Focus is on starting with a capital letter, using finger spaces, and ending with a full stop, with visual prompts to help. After modelling, students draw their picture and write the sentence in their books. The progress they have made this term has been amazing!
Take Darcy, for example. When he first started, he didn't quite grasp where to draw his picture, often taking up the whole page. He also struggled with the size and shape of his letters, finding it difficult to keep them between the lines.
However, after some repetitive guidance and handwriting practice, Darcy now completes his work with pride. His picture no longer covers the writing space, and his letters and words stay neatly between the lines.
Darcy's journey has been a combination of things. As you can see in the picture below, the contrast from his handwriting sample one month ago compared to now is significant.
Darcy now has clear finger spaces and fullstops. He can identify and count the words easily. The next step is for him to create and write his own sentence.
A full stop means your sentence is finished.
Adeline's journey has been a bit different. She came in with prior knowledge of the correct size and shape of letters and could form letters and dictated sentences with ease. She quickly moved on to the next challenge: writing her own sentences. Adeline got to work creating beautiful and detailed picture plans. From there, she would voice what she wanted to write about. Although she had lots of words and wild ideas, she started simple, sticking to 5-word sentences for now. Coming up with the sentence plan was tricky at times, although Adeline persevered and was able to verbally articulate a sentence that made sense.
When it came to writing, I observed quietly as Adeline counted the words on her fingers. She used the heart word resource to help with some words and was able to identify the ones she needed. The other words she sounded out, repeating them as she wrote and jotting down the sounds she heard. These sounds were transformed into words and it was awesome to see them coming to life. Initially, she was so focused on the sounds that she forgot finger spaces, and another time she remembered the finger spaces and not the full stop. However, with each writing attempt, she retained the information learned, gained new skills, and her writing improved each time. The next challenge is to write multiple sentences.
Handwriting helps me to form my letters correctly for my writing
My vision is to be an inspiring and empowering force in children’s lives so they are excited and motivated to learn.
Every child deserves a collaborative learning environment where students feel comfortable asking questions and exploring their ideas. Critical thinking and problem-solving are fundamental skills, and having the confidence to be expressive is a virtue that needs nurturing.
Growing up on a dairy farm in Lichfield and attending the local primary school, I experienced the value of a close-knit community. This inspired me to ensure my own children had the same privilege and all three of my children have attended Wairakei Primary and thrived. This inspiration for my own children weaves through into my aspirations for my students. When children feel a sense of belonging and have strong, supportive connections with both their peers and teachers, they are best positioned to excel in their learning.
Outside of the classroom, my family and I live on a large drystock farm. I enjoy reading, tending to my greenhouse, and going camping with my family. These interests inform my teaching, especially my passion for literacy and encouraging students to explore and engage with the world around them.
Comments
No one has commented on this post yet.