Handwriting to writing one leap or many hops
This presentation is the property of its rightful owner.
Sponsored Links
1 / 34

Handwriting to Writing: one leap or many hops? PowerPoint PPT Presentation


  • 46 Views
  • Uploaded on
  • Presentation posted in: General

Handwriting to Writing: one leap or many hops?. Angela Webb 22 nd March 2014. A FREQUENTLY ASKED QUESTION…. “How is it that a child can write well in a handwriting lesson but does not transfer that skill into classwork?” What can we do about it?. The Simple View of Writing. Translation

Download Presentation

Handwriting to Writing: one leap or many hops?

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Handwriting to writing one leap or many hops

Handwriting to Writing:one leap or many hops?

Angela Webb

22nd March 2014


A frequently asked question

A FREQUENTLY ASKED QUESTION…

“How is it that a child can write well in a handwriting lesson but does not transfer that skill into classwork?”

What can we do about it?


The simple view of writing

The Simple View of Writing

Translation

Words, sentences, paragraphs.

Working memory

Transcription

Handwriting, keyboarding,

Spelling.

Executive functions

Planning, review

Adapted from Berninger & Amtmann (2003)


2 how do we solve this a two pronged approach

2.How do we solve this?(A two-pronged approach)

1. Modify the expectations of the teachers while you work

(particularly in the short term)


Handwriting to writing one leap or many hops

2. Move the child forward in a series of graded and highly structured hops.


Suggested hops

Suggested ‘hops’

Assess:

  • The process – how the child writes

  • The product – the written script

    Target intervention only to those parts which need fixing.


4 p s process

4 ‘P’s (Process)

  • Posture

  • Paper position

  • Pen grip

  • Pressure


7 s rules product

7 ‘S’ Rules (Product)

  • Shape

  • Size

  • Spacing

  • Sitting on the line

  • Slant

  • Speed

  • Sustainability


A case study

A Case-Study

“Billy”

  • Age 12 years

  • Mainstream secondary school

  • Left-handed

  • Problems of legibility (but not of speed)

  • DASH percentile ranking = 64%

  • Copy Best-Copy Fast difference = 12 wpm


Hop 1 look at the finished product use the s rules

Hop 1. Look at the finished product. Use the ‘S’ rules.


Evaluation of billy s handwriting

Evaluation of Billy’s handwriting

X

X

X

X

X

X

X


Prioritise what to work on

Prioritise what to work on

  • Extending the writing horizontally.

  • Rounding the curved letters.

  • Correcting mis-alignment.

  • Keeping ascenders and descenders parallel.


You can t achieve everything at one go practise by building

You can’t achieve everything at one go: practise by building

  • Begin with the most important and practise.

  • Add a 2nd element.

    Practise on its own then add it to No.1.

    3.Add a 3rd element.

    Practise then add it to 1 + 1.

    4.Add the 4th. Practise on its own then add 1 + 2.


Hop 2 lesson 1 moving across the page

Hop 2. Lesson 1 Moving across the page


Hop 3 lesson 2 rounding letters

Hop 3. Lesson 2 Rounding letters


Hop 4 lesson 3 correcting mis alignment

Hop 4. Lesson 3 Correcting mis-alignment


Hop 5 lesson 4 making vertical strokes parallel

Hop 5. Lesson 4 Making vertical strokes parallel


Further hops

Further ‘hops’

Set him/her a series of graded tasks in which the cognitive load of each (in terms of spelling, sentence length, composition, etc.) increases gradually.

(N.B. Ensure that the correct handwriting is used at each stage. If it is not, do not proceed to the next level of difficulty).


Hop 6 most common bigrams in order

Hop 6. Most common bigrams (in order)

thheinen

ntreeran

tiesonat

sendorar

altecode

toraeted

itsaemro


And tri grams in order

…and tri-grams (in order)

  • theandthaent

  • ingiontiofor

  • ndehasnceedt

  • tisoftsthmen



Hop 7 100 most common words

Hop 7. 100 most common words

the ofandatoinisyou

thatithewasforonareas

withhistheyIatbethishave

fromoronehadby wordbutnot whatallwerewewhenyourcan

said there useaneachwhichshe

dohowtheirifwillupother

aboutoutmanythenthemtheseso someherwouldmakelikehiminto


100 most common words cont

100 most common words (cont.)

timehaslooktwomorewritego

seenumber nowaycouldpeoplemy

thanfirstwaterbeencallwho oilits

nowfindlongdowndaydidget

comemademaypart


Keep writing tasks simple

Keep writing tasks simple

  • Copying (but move on quite quickly).

  • Short dictation of CVC words better (see below).

  • Simple close exercises (see below).


Hop 8 cvc sentences for dictation from alpha to omega

Hop 8. CVC sentences for dictation(from Alpha to Omega)


Gradually increase task complexity

Gradually increase task complexity

  • Simple stories – cloze.

  • Simple narrative.

  • More complex narrative.

  • Free writing.


Hop 9

Hop 9

From Headwork 2


Handwriting to writing one leap or many hops

JO AND HER RADIO

Jo had a radio. She got it in a jumble sale. It was a very strange radio. One day when Jo was listening to the six o’clock 1 a very strange thing happened. A hand came 2 of the radio and got hold of Jo’s face. Jo was very 3 . She 4 the comic she was reading. She 5 her cup of tea off the arm of her chair.

Jo picked up the 6 . She stared at it. Then the 7 came out again. This time is got hold of Jo’s left 8 . Jo jumped back. Jo got very upset. She grabbed the radio and ran into the kitchen . She put the radio in the sink and turned on 9 taps. The water filled the sink. Jo heard a voice coming out of the radio. It said, “Help me! Help me! Please help me. I’m 10 .


The child reads and selects words then retells the story orally

The child reads and selects words. Then retells the story orally.


Writes the story using clue words

Writes the story using clue words


Hop 10

Hop 10.

  • Ask the child to create their own narrative.

  • You scribe.

  • S/he chooses the key words.

  • S/he writes it.


10 hops 1 leap

10 hops = 1 leap


Billy six months later

Billy six months later


  • Login