Implementation

Resource Guide
implementation

frequency

The goal is for teachers to directly teach handwriting formation in a whole group setting once a week and in small groups 10 minutes, 3 times a week. Most kindergarten students will be ready for instruction on straight-line letters by the beginning of the school year. See Differentiating Instruction in this guide for ideas on how to provide instruction for students not at the readiness level of most students in the class. Students may master the straight-line letters at a rate of one-two letters per week, but might need more time when progressing to the letters with curved lines. Proceed at a slower rate for letters with slanted lines, unless students are exhibiting readiness for these types of letters.

Ideas for Grouping

Whole Group Instruction

Teacher directly teaching handwriting to the whole class, perhaps using a document camera, whiteboard, chalkboard.

Small Group Rotations

Ideally, pre-writing/handwriting is taught in small groups, lead by an adult, and differentiated for students. During small group rotations, one rotation could be handwriting run by a teacher, para-educator, or parent volunteer directly instructing handwriting. Please refer to Suggested Activities for ideas that support multi-sensory strategies and letter formation.

Two Group Model

Half the class works with the teacher and half the class works independently; when possible, it is ideal for another adult to monitor correct letter formation. Please refer to Suggested Activities for ideas that support multi-sensory strategies and letter formation.

Pullout Groups

While students are working, pull small groups to work on differentiated skills. Please refer to Suggested Activities for ideas that support multi-sensory strategies and letter formation.

Ideas for Seating

Traditional

Some students work well sitting at a desk or table, with a regular chair that fits them appropriately, so that their feet are flat on the floor and arms are resting comfortably on the surface of the desk/table.

Alternative Desk/Tables

Some young children work best in a standing position. Raising the height of the desk or table can accommodate this. It might be most helpful to have options within the classroom of some tables raised and others kept at a height that fits the chairs.

Alternative Seating

Some young children work best with chairs that accommodate movement. Some strategies can be to use a sit-fit cushion and/or wobble chairs, which come in adjustable heights (ask the school Occupational Therapist for assistance with these accommodations).

The chair should fit them appropriately so that their feet are flat on the floor and arms are resting comfortably on the surface of the desk/table.

Practices Pages

School teams may choose to purchase handwriting packages (such as Zaner-Bloser) or source practice pages on their own. While “dotted” letter formation practice sheets are readily available, consider the use of highlighter to modify copied pages or gray marker to create your own grayscale prior to running copies. This allows students to trace the letter with a fluid motion and develop muscle memory for the formation, rather than connect dots together. Additionally, provide multiple exemplary models to trace on each line, with a gradual release as muscle control increases. It is important to stress quality over quantity and develop muscle memory for correct formation. By providing traceable exemplars that students can revisit several times on a line or page, you avoid students filling a page with incorrect formation and developing bad habits.

DIY Grayscale

• Line 1: traceable exemplar and starting point (dot) provided
• Line 2: traceable exemplar and configuration box provided
• Line 3: reduced traceable exemplar with increased independent practice (can eventually reduce use of exemplar or starting point as control increase)

Highlighter

• Lines 1-3: reduced traceable exemplar with increased independent practice.