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Learning to Write

Learning to Write. Sharon Sousa Directors’ Meeting April 4, 2009. Penmanship Problem Possibly the most undervalued LA subject taught judging by the dearth of literature on the subject Demise of penmanship “value” and instructional time coincided with these factors Technology advancements

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Learning to Write

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  1. Learning to Write Sharon Sousa Directors’ Meeting April 4, 2009

  2. Penmanship Problem • Possibly the most undervalued LA subject taught judging by the dearth of literature on the subject • Demise of penmanship “value” and instructional time coincided with these factors • Technology advancements • Typewriter and computer

  3. Educational trends • Time devoted to more “important issues” However—more recent research points to link between the developing brain and penmanship training

  4. The Goal The ability to use letters of the alphabet automatically for functional purposes” (p.9) • Functional, efficiently executed writing in one or more scripts

  5. School-based Education • Relies primarily on three sensory pathways • Hearing Auditory • Seeing Visual • Feeling Kinesthetic-motor

  6. Philosophy of the Slingerland Approach • Four Core Principles • Simultaneous multisensory • Simple to complex • Prevent errors • Teach to the intellect

  7. The Process • Simultaneous multisensory instruction • Systematic instruction • Structured instruction • Sequential instruction

  8. Slingerland Lesson • 3 major format divisions • Learning to Write (penmanship) • Originates from kinesthetic memory • Auditory (Spelling) • Originates from audible or inaudible stimulus • Visual (Reading) • Originates from visual stimulus

  9. The “Magic” Each of the Slingerland Format divisions originates from a different learning channel but the final output in each division utilizes all three learning channels for a complete SIMULTANEOUS MULTISENSORY LINKAGE. (p.13)

  10. General Strategies • Establish thought patterns with predictable process • Learn how to learn • Utilize self-mediation • Share responsibility between student and teacher • Provide immediate visual feedback to child • Develop self monitoring • Invest time to ensure success

  11. Specific Strategies

  12. Teaching Tips • Boards • Line white boards with pointed wet erase markers • Write with chisel point dry erase markers • Varying width of lines for different purposes and different student heights • Try Rex B 21 student pencils

  13. Teacher Participant Lesson Planning • Post letters for teachers to make • Post Wall-Size Format Chart • Use NP and WO labels to indicate written procedures in plans • Lesson Planning Template • L to W integration with Auditory; Visual Copy • Write out words from encoding, spelling, and visual copy to show integration • Mark option # for Reviewing Letters and Connecting/Grouping Letters • Scope and sequence tracking form

  14. Penmanship Solution

  15. We have inherited a great gift, the legacy of HOW to teach literacy skills as envisioned by Beth H. Slingerland. It is our privilege—and our obligation—to pass it on.

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