Handwriting
Handwriting Strategies,
Strategies, Tips,
Tips, and
and Tools
Tools
February
February 2008
2008
Dear Friends,
We want you to have the best year yet, so we have many wonderful new resources in store for you.
First, we revamped the Handwriting Without Tears® website to bring you more functionality and access
to resources for teaching handwriting. You’ll find plenty of useful tools—right at your fingertips.
We also developed new teachers’ guides and workbooks to make handwriting easier than ever before.
The new editions are a culmination of previous successes and new ideas from our collaborations with
educators.
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New enhanced teacher’s guide for each grade level
More activities incorporating language arts lessons
New multisensory lessons
Tips for succeeding on all styles of paper
Strategies for integrating with other language arts programs
More review and practice pages
Incremental teacher’s guide
I hope you’ll share my excitement about these new resources. The entire Handwriting Without Tears®
team and I wish you all the best in the year ahead!
Handwriting Without Tears® 8001 MacArthur Blvd. Cabin John, MD 20818 • Tel: 301–263–2700 • www.hwtears.com
© Handwriting Without Tears Inc., 2008 Reprinted with permission of Handwriting Without Tears, Inc.
Handwriting
Handwriting Strategies,
Strategies, Tips,
Tips, and
and Tools
Tools
February
February 2008
2008
Letter Lady Launces Letter Factory
Yolanda Etheridge, COTA, may not be a rock star,
but she knows how to captivate an audience—
with handwriting. Students call her the Letter Lady
and eagerly anticipate her arrival on handwriting
lesson days.
Etheridge’s fun and creative use of the
Handwriting Without Tears curriculum is such a
hit that she now has a list of teachers waiting their
turn in the schedule rotation.
She became the acclaimed Letter Lady with the
launch in September 2007 of the Letter Factory, a
pilot program at Oakland Primary School, South
Carolina. Oakland Primary is a pre-k through
grade 1 school.
“Pre-k is where I can catch and correct bad habits, including reversals, and help children develop topto-bottom writing and strength,” Etheridge explained. “Also, pre-k intervention reduces the need for
remediation in the classroom.”
She stressed that most preschoolers are not ready to write. Therefore, they get only 10 minutes of
practice per session. “I focus more on coloring and strength building.”
The Letter Factory
The Letter Factory is set up as a regular classroom that students visit. There, Etheridge implements the
HWT teaching strategies to integrate handwriting with other lessons. The preschool and kindergarten
classes each get one 25-minute session per week. The first grade students get a 25-minute session once
a month. Typically, Yolanda conducts eight to nine sessions a day.
Each Letter Factory session includes three stations of activities:
1. Weight bearing exercises
2. Fine motor activities
3. Letter building
The sessions combine body awareness, bilateral coordination, directionality, and visual perception
skills. In addition, they emphasize developmental order and daily habits for writing:
Handwriting Without Tears® 8001 MacArthur Blvd. Cabin John, MD 20818 • Tel: 301–263–2700 • www.hwtears.com
© Handwriting Without Tears Inc., 2008 Reprinted with permission of Handwriting Without Tears, Inc.
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Signing-in by the first letter of their first names
Shaking hands to practice greeting and right-hand discrimination
Making a bridge
Doing some weight bearing or hand skill exercises
Working on vertical surfaces
The pre-k students get more play-based pre-writing work. They build letters using Roll-A-Dough and
Wood Pieces, use the music CDs, and build Mat Man.
The Letter Factory sessions complement the
school’s existing curricula. Etheridge works
closely with the school’s teachers to ensure they
know what their students are learning in her
workshops. “Each week I do a write up and
put it in all the teachers’ boxes so they know
what I’ve been working on with their classes,”
she explained.
She also tracks students’ progress
(documenting, taking pictures) for the teachers
who are interested in strategies for integrating
handwriting with other classroom subjects.
Two days a week, Etheridge also uses HWT
teaching methods in the Oakland Primary
Kiddie Gym, a motor lab run by Registered
Physical Therapy Assistant Ulanday Vaughn.
The goal here is to incorporate physical/
motor activities, academics, and handwriting.
Children will go through rounds where they
jump through hoops, find a letter or number
in the middle, and call it out as part of the
obstacle course sequence. For example, if P is
the letter of the week in the Letter Factory, then
students will build the same letter in the Kiddie
Gym for follow up and reinforcement of earlier
lessons.
“The Letter Factory and motor lab are
important to students and teachers alike
because good handwriting filters into other
academics and is incorporated into the main
curriculum,” Etheridge said. “Handwriting is
the foundation on which language arts classes
and even math are built.”
Handwriting Without Tears® 8001 MacArthur Blvd. Cabin John, MD 20818 • Tel: 301–263–2700 • www.hwtears.com
© Handwriting Without Tears Inc., 2008 Reprinted with permission of Handwriting Without Tears, Inc.
Handwriting
Handwriting Strategies,
Strategies, Tips,
Tips, and
and Tools
Tools
February
February 2008
2008
Hands-On Learning Spells Handwriting Success
Handwriting is a fundamental component of language
arts. Yet in today’s classroom, there often is little time
for handwriting instruction. A memorable, hands-on
approach can make a real difference in how students
learn given limited time.
All children gather information through their senses, so
multisensory learning is a natural, easy way to teach.
Young children investigate their environment through
their senses, grasping objects, putting things in their
mouths, listening, staring, imitating, and touching
unfamiliar objects. As they get older, they still rely on
all their senses to process new information. Yet most
academic curricula typically focus on teaching using
only two senses: vision and hearing. Thus, we lose
the opportunity to truly engage and teach students
effectively.
Make the most of handwriting time by incorporating
tactile, auditory, visual, and kinesthetic strategies. This
approach is ideal for all children, including those with
special needs, and appeals to all learning styles.
Here are some strategies for creating dynamic
classrooms and taking advantage of students’ natural
inclinations:
Visual
• Use large step-by-step visual directions to teach letter formation.
• Demonstrate at the board or easel using large arm movements and props so students can see
easily and follow along.
• Use large, clear illustrations that promote left-to-right directionality.
Tactile
• Use Wet–Dry–Try activities on a slate or blackboard for repetition and fun without boredom.
• Provide opportunities for finger tracing and coloring.
• Encourage building activities that teach letter formation and promote motor skill development.
Handwriting Without Tears® 8001 MacArthur Blvd. Cabin John, MD 20818 • Tel: 301–263–2700 • www.hwtears.com
© Handwriting Without Tears Inc., 2008 Reprinted with permission of Handwriting Without Tears, Inc.
Auditory
• Use consistent, child-friendly language for memorable lessons.
• Incorporate music and different voices to engage students and teach various language arts
skills including rhyme, letters and numbers, words, sentences, and more.
• Play Mystery Letter games with your class to delay auditory letter cues and break bad habits.
Kinesthetic
• Incorporate music and movement to teach letter formation, social skills, and body awareness;
and to help children develop motor skills and coordination.
Use multisensory instruction with any letter, word, or sentence lesson and watch your classroom come
alive. The hands-on approach is also great for learning cursive connections, size, and placement.
It’s easy to give fun, memorable handwriting lessons in just minutes per session. It’s okay to sing, be
silly, and create your own activities. The important thing is to captivate your students and encourage
them to participate. You will be delighted with how quickly and easily they learn.
Handwriting Without Tears® 8001 MacArthur Blvd. Cabin John, MD 20818 • Tel: 301–263–2700 • www.hwtears.com
© Handwriting Without Tears Inc., 2008 Reprinted with permission of Handwriting Without Tears, Inc.
Handwriting
Handwriting Strategies,
Strategies, Tips,
Tips, and
and Tools
Tools
February
February 2008
2008
Level 1 Resources for Certified Professionals
Congratulations! You are Level 1 Certified. Now what?
With your Level 1 certification, you have a world of opportunity available to you to grow your
business and develop professionally. One of the key benefits of certification is access to exclusive
tools and resources that save you time and effort so you can help more children succeed with
handwriting.
Be sure to visit the Level 1 site frequently to take advantage of new links, downloads, and other
resources you can use in your practice every day:
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Marketing tips and strategies
The Print Tool™ evaluation
Professional profile listing so people can contact you about services
Handwriting Assessment Scores tracking form
HWT Activities for Home checklist
Links about handwriting and starting your own business
Downloads for tutoring
Visit the Level 1 Certification site: www.hwtcertification.com.
Handwriting Without Tears® 8001 MacArthur Blvd. Cabin John, MD 20818 • Tel: 301–263–2700 • www.hwtears.com
© Handwriting Without Tears Inc., 2008 Reprinted with permission of Handwriting Without Tears, Inc.
Handwriting
Handwriting Strategies,
Strategies, Tips,
Tips, and
and Tools
Tools
February
February 2008
2008
Ask Jan
Why do you teach a vertical style of cursive? Doesn’t that interfere with a child’s
development of individual handwriting style?
We teach a vertical style of cursive because it is easy to write and familiar to children from printing. It
is easier to write and easier to read. If a child has mastered cursive formations and connections and is
developing a slanted style, that’s OK as long as the writing is neat and legible.
How do I transition children from double lines to triple lines?
Children who receive good instruction placing letters correctly on double lines can transition to all styles
of paper. Did you know that the average classroom has 5-10 styles of paper (no lines, single lines,
double lines, triple lines, four lines, solid and dotted versions, colored lines, dashes, etc)? We need to
teach children how to write on all styles of paper.
You are the child’s best model. Say, “We use double line paper most of the time when we write. But
you will also have to write on other types of paper. I will show you how to place letters on other paper
so that you can make your letters look nice.” Every time you encounter a page or worksheet that gives
children something other than double lines, make sure you take
time to demonstrate letter placement on that styles of paper.
Being able to transition to all forms of paper will help children
apply their good handwriting habits consistently.
Do you have a handwriting question for Jan Olsen, renowned
OTR? Each quarter, Jan selects and answers the best question. If
we select your question, you will receive a free Magic C Bunny.
Handwriting Without Tears® 8001 MacArthur Blvd. Cabin John, MD 20818 • Tel: 301–263–2700 • www.hwtears.com
© Handwriting Without Tears Inc., 2008 Reprinted with permission of Handwriting Without Tears, Inc.
Handwriting
Handwriting Strategies,
Strategies, Tips,
Tips, and
and Tools
Tools
February
February 2008
2008
The Write Stuff
Use these downloads in your classroom for a multisensory approach to handwriting. Kids love these
memorable exercises, which encourage playful learning:
Multisensory Lessons
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Wet-Dry-Try using Slate
Print activity for Blackboard with Double Lines
Cursive activity for Blackboard with Double Lines
Door Tracing
Imaginary Writing
Hand Activity
Voices
Classroom Extras
Handwriting Without Tears® 8001 MacArthur Blvd. Cabin John, MD 20818 • Tel: 301–263–2700 • www.hwtears.com
© Handwriting Without Tears Inc., 2008 Reprinted with permission of Handwriting Without Tears, Inc.
WET–DRY–TRY
Using the Wet–Dry–Try method, your students will learn to form capital letters correctly without reversals. This
activity appeals to all learning styles and is a fun way to practice letters.
HWT Slate Chalkboard
Preparation
1. Prepare Slate Chalkboard with the letter you will be teaching.
2. Place Little Chalk Bits and Little Sponge Cubes around the room so children can reach them easily.
Directions
Teacher’s Part
Demonstrate correct letter formation.
Student’s Part
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WET
Wet Little Sponge Cube.
Squeeze it out.
Trace the letter with the sponge.
Wet your finger and trace
again.
DRY
TRY
• Crumple a little paper towel.
• Dry the letter a few times.
• Gently blow for final drying.
• Take a little chalk bit.
• Use it to write the letter.
Tips
• Use consistent words to describe the strokes. Match your verbal cues to the directions on the letter lesson
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pages of the workbook.
Use Little Sponge Cubes and Little Chalk Bits to help children develop proper pencil grip.
Squeeze the sponge well or the letter will be too wet.
This works best one-on-one or in centers with five or fewer students.
To use this activity with the whole class, pre-mark students’ slates with the capital
letter (so they have a correct model to wet), and then demonstrate once for everyone.
Excerpted from Kindergarten Teacher’s Guide
© 2008 Handwriting Without Tears®
WET–DRY–TRY
We place a lot of emphasis on placing letters correctly because it
is essential for neat and fast printing. We teach on double lines
because it is the easiest way to impart a sense for how letters
should be placed. These Wet-Dry-Try activities on double lines are
a great way to teach letter size and place. The image to the right
illustrates how we discuss letter size and placement. For additional
information, see pages 30 and 48. Wet-Dry-Try activities appeal to
all learning styles and is a fun way to practice letters.
a d g
tall
top space
small
middle space
mid line
base line
bottom space
descending
Blackboard with Double Lines
Preparation
1. Prepare Blackboards with the letter you will be teaching.
2. Place Little Chalk Bits and Little Sponge Cubes around the room so children can reach them easily.
Directions
Teacher’s Part
Demonstrate correct letter formation.
Student’s Part
WET
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Wet a Little Sponge Cube.
Squeeze it out.
Trace the letter with the sponge.
Wet your finger and trace again.
DRY
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•
•
Crumple a little paper towel.
Dry the letter a few times.
Gently blow for final drying.
TRY
•
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Take a Little Chalk Bit.
Use it to write the letter.
Tips
• Use consistent words to describe the strokes. Match your verbal cues to the directions
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on the letter lesson pages of the workbook.
Use Little Sponge Cubes and Chalk Bits, which help children develop proper pencil grip.
Squeeze the sponge well or the letter will be too wet.
This works best one-on-one or in centers with five or fewer students.
To use this activity with the whole class, pre-mark students’ chalkboards with the
lowercase letter (so they have a correct model to wet), and then demonstrate once for
everyone.
To help children learn capital letter orientation and formation, use the Slate.
Excerpted from 1st Grade Printing Teacher’s Guide
© 2008 Handwriting Without Tears®
Other Blackboard Activities
In addition to doing the Wet–Dry–Try activity with a single lowercase letter, you can help children with bumping
the lines, placing letters in words, placing capitals on lines, writing names, and more. Below are some easy, fun
exercises to get you started.
Bump the Lines
Help children bump the lines with this simple dot and line exercise.
1. Use a piece of chalk to draw 4 to 5 dots with lines across the board.
2. Do the activity just as you would do Wet–Dry–Try with a letter.
3. Have children trace over the lines.
4. Say “bump” when you hit the bottom line.
Try diagonal lines and Magic C strokes too.
Names and Capitalized Words
Demonstrate/Imitate: Title Case (Two Boards)
1. Demonstrate the child’s name on one board, as the child imitates
on the other.
This activity helps children learn to write their names on double lines before
transitioning to paper. Practice writing capital letters and their lowercase
partners on the blackboard when you teach the lowercase letter page.
Word Skills
You can help children learn proper word spacing and letter placement.
1. Point children to the top, middle, and bottom spaces on the board.
2. You can help with word placement by preparing the board with
words specific to each space. For example, the word cows
teaches the middle space. The word tall teaches the top space.
The word jog teaches the bottom space.
3. You can challenge your students by thinking of words with
letters that occupy all three spaces. The word dog is an example.
Excerpted from 1st Grade Printing Teacher’s Guide
© 2008 Handwriting Without Tears®
WET–DRY–TRY
We emphasize placing letters correctly because it is essential for
neat and fast cursive. We teach on double lines because it is the
easiest way to impart a sense for how letters should be placed.
These Wet-Dry-Try activities on double lines are a great way to
teach letter size and place. The image to the right gives you the
basics of how we discuss letter size and placement. For additional
information, please see page 48 of this guide. Wet-Dry-Try activities
appeal to all learning styles and are a fun way to practice letters.
a dg
tall
top space
small
middle space
bottom space
mid line
base line
descending
Blackboard with Double Lines
Preparation
1. Prepare Blackboards with the letter you will be teaching.
2. Place Little Chalk Bits and Little Sponge Cubes around the room so children can reach them easily.
Directions
Teacher’s Part
Demonstrate correct letter formation.
Student’s Part
WET
•
•
•
•
Wet a Little Sponge Cube.
Squeeze it out.
Trace the letter with the sponge.
Wet your finger and trace again.
DRY
•
•
•
Crumple a little paper towel.
Dry the letter a few times.
Gently blow for final drying.
TRY
•
•
Take a Little Chalk Bit.
Use it to write the letter.
Tips
• Use consistent words to describe the strokes. Match your verbal cues to the directions on the letter lesson
pages of the workbook.
• Use Little Sponge Cubes and Little Chalk Bits to help children develop proper pencil grip.
• Squeeze the sponge well or the letter will be too wet.
• When using this activity with the whole class, pre-mark students’ chalkboards with the lowercase letter (so
they have a correct model to wet), and then demonstrate once for everyone.
Excerpted from 3rd Grade Cursive Teacher’s Guide
© 2008 Handwriting Without Tears®
Other Blackboard Activities
In addition to doing the Wet–Dry–Try activity with a single lowercase letter, you can help children with bumping
the lines, placing letters in words, placing capitals on lines, writing names, and more. Below are some easy, fun
exercises to get started.
Under Over
Help children stay in the lines with this simple exercise.
1. Do the activity just as you would do Wet–Dry–Try with a letter.
2. Draw an under-to-over curve on the board that starts at the baseline,
goes up and travels on the mid line.
Try straight diagonal lines (for the start of cursive s) and Magic C strokes on
the double lines, too.
Names and Capitalized Words
Demonstrate/Imitate: Title Case (Two Boards)
1. Demonstrate the child’s name on one board, as the child imitates
on the other.
This activity helps children learn to write their names on double lines before
transitioning to paper. Practice writing capital letters and their lowercase
partners on the blackboard when you teach the lowercase letter page.
Word Skills
You can help children learn proper letter spacing and letter placement.
1. Point children to the top, middle, and bottom spaces on the board.
2. You can help with word placement by preparing the board with
words specific to each space. For example, the word cows teaches
the middle space. The word tall teaches the top space. The word
jog teaches the bottom space.
3. Challenge your students by thinking of words with
letters that occupy all three spaces. The word dog is an example.
Excerpted from 3rd Grade Cursive Teacher’s Guide
© 2008 Handwriting Without Tears®
DOOR TRACING
Take advantage of the
by placing it on the door to help children write capitals and numbers.
The
prevents reversals and promotes the top-to-bottom habit.
Expanding Smiley Face Secrets
Preparation
1. Copy, color, cut, and laminate the Smiley Face on the following page.
2. Place it in the top left corner of your classroom door.
Directions
1. While teaching, use your door frame to model letter or number formation for your students.
2. Have children air trace capital letters and numbers on the door.
Skills Developed
This activity gives children extra practice with the orientation, formation, and starting position. Air tracing uses
large arm movements for visual and kinesthetic learning.
Tips
Children can trace a letter or number before lunch, recess, or before leaving at the end of the day.
• Consider having a daily or weekly leader who gets to model for the others.
• Use your door to teach parents about HWT Smiley Face secrets.
• Have students partner and play Mystery Letter games with Frog Jump and Magic C capitals.
• Play Boss of the Door. The boss gets to decide which letter or number to trace on the door. A good boss
traces well enough so that others can guess the letter.
Excerpted from 1st Grade Printing Teacher’s Guide
© 2008 Handwriting Without Tears®
Color, Cut,
Laminate,
Place
Excerpted from 1st Grade Printing Teacher’s Guide
© 2008 Handwriting Without Tears®
IMAGINARY WRITING
Imaginary writing is a kinesthetic strategy with visual and auditory components. The picking up and holding of
pencils adds a tactile component. This strategy allows you to watch the entire class and ensure that all students
are making letters correctly.
Air Writing
Preparation
Learn Air Writing, Track 3, from the Rock, Rap, Tap & Learn CD.
Directions
1. Sing to prepare the class for participation.
2. Review a letter or number. Trace it in the air in front of your class.
3. Have students hold a pencil correctly in the air. Everyone checks pencil grips.
4. Retrace the letter or number again with your students.
Tip
If you are facing your students, make the letter backward in relation to you so
that the letter will be correct from your students’ perspective.
My Teacher Writes
Preparation
Gather chalk or markers for a large board or easel. Use My Teacher Writes, Track 21,
from the Rock, Rap, Tap & Learn CD.
Directions
1. Children sing as you stand in front of the class:
My teacher writes a letter (number) for me
What’s this letter (number) let’s look and see
2. Review a letter or number and trace it in the air or on the board.
3. Have students hold a pencil correctly in the air. Everyone checks
pencil grips.
4. Retrace the letter or number again with your students.
Tip
If you are facing your students and doing Air Writing, make the letter
backward in relation to you so the letter will be correct from your
students’ perspective.
Excerpted from 1st Grade Printing Teacher’s Guide
© 2008 Handwriting Without Tears®
Follow the Ball
Preparation
Find a brightly colored cup or ball.
Directions
1. Have students hold a pencil correctly in the air. Everyone checks pencil grips.
2. Face the class and hold up a cup or ball.
3. Have students point their pencils at the cup or ball.
4. Write the letter in the air slowly, giving the directions.
5. Have students follow along with their pencils, saying the directions with you.
Tips
• If you are facing your students, make the letter backward in relation to you so
that the letter will be correct from your students’ perspective.
• Hold the cup or ball in your right hand, out to your right side at eye level.
Stand still.
• Say the steps and letters, perhaps: “Magic c, up like a helicopter, bump
back down, bump. This is lowercase a.”
Laser Letters
Preparation
Gather a laser pointer and chalk or markers for a large board or easel.
Directions
1. Write a large letter on a board or easel, giving step-by-step directions.
2. Have students hold a pencil correctly in the air. Everyone checks pencil grips.
3. Move to the back of room, and point the laser to the start of the letter.
4. Have students point their pencils to the laser dot at the start of the letter.
5. Use the laser to trace the letter slowly, giving step-by-step directions.
6. Have students follow with their pencils, saying the directions along with you.
Note: You may decide to allow students to use the laser with your supervision.
Tips
Laser letters are ideal for teaching tricky letters because they enable children to see the
following:
• You writing the large letter first
• The laser pointing to the start of the completed letter
• The laser moving along the completed letter
Excerpted from 1st Grade Printing Teacher’s Guide
© 2008 Handwriting Without Tears®
LETTER SIZES AND PLACES: THE HAND ACTIVITY
Teaching children the correct
size and placement of letters
is one of the most important
things you can do to help
make their printing neat
and fast. The simple hand
activity below is fun,
gets the students’ attention,
Capital
small
Capital
tall
Capital
descending
and is a great way to help
children learn the concepts of letter sizes and places. Students will develop a sense for how letters fit relative to
one another, enabling them to write letters the correct size and put them in the correct vertical place.
A
a
B
G
b
g
Capital letters – Left hand
• Make a flat hand for all capitals.
Capital
ABCDEFGHIJKLMNOPQRSTUVWXYZ
Lowercase letters – Right hand
• Make a fisted hand for small letters.
• Point the index finger up for tall letters.
• Point the thumb down for descending letters.
Small
aceimnorsuvwxz
Descending
Tall
gjypq
bdfhklt
Directions
1. Demonstrate capitals by holding up your flat hand.
2. Demonstrate lowercase by holding up your hand for a small, tall, or descending letter.
3. Call out a letter, write it on the board, and show the hand position.
Note: Don’t use this activity for children learning sign language because it may create confusion.
Directions for Hand Positions for Letters on the Board
1. Write the first lowercase letter.
2. Ask students if the first letter is small, tall, or descending.
3. Students make the right hand show the answer: small, tall, or descending. Do each letter in the word.
Alternately, write the complete word and have the class do hand positions as you say each letter.
small
a
d
tall
g
g
o
a
t
descending
Excerpted from 1st Grade Printing Teacher’s Guide
© 2008 Handwriting Without Tears®
VOICES
Even with the child friendly language in the HWT program, the steps for forming letters can get a little boring.
Repeating step-by-step directions using different voices makes it fun and really helps solidify the steps in
students’ minds.
Preparation
1. Pre-mark the double lines on the chalkboard.
2. Begin at the far left of the board.
3. Have students open their workbooks to find the step-by-step
directions for forming the letter you have chosen.
High
LOUD!
Soft
Low
Squeaky
Directions
bump
Magic c
up like a
back down
bump
1. Demonstrate the letter formation step-by-step.
2. Say the words that are in the workbook, and ask children to say the words with you.
3. Repeat the activity using the following voices:
• high
• low
• loud
• soft
• slow
• fast
Tips
• Allow your students to pick the voice for the class to use. Make it even more fun by
trying voices that are spooky, shaky, robotic, etc.
• Teach with voices using the Magic C Bunny by having the bunny whisper in your
ear the voice the children should use.
Excerpted from 1st Grade Printing Teacher’s Guide
© 2008 Handwriting Without Tears®
Why Children (and Teachers) Succeed with HWT
HWT CURSIVE LETTER STYLE
HWT uses a simple, continuous, vertical stroke cursive that is easy to learn. The HWT cursive letter style is also
familiar because it looks similar to the printed letters children learned in HWT printing. HWT’s continuous stroke
print style prevents reversals and prepares children for a smooth transition to cursive.
Advantages of the HWT Style
Less is more
Teaching letters with flamboyant start-up and ending strokes complicates letters and makes connecting the letters
more difficult. Twenty-two letters in cursive end on the bottom line and four ( o w b v ) end on the top line.
Teaching children an exaggerated bottom line start-up stroke makes it difficult for them to form connections with
the four letters that do not end on the bottom line. Take a look at this style comparison and you will see why
children like learning HWT cursive so much—it is easier to read and write.
Old-Fashioned Cursive
Handwriting Without Tears®
c a d g
h t p
elfi uyj
k r s
b owv
m n x z q
Only loopty loo when it helps you
The exaggerated beginnings and endings of letters have been removed. The curlicues, fancy loops and
humps, and difficult strokes are gone. This clean and sensible style is easier for children to learn and stays
neat with speed.
For example:
If you put a loop on h and k, the law of motion takes over. As the pencil curves down, it wants to keep going
away. Cursive h and k often end up looking like l with a hump.
The HWT h and k have no loops. They are neat, easy to write, and hold together as speed increases.
h
The HWT
k
e l and b have loops because the motion away from the letter is desired.
Excerpted from 3rd Grade Cursive Teacher’s Guide
© 2008 Handwriting Without Tears®
HANDWRITING ADVICE
Fluency and Personalization
Once children learn letter formation and connections, they will gain speed. With speed comes fluency; with
fluency personalization. Our handwriting style is unique to each of us. As we develop our own style, we also
develop consistent patterns. Eventually it’s inevitable: we will develop our own unique style.
Take a look! This child learned the HWT style of cursive!
You will know that your students are gaining fluency and personalization when you start to see:
1. Speed
2. Natural flare (loops and curlicues)
3. Possible slant
4. A mixture of print with cursive
Mixing print with cursive is normal. If student starts to mix their print with cursive, allow this. This style of writing
is very functional and often is the way most adults write. Don’t let the cart get before the horse though. If a child
begins to personalize too soon, hold the child accountable for neatness and completeness.
Ease Their Minds…
Some may worry that the HWT vertical style is too
simple. Our clean style actually leads children to even
greater fluency and personalization—quickly! When
you teach the most important parts of the skill (formation
and connection), the other pieces (beauty and speed)
come naturally. For those who fear that our cursive style
is a bit too simple, remind them of what happened to
the duck in the story “The Ugly Duckling?”—that’s our
point! HWT cursive develops into a beautiful swan that
can fly fast.
Excerpted from 3rd Grade Cursive Teacher’s Guide
© 2008 Handwriting Without Tears®
Double Lines and Other Lines
With so many lines and so many styles, children need paper that will prepare them for it all. HWT Double Lines
teach children to place letters correctly and naturally. With just two lines, children understand quickly how to
place letters. Small letters fit in the middle space. Tall letters go into the top space. Descending letters go into the
bottom space. Later students can apply that philosophy to other styles of paper they’ll get in school. We also give
them practice with other lines along the way.
a d g
Take a look at space.
tall
top space
small
middle space
mid line
base line
bottom space
descending
Line Generalization: Success on All Paper Styles
Throughout My Printing Book, we provide activities for children to experience different types of lined paper.
Practice using simple double lines makes it easy for students to succeed on any style of paper.
LINES
LINES
Copy sentence on double lines.
Copy words on double lines.
cow
Copy words on triple lines.
cow
Copy words on a single line.
cow
46
Handwriting Without Tears® My Printing Book
duck
jay
t ug
duck
ay
tu
duck
jay
t ug
See –
Teacher’s Guide pages 49 and 80.
Ava
Copy sentence on triple lines.
Zoe y
© 2008 Jan Z. Olsen
Copy sentence on a single line.
Josie
© 2008 Jan Z. Olsen
saw
two
cats .
saw
two
oats .
saw
two
dogs .
See –
Teacher’s Guide pages 49 and 81.
Handwriting Without Tears® My Printing Book
47
Line Generalization Success!
This child’s sample shows line transition skills from HWT double lines to a journal entry with triple lines.
Excerpted from 1st Grade Printing Teacher’s Guide
© 2008 Handwriting Without Tears®
Fair Practice
In the workbooks, we never ask the child to copy or use a letter that has not yet been taught. The words and
sentences use only the letters that the children already know. Using unfamiliar letters for instructional practice is
unfair and causes children to develop bad habits.
Double Lines and Other Lines
With so many lines and so many styles, children need paper that will prepare them for it all. HWT Double Lines
teach children to place letters correctly and naturally. With just two lines, children understand quickly how to
place letters. Small letters fit in the middle space. Tall letters go into the top space. Descending letters go into the
bottom space. Later students can apply that philosophy to other styles of paper they’ll get in school. We also give
them practice with other lines along the way.
Take a look at space.
a dg
tall
top space
small
middle space
bottom space
mid line
base line
descending
Line Generalization: Success on All Paper Styles
Throughout Cursive Handwriting, we provide activities for children to experience different types of lined paper.
Practice using simple double lines makes it easy for students to succeed on any style of paper.
PARAGRAPH - DRAFT AND WRITE
Paragraphs are different from poems. Poems have lines. Paragraphs have sentences. Poems have titles; paragraphs have topics. Poems are freer.
They do not always have to follow punctuation rules. Poems have rhythm or meter. Paragraphs don’t, but the sentences should flow together.
What you just read is a paragraph.
FUN LETTER SENTENCES
Draft a paragraph.
1. Tell your reader what you’re going to say. That’s your topic.
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
My toic:
2. Say it. List ideas or information about your topic. Don’t use complete sentences, just get down your ideas.
Abt my toic:
Choose your six favorite letters. Circle them.
Now write a fun sentence to feature each letter.
A
Adam
•
te
pples
in
Alabma.
•
•
•
3. Tell your reader what you said in different words.
My toic restated:
COMPOUND WORDS
Write a paragraph. Figure out the compound word and write the answer in cursive.
1. Use your draft to write a paragraph on notebook paper.
Handwriting Without Tears® Cursive Handwriting
© 2008 Jan Z. Olsen
© 2008 Jan Z. Olsen
Handwriting Without Tears
®
Cursive Handwriting
+ bg
85
=
lady
sun
+ nap
+ sh =
=
at
hse
+ hair =
+ bll =
rm
fo
+ bg
+ ush =
=
hand
hair
+ ase
+ light =
=
b
mo
+ kno =
o
© 2008 Jan Z. Olsen
Excerpted from 3rd Grade Cursive Teacher’s Guide
89
+ shine =
ladybg
eye
+ o =
Handwriting Without Tears® Cursive Handwriting
91
© 2008 Handwriting Without Tears®
Line Generalization Success!
This child’s sample shows line transition skills from HWT double lines to papers with single lines.
Paper Quality
Who would have thought that the quality of paper could affect handwriting. We tested all kinds of paper and we
know good paper when we see it. Our handwriting paper is selected based on the following qualities:
1. Writability – This is referred to as tooth. When paper has good tooth, you can actually hear the pencil. Paper
with tooth gives children feedback and assists with control. Smooth paper doesn’t have tooth. It is hard to write on.
2. Erasability – Nothing is worse than paper that won’t erase or paper that wrinkles and tears. Sturdy paper
withstands erasing.
3. Opacity – We have the thickest sheets with the most opacity to reduce the amount of see through.
4. Brightness – Our paper is white. This paper helps a child’s work stand out.
Excerpted from 3rd Grade Cursive Teacher’s Guide
© 2008 Handwriting Without Tears®