Handwriting ® Without Tears The Hands-On Curriculum for Student Success Presented by: Corinne Tuck, BSc.OT, OT(c) Angela Rath, BSc.Kin, BSc.OT, OT(c)
Edmonton Regional Educational Consulting Services (ERECS)
Obje Object ctiv ives es – What What we wi willll do Provide an overview of the HWT curriculum Accommodations and practical strategies Accommodations Reflect on your current handwriting practices How the HWT curriculum could be applied in your classroom
Obje Object ctiv ives es – What What we we wo won’ n’tt do
Detailed training of the HWT Curriculum (www.hwtears.com (www.hwtears.com)) (If you want detailed training, talk to your OT or check the website for workshops near you!!)
Handwriting Curriculum Survey What printing curriculum do you use? How is printing currently being taught in your school? How do you currently teach printing to your students?
Zaner-Bloser
www.zaner-bloser.com Long standing (100 years) Step by step approach Continuous stroke, vertical manuscript 4 lined paper with red baseline, dotted midline and blue headline and a blue line below the baseline Students use this interlined paper up to Grade 4 and then transition to double line paper in Grade 5 and on.
D’N ’Nea ealilian an Ma Manu nusc scri ript pt www.dnealian.com Slanted print Most letters formed with one continuous stroke Most lower case letters are precursors for cursive Varied starting places
Handwriting Without Tears ® www.hwtears.com Manuscript vertical style Double lined paper used from beginning to end Multi-sensory
Letter Style
Print Style
Cursive Style
Letters
Take out a piece of lined paper and a pen/pencil…
Developmental Teaching Order - Print inting
Developmental Teaching Order – Cursive
Three Stages of Learning
Imitation: The teacher demonstrates the letter formation. The child imitates the teachers. Copying: Children are asked to copy a model of a practice word by looking at the word. Independent Writing: Children are asked to write a word without demonstration and without a model. They have to write from memory.
HWT ® is Multi-sensory Multi-sensory
Hold on…you have to teach…
Posture
Posture Stomp
Correct Posture
Paper Position
Looking out for “Lefties”
Pencil Skills
Tripod
Quadropod
Page Layout The more you do, the worse you get phenomenon!
Copy one model at a time
Double Line Paper
Take a look at space…
Double Line Paper
http:// www.hwtears.com/aplus www.hwtears.com/aplus
Line Generalization
Review & Check Strategies
Screening
Screener of Handwriting Proficiency Universal/whole class screening tool Determines where students are succeeding and where they are struggling Allows for focused handwriting instruction http://www.hwtears.com/screener/abou t-the-screener.. t-the-screener
Assessment
Print Tool
Complete printing evaluation for students that are identified as needing further testing Not standardized assessment Assesses capitals, numbers, and lowercase letter skills. Determines where students are succeeding and where they are struggling Allows for focused handwriting instruction Skills evaluated: memory, orientation, placement, size, start, sequence, control, and spacing
Handwriting Difficulties
Results of an assessment (Print Tool or other assessment) allow handwriting instruction to target areas of difficulty
Special Populations
HWT can be used with various special populations Autism Autism/As /Asper perger gers s Syndro Syndrome me Down Syndrome Poor Vision Cerebral Palsy Dysgraphia
Handwriting Accommodations
Recommendations put in place to help a child with writing tasks and achieve academic success:
Adaptations to handwriting • Adapted worksheets/paper, specific handwriting curriculum, classroom seating, writing surface, pencil type/modification, type/modification, etc.
Alternatives to printing • Scribe, digital voice recorder, word/phrase banks on cards, keyboarding, software considerations considerations (writing grids, graphic organizers, word prediction, etc.), etc.
Functional Printing What is functional printing? What are the goals for printing for students with disabilities? For regular students? For at risk students?
Integrating: Handwriting & Reading
Language arts program of studies includes handwriting in several general outcomes across all grade levels Language arts & handwriting teaching strategies:
Separate handwriting and reading teaching orders Integrate handwriting and reading teaching orders Follow the reading teaching order
Ways to use HWT ® in your classroom Whole class Small group Individual instruction Whole school Cursive
Success with HWT ®
Students Succeed
Children of all learning styles and ability levels learn to write neatly and efficiently. Handwriting becomes a natural skill. Students can focus on content of their work rather than the physical act of writing. Handwriting success fosters student pride and interest in learning. Children who write well enjoy school more and perform better in all subjects.
Parents are Proud
Handwriting is the most visible expression of a child’s performance in school. Parents are excited with student success. Papers start going up on the refrigerator. Excitement breeds parents’ involvement, interest, and support.
Teachers are Excited
Little time is needed for class preparation. Easy for both new and experienced teachers. Short lessons that get results. No more wasted time reviewing illegible papers. Teachers are pleased with improved student performance and interest.
Administrators see Results
All students succeed using HWT. Continuity and consistency exist across all grade levels. HWT supports and integrates with other Language Arts curriculums. HWT reduces need for remediation. Student workbooks are affordably priced.
Useful Handwriting Resources Handwriti Handwr iting ng Stand Standard ards s – “produ “produces ces legibl legible e handwr handwriti iting” ng” is this this enough enough? ? http://www.hwtears.com/standards.. http://www.hwtears.com/standards OT On-Hand http://www.capitalhealth.c http://www .capitalhealth.ca/Especially a/Especially For/OTOnHand/default.htm.. For/OTOnHand/default.htm
Questions??
Feel free to contact us…. Angela Rath, ERECS
[email protected] Corinne Tuck, ERECS
[email protected]
