Handwriting

PART ONE: PLANNING HANDWRITING ACROSS THE WHOLE SCHOOL The Priority for Handwriting in the Curriculum The Relationship between the Skill of Handwriting and Other Subjects When to Introduce Handwriting in the Reception Class The Choice of Handwriting Model Balancing Movement and Neatness How Much Emphasis on Joining Display Writing - Both by Teachers and Pupils Liaison with Pre-School Groups, Parents and Other Schools A Policy for Left-Handers A Policy for Special Needs A Policy for Newcomers from Other Schools Terminology Assessment and Record Keeping PART TWO: CLASSROOM MANAGEMENT Layout of the Classroom Balancing Whole-Class Instruction with One-to-One Attention Posture Appropriate Furniture Paper Position and Its Effect on Posture Penhold Materials Pencils and Pens, Paper Size and Lines Making Children Aware of the Importance of All These Ideas PART THREE: A SYSTEM FOR TEACHING LETTERS The Vital Early Years The Concepts Behind Our Writing System Different Approaches to Teaching Explaining the Act of Writing in a Logical Sequence Introducing Letters in Stroke-Related Families Teaching the First Letter Family Teaching the Second Letter Family Teaching the Round Letters Complex Letters and Emerging Problems Name Writing Designing Exercises Starting to Use Letters Lines Drawing with Writing Remedial Work Often Begins on Day One Joining as Soon as Possible Personal Letters Lead to Efficiency and Speed What Handwriting Problems May Indicate Layouts for Practice Cards Recommendations from Research into Children's Handwriting Some Personal Comments PART FOUR: A NEW WAY OF LOOKING AT HANDWRITING PROBLEMS Handwriting as a Diagnostic Tool Problems That Show through Handwriting Specific Problems for Left-Handers Problems with Directionality Perceptual Problems Observing, Assessing and Dealing with Tremors Fatigue Gaps in Learning Posture as an Indicator, as Well as a Cause of Problems An Attitude of Understanding