Presentation on theme: "INSET introduction The Penpals for Handwriting Teacher’s Books contain suggestions for running an INSET session You can use this PowerPoint presentation."— Presentation transcript:
1 INSET introductionThe Penpals for Handwriting Teacher’s Books contain suggestions for running an INSET sessionYou can use this PowerPoint presentation to lead the sessionPlease feel free to adapt the presentation to the needs of your teamPenpals questions can be answered by Cambridge-Hitachi. SeeVersion 1.0, 22 October 2010
3 Rationale Handwriting should be actively taught A flexible, fluent and legible handwriting style empowers children to write with confidence and creativityAssociating handwriting movement with visual letter patterns and aural phonemes will help children learn to spell
4 A practical approachTime: A focus on whole-class teaching, with key teaching points clearly identified, allows effective teaching in the time availablePlanning: Help with long-, medium- and short-term planningPractice: Practice Books for independent writingRevision: Opportunities for record-keeping, review and assessmentMotivation: Written with the support of handwriting experts to stimulate and motivate children.ICT: CD-ROMs enrich and extend children’s handwriting experiences.
5 Five developmental phases Readiness for handwriting; gross and fine motor skills leading to letter formation (Foundation / 3–5 years)Beginning to join (Key Stage 1 / 5–7 years)Securing the joins (Key Stage 1 and lower Key Stage 2 / 5–9 years)Practising speed and fluency (lower Key Stage 2 / 7–9 years)Presentation skills (upper Key Stage 2 / 10–11 years)
6 Why other schools use Penpals A fluent, legible styleProgression from 3-11yrs5 clear developmental stagesSensible links for applicationInteractive and multisensoryEasy to useDelivers results
7 Foundation 1 (ages 3-5) to Years 5/6 (ages 9-11) The componentsFoundation 1 (ages 3-5)toYears 5/6 (ages 9-11)
8 ComponentsTeacher’s Books for each year groupReception to Y5/6
9 Components Practice Books for Independent writing Handwriting patterns Phonic and spelling supportConsolidation of high frequency words
10 Components Big Books for whole-class or group teaching by a TA Write-on, wipe-off
11 Components CD-ROMs for whole-class teaching Posture advice Warm-up clips for gross and fine motor skillsSkywritingAnimated letters and joins
14 A progression of units for each letter and join
15 A note on Foundation 1Book and CD-ROM cover essential pre-skills to precede any handwriting schemeMark-making and Creativity‘Talkabouts’ for Circle TimePlay-based learningSupports children working within Phases 1 and 2 of Letters and SoundsPenpals Foundation 1 should continue to be used throughout the Foundation Stage as children will continue to benefit from the activities even after they have begun working with the Penpals Foundation 2 resources.
16 F1 Talk Abouts for speaking and listening skills
18 A note on Years 5 and 6 The components for Years 5/6 work differently: A crash course in the basics for everyone ahead of SATsA resource for focusing on specific issues in small groupsBook has presentation projects, assessment and practice sessionsCD-ROM split into Basic and Presentation
19 Y5/6 basic screens –common errors, and writing quickly and fluently
20 Y5/6 presentation screens – choosing an appropriate lettering style
22 Classroom organisation Arrange tables so that all children can see the interactive whiteboardEach child needs:dry-wipe board (preferably with guidelines) and a marker pen, orpencil and paperHandwriting is usually done on a horizontal or slightly sloped surface
23 Timing ‘Little and often’ is the most effective approach The whole-class session for each unit (including warm-up): 15 minutesThe independent session:15–20 minutes.Extra daily ‘practice times’ of 5–10 minutes are ideal. Use these to:practise the high-frequency wordsextend their pattern practicerevisit the letter pattern shown in the Practice Book
27 DifferentiationChildren working individually with a Teaching Assistant may benefit from additional practice on dry-wipe boards.Take away activities provide excellent opportunities for differentiation as detailed above.Cross-references to similar Take aways in earlier books can help you to select less challenging activities for those who need extra practice at a lower level.Higher-achieving children can be challenged by higher expectations of control and evenness of letters.
29 Formative assessmentOn-going assessment gives you the chance to spot any errors or inconsistencies that are likely to impede a fast, fluent hand in the future.Be especially aware of left-handers and their pencil holdThe Practice Book page annotations in the Teacher’s Book enable you to draw the children’s attention to key handwriting issues.
30 Summative assessmentBeginning of year: The upper primary books provide a starting-point assessment PCMEnd of year: Use text from the final unit in each book
33 Links to spellingLearning to associate the kinaesthetic handwriting movement with the visual letter pattern and the aural phonemes will help children with learning to spellA spelling/vocabulary link is identified at the start of each unitFoundation 1 links to phases 1 and 2 of Letters and SoundsPenpals units can be reorganised to support Jolly Phonics
34 Font The font used for Penpals is Sassoon Cambridge Joiner Intended as a model, but variety is natural!The Show Alphabet section on the CD-ROM has animations of all lettersAlso see the Teacher’s Book introduction for clarification on individual letters
39 Joins and break letters Use the Show joining letter sets section on the CD-ROM, or an OHT of the inside back cover of this book, to demonstrate the joining letter sets and the break letters.
40 The two basic join types Diagonal join (e.g. ): this is the most common join. It starts from the final flick on the baseline (or ‘curl’ in the case of the letter ).Letters that come before a diagonal join are:(and in which the flick begins below the baseline).
41 The two basic join types Horizontal join (e.g. ) : this join is formed from letters that finish at the top of the letter rather than at the baseline.Letters that come before a horizontal join are:
42 Progression in joining Y1/P2Only 2 or 3 letters in a word are joined.The words on the CD-ROM and in the Big Book and the Practice Book feature the focus join for the teaching unit.Y2/P3Children also practise familiar joins which are not the focus of a unit.Children are expected to begin to join all the letters in a short word, or to join letter patterns which can support spelling.
43 Progression in joining Y3/4P5/6All the basic joins will now be familiar.Children practise ‘tricky joins’ and begin to develop fluent, even handwriting.An emphasis on spacing between letters and words, consistency of letter size, and parallel ascenders and descenders helps children to present their work well.
44 Writing on lined paperChildren should be encouraged to write on lined paperAs children progress, the width between the lines should decreaseThe font size in the Practice Books is intended to reflect a development in handwritingA photocopiable sheet with lines of a suitable width is provided in the Teacher’s Books.Some children may prefer paper with guidelines for the height of ascenders and descenders.
45 Pencil holdThe most important thing is comfort and a hold that will be efficient under speedThe traditional pencil hold allows children to sustain handwriting for long periods, but there are many alternative pencil holds (particularly for left-handers)Some children may benefit from triangular pencils or ordinary pencils with plastic pencil grips.
46 Pencil holdUse the pencil hold videos in the Posture clips section on the CD-ROMs to illustrate good pencil hold.
47 Posture A good posture and pencil hold are vital for good handwriting. Discourage sitting on one foot, kneeling or wrapping their feet around the legs of the chair!The images in the Posture clips area on the CD-ROMs illustrate good posture.
48 Left-handed childrenThere is no reason why left-handed children’s handwriting should be any worse than that of right-handed childrenLeft-handed children should not sit to the right of right-handed children as their papers will meet in the middle!
49 Left-handed childrenLeft-handed children should be taught to position their paper to the left of centre and then angle the paper for comfortUse the left-handed pencil hold video and posture photograph in the Posture clips area on the CD-ROM to illustrate this.
50 Sloped surfacesChildren who experience some motor control difficulties often benefit from writing on a slight slopeRing-binders are the easiest and cheapest way to provide a slopeCommercial wooden or plastic writing slopes are also widely available
51 Angle of paperGuidelines in the Teacher’s Books illustrate good positions for right- or left-handed childrenYou may laminate these onto A3 to make table-top mats.Encourage the children to explore personal variation of the angles.