge are obtained in each of the seven strands, students will continue to apply earlier standards with greater depth to increasingly complex texts in multiple genres as they become self-directed, critical learners who work collaboratively while continuously using metacognitive skills.

(4) English language learners (ELLs) are expected to meet standards in a second language; however, their proficiency in English influences the ability to meet these standards. To demonstrate this knowledge throughout the stages of English language acquisition, comprehension of text requires additional scaffolds such as adapted text, translations, native language support, cognates, summaries, pictures, realia, glossaries, bilingual dictionaries, thesauri, and other modes of comprehensible input. ELLs can and should be encouraged to use knowledge of their first language to enhance vocabulary development; vocabulary needs to be in the context of connected discourse so that it is meaningful. Strategic use of the student's first language is important to ensure linguistic, affective, cognitive, and academic development in English. (5) Current research stresses the importance of effectively integrating second language acquisition with quality content area education in order to ensure that ELLs acquire social and academic language proficiency in English, learn the knowledge and skills, and reach their full academic potential. Instruction must be linguistically accommodated in accordance with the English Language Proficiency Standards (ELPS) and the student's English language proficiency levels to ensure the mastery of knowledge and skills in the required curriculum is accessible. For a further understanding of second language acquisition needs, refer to the ELPS and proficiency-level descriptors adopted in Chapter 74, Subchapter A, of this title (relating to Required Curriculum). (6) Oral language proficiency holds a pivotal role in school success; verbal engagement must be maximized across grade levels (Kinsella, 2010). In order for students to become thinkers and proficient speakers in science, social studies, mathematics, fine arts, language arts and reading, and career and technical education, they must have multiple opportunities to practice and apply the academic language of each discipline (Fisher, Frey, & Rothenberg, 2008). (7) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(b) Knowledge and Skills.

Knowledge and Skills Statement Student Expectation Breakout Item Type Citation Type Component ISBN Page (s) Specific Location or

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(2) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking --beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to:

(C) write legibly in cursive (i) write legibly in cursive Student/Teacher Narrative 9781939814708 pp. 6-7 Whole page https://www.lwtears.com/texas-samples-login 9781954728653 Replace this text with the proposed update Page (s) .

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Student/Teacher Activity 9781939814708 pp. 28-29 Whole page https://www.lwtears.com/texas-samples-login 9781954728653 Replace this text with the proposed update Page (s) .

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Printed 2/3/20222:53 PM Evaluation to the Texas Essential Knowledge and Skills (TEKS): Student/Teacher Material 1 of 1

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