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
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22nd March 2014
“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?
Words, sentences, paragraphs.
Adapted from Berninger & Amtmann (2003)
1. Modify the expectations of the teachers while you work
(particularly in the short term)
2. Move the child forward in a series of graded and highly structured hops.
Target intervention only to those parts which need fixing.
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.
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).
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From Headwork 2
JO AND HER RADIO building
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 .