Handwriting is not included within the Australian Curriculum

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Letter formation not included, as should be integrated into literacy lessons, rather than taught as a separate lesson. Can we now remove Education Department hand writing styles, to develop consistency and continuity between all Australian states? This will also free up teaching time on the timetable, so that more writing can take place, for a purpose. www.MySpeedySSP.com Read Australia


<ul><li> 1. Speech Sound Pics (SSP) Approach to the Teaching of Reading, Writing and Spelling. Wiring Brains Education. Copyright 2014 www.MySpeedySSP.com Handwriting is not included within the Australian Curriculum. Could States now remove their education department mandated style, to allow for more writing for a purpose time? Note: These Education Department mandated styles seem to relate more to calligraphy, than to the underlying reasons why literacy experts focus on the vital skill of letter formation in the early years (3-8) They vary from state to state, and are not in line with most fonts used in the text they read. Education Department Mandated Styles shown below. I have made a few notes, regarding Prep students, when a state handwriting is mandated. Difficult to transition to cursive, even though letters are more rounded than QLD style. However the children will link these more easily with the writing they see in books, and will recognise the speech sound to sound pic (phoneme) links easily. Mixture of pre-cursive and cursive. Only d, v and w have exits, however this will actually make letter formation for v and w difficult for many who will struggle with reading and spelling, as not only difficult to form for little hands, but dont look like the majority of vs and ws the children see in books. Letters are also more difficult to form, as not rounded. </li> <li> 2. Speech Sound Pics (SSP) Approach to the Teaching of Reading, Writing and Spelling. Wiring Brains Education. Copyright 2014 www.MySpeedySSP.com These are easier for the children to link with the phonemes they see in books, and easier to form as rounded. Only the d has an exit, however the v and w will be easier to form than for QLD students. If I had to choose one, this is the one I would choose. However I would recommend Sassoon Infant over all shown here. The new Australian Curriculum has been set in place so that schools can now remove mandatated handwriting styles, in order to integrate this vital skills into real writing activities. Although pre-cursive, many children will struggle to form all of these letters correctly, and will become confused as to why they are so different to the print they see in books (b, p, z) Recommended formation in Prep teachers using SSP. (Sassoon Infant) Within SSP letter formation relates to the speech sound to sound pic (phoneme) links, and is a multisensory/ kinaesthetic approach to forming the letters, with a focus on direction, and a clear link to the main speech sound they will link with this letter when first learning phonics . SSP promotes the style now used across the UK where children are prepared early for cursive writing, or a mixture of pre-cursive and cursive that enables them to flow quickly and easily across </li> <li> 3. Speech Sound Pics (SSP) Approach to the Teaching of Reading, Writing and Spelling. Wiring Brains Education. Copyright 2014 www.MySpeedySSP.com the page, putting down their thoughts on paper, in a uniform and tidy way. The font Sassoon Infant is used within all SSP materials, with RWI phrases used to reinforce the phonics links. Read about Ruth Miskin and RWI here http://www.ruthmiskinliteracy.com and listen to her guide a teacher in order to deliver best practice. http://www.ruthmiskintraining.com/teacher- support/80/index.html The RWI letter formation phrases are used to reinforce the direction of the pencil, and as a prompt for speech sound links. When choosing the sound pics (last stage) they do not have to stop and ask for help, if they cant remember how to draw the sound pic that sits on that line. The strip is there, to promote independence and to give the brain instant access to the information needed. They are used within all SSP Green and Purple Level activities, and are sent home as strips in reading folders for home use. Every table has a strip, so that children can instantly refer to the prompts, when spelling Green and Purple Level words. </li> <li> 4. Speech Sound Pics (SSP) Approach to the Teaching of Reading, Writing and Spelling. Wiring Brains Education. Copyright 2014 www.MySpeedySSP.com Letter formation is not taught separately, it is integrated into the SSP program, so that there is no need to have separate lessons eg for handwriting, phonics, spelling, writing, reading, comprehension, grammar and punctuation, oral language and critical thinking. </li> <li> 5. Speech Sound Pics (SSP) Approach to the Teaching of Reading, Writing and Spelling. Wiring Brains Education. Copyright 2014 www.MySpeedySSP.com Please see lesson plan template, for Prep classes, after the initial introduction to the Speech Sound Pics Approach, at end of this document. Guidance from LD (Learning Difficulties) Online, Adapted for SSP Schools. Instruction in handwriting Relatively modest investments of instructional time devoted to handwriting perhaps the equivalent of ten or fifteen minutes daily may pay off in preventing later writing problems, including difficulties with higher-level composition skills. The early years of schooling are especially critical for handwriting instruction; once children have formed counterproductive habits in handwriting, such as poor pencil hold or inefficient letter formation, those habits can be difficult to change. Even for young children, however, handwriting instruction should occur in the context of a broader program of written expression in which children learn many other writing skills and develop motivation to write. Of course, children also should have access to word-processing programs and assistive technology, with appropriate accommodations as needed for individual students. Here are a few specific suggestions for teaching handwriting: Teach children consistent formation of letters using a continuous stroke if possible. Children should learn a highly consistent way to form a given letter every time they write it. Although some letters, such as f and t, require lifting the pencil from the paper to make a second stroke, teach letter formation using a continuous stroke (without lifting the pencil from the paper) when possible. Printing letters should therefore be avoided ie a b c d e f g h I j k l m n o p q r s t u v w x y z For example, teach children to write the letter b by starting at the top with a vertical stroke, then making the loop to the right without lifting the pencil, rather than having children form the vertical line and the loop in separate strokes. </li> <li> 6. Speech Sound Pics (SSP) Approach to the Teaching of Reading, Writing and Spelling. Wiring Brains Education. Copyright 2014 www.MySpeedySSP.com Focus initially on learning the motor pattern rather than perfect legibility or size. When children are learning to form a new letter, it is helpful to begin with large movements such as forming the letter in the air; have children use a sweeping movement with the entire arm, not just the hand. This initial practice should emphasize learning the motor pattern with correct formation of the letter (e.g., as discussed for the letter b above) rather than writing the letter on paper with perfect legibility or size. This is included in the morning video. Children do this with pencils in heir hands, after checking we have froggy legs ready for the Speech Sound Frog. </li> <li> 7. Speech Sound Pics (SSP) Approach to the Teaching of Reading, Writing and Spelling. Wiring Brains Education. Copyright 2014 www.MySpeedySSP.com Within SSP we focus on the sound pics being taught within the explicit phonics teaching, and so these are always accessible to the children while they complete their table top and floor activities, however all are shown every day. See morning video. Understand that separate reversible letters such as b and d can be confusing. This is why we use the RWI phrases and images. It is easier to remember the b and to form it when saying down the laces to the heel, and over the boot; - or just laces, boot and for them to see the dinosaur, and know to start on his back. The images are in front of them, until they are no longer needed. </li> <li> 8. Speech Sound Pics (SSP) Approach to the Teaching of Reading, Writing and Spelling. Wiring Brains Education. Copyright 2014 www.MySpeedySSP.com Use written arrow / pencil cues to help children remember how to form letters. Especially when the teacher is working with large groups of youngsters, monitoring each child while he or she is writing may be difficult. Written arrow cues for tracing dotted letters and copying letters are important so that children do not inadvertently practice incorrect letter formation repeatedly. For children at beginning stages of reading and spelling, integrate handwriting instruction with instruction in letter sounds. For instance, while children are practicing writing a given sound pic (letter) they can also be saying the sound the letter represents. This again reinforces the terminology ie draw a picture of the speech sound buh. Yes, it is called b (beee) but it is also a picture of a speech sound. Children start to develop visual imagery when asked to identify a speech sound, take a picture of it with their speech sound camera and then visualise it. They then write what they see, with their eyes still closed. Visual imagery is a vital skills, for reading comprehension. </li> <li> 9. Speech Sound Pics (SSP) Approach to the Teaching of Reading, Writing and Spelling. Wiring Brains Education. Copyright 2014 www.MySpeedySSP.com In teaching cursive, explicitly teach connections between letters as well as formation of single letters. Unlike print, cursive writing involves making connections between letters within a word. Aim for speed as well as legibility. Speed should not be emphasized until children can form letters legibly and from memory. The phrases really help with this, as well as the visual clues. Children must eventually develop enough speed to use writing efficiently in tasks such as note-taking or test-taking however. If they form bad habits, or form letters in ways that mean they need to keep removing the pencil from the paper (eg print) then they will not write as quickly as children writing in pre-cursive, or cursive, or a mixture. (Children will generally create their own blend of the two) Print should again be avoided for this reason. a b c d e f g h I j k l m n o p q r s t u v w x y z It also is useful to distinguish different standards for legibility depending on the purpose for writing; for example, in taking notes, "messy" handwriting is entirely acceptable as long as children can easily read their own writing. It is also important that children learn to type, however writing by hand should be the main method for writing in P-2 for a number of reasons based on brain activity, even knowing we live in a world of texting and typing. Emma Hartnell-Baker BEd Hons. MA Special Educational Needs The Reading Whisperer BRICKS Initiative ~ Bringing Research Into Classrooms 4 KidS </li> <li> 10. Speech Sound Pics (SSP) Approach ~ MySpeedySSP.com ~ Wiring Brains Education ~ Copyright 2014 SSP Prep Lesson Format for Week 4 and onwards. (Teachers have led up to this within Wks 1- 3, covering SSP Orange and Green) Program Developer: Emma Hartnell-Baker BEd Hons. MA (Special Educational Needs) former UK OFSTED (Office for Standards in Education) Inspector. With thanks to Sue Brown MEd (Broadbeach State School) for Guidance Regarding Information Display. Please refer to separate guidance regarding SSP Orange and Green Levels in pre-school. This is a new standalone program, to prepare students for Prep, and links with the Early Years Learning Framework, and Quality Standards. Time Lesson elements Notes 8.45am 9am Self selected reading Parents welcome. Children read from their SSP Box or home reader either individually or preferably with an adult. The children also change their home reader (using the coloured box) There is also a Pot Luck Bucket, with books of interest, chosen from library. 9am- 9.30am Roll and morning routine (weather etc) Power point Go through Speech Sound to Sound Pic Link video with phrases, drawing the sound pics in the air (holding pens/ pencils) after visualising ~ 4 minutes long ~ until no longer needed. http://youtu.be/JiSl7wIOXk0 There is a different PowerPoint each day. Each will focus on a specific skill each day. Day 1 speech sound to sound pic links- phrases These cards are used to help the child learn the speech sound linked with that sound pic, at that level, and this is why we use the phrase and image. The phrases do not need to change, even if at times (outside of SSP) you are promoting a specific handwriting style. Day 2 - sound pic recognition including level above current working level. Day 3- critical thinking / oral language/ higher order thinking Day 4 -helpful words / introduce new vocab (Strive) Day 5 hold a sentence say it, write it, read it, check it. Includes grammar and punctuation checks. 9.30am- 10am Table Top and Floor activities: Table 1: Phonemic awareness and encoding (use the visual prompt cards- they see it, say it, duck hands, lines, numbers, make their sound pic Children move to another table/ floor when they finish an activity. They should complete the 5 main activities every week. They may start on a new table each day, and then go to floor activities when finished. This may make organisation easier, as each child knows which table to go to each day (if table 3 yesterday, table 4 today) This also means that you can extend floor/ alternative activities to differentiate and enhance learning experiences still further, for each student. </li> <li> 11. Speech Sound Pics (SSP...</li></ul>