Penpals for Handwriting Teacher's Book 6 by Cambridge International Education

Year 6 Teacher’s Book Gill Budgell

Kate Ruttle

Supported by the

Contents

denotes the introduction of new content

Component chart (inside front cover) Scope and sequence 2 GPS focus chart 4 Penpals for Handwriting: rationale 5 Sequence of teaching in a discrete handwriting session 7 Rules for handwriting 10 Differentiation, Assessment and record keeping 11 Beginning of year assessment 12 Key issues 13 Handwriting policy 14 Joining 15 Joining for Year 6 17 Units Term 1 1 Style for speed: crossbar join from t: tôh, t®i, t®r, t›a, õªõª 2 Style for speed: looping from g: \l, \i, \r, \a, \g 3 Style for speed: looping from j and y: Ø, ]o, ó, {r, {o 4 Style for speed: looping from f 5 Style for speed: different joins to s 6 Style for speed: looping from b 7 Style for speed: joining from v, w, x and z 8 Handwriting for different purposes: abbreviations 9 Spacing between words 10 End-of-term check Term 2 11 Improving handwriting: the importance of consistent sizing 12 Improving handwriting: the importance of proportion 13 Improving handwriting: the importance of spacing 14 Improving handwriting: the importance of consistent sizing of parallel ascenders and descenders

18 19 20 21 22 23 24 25 26 27

28 29 30 31

15 Improving handwriting: the importance of closed and open letters 16 Improving handwriting: pen breaks in longer words 17 Handwriting for different purposes: annotations 18 Handwriting for different purposes 19 Choice of handwriting tools 20 End-of-term check Term 3 21 Handwriting for different purposes: fast-joined and print letters 22 Handwriting for different purposes: note making 23 Handwriting for different purposes: neat writing 24 Handwriting for different purposes: print letters for personal details 25 Different styles of writing 26 Handwriting for different purposes: presentation 27 Handwriting for different purposes: decorated capitals 28 Handwriting for different purposes: layout 29 Assessment 30 Handwriting for different purposes: handwriting patterns Photocopiable resources Photocopy Masters Lined sheet (8 mm with slope) Variations in font throughout Penpals for Handwriting

32 33 34 35 36 37

38 39 40 41 42 43 44 45 46 47

48 63 64

Whole-body responses to the language of movement Large movements with equipment Large movements with malleable materials Body responses to music

13 Introducing long-legged giraffe letters: l 14 Practising long-legged giraffe letters: l, i 15 Practising long-legged giraffe letters: u, t 16 Practising long-legged giraffe letters: j, y 17 Practising all the long-legged giraffe letters: l, i, t, u, j, y 18 Introducing one-armed robot letters: r 19 Practising one-armed robot letters: b, n 20 Practising one-armed robot letters: h, m 21 Practising one-armed robot letters: k, p 22 Practising all the one-armed robot letters: r, b, n, h, m, k, p

Term 2

1 Dots 2 Straight lines and crosses 3 Circles 4 Waves 5 Loops and bridges 6 Joined straight lines 7 Angled patterns 8 Eights 9 Spirals 10 Left-to-right orientation 11 Mix of patterns 12 Review of patterns

Term 1

Foundation 2/Primary 1

11 Pattern-making 12 Investigating dots 13 Investigating straight lines and crosses 14 Investigating circles 15 Investigating curves, loops and waves 16 Investigating joined straight lines and angled patterns 17 Investigating eights and spirals

Developing patterns

5 Hand and finger play 6 Making and modelling 7 Messy play 8 Links to art 9 Using one-handed tools and equipment 10 Hand responses to music

Developing fine motor skills

1 2 3 4

Developing gross motor skills

Foundation 1/3–5 years

Units introducing new letters or joins are flagged with coloured dots.

Scope and sequence

Term 3

11 Practising long-legged giraffe letters, one-armed robot letters and curly caterpillar letters 12 Practising zig-zag monster letters 13 Writing words with double zz 14 Mixing all the letter families 15 Practising all the capital letters 16 Practising all the numbers 0–9 17 Writing words with ck and qu 18 Practising long vowel phonemes: ai, igh, oo 19 Practising vowels with adjacent consonants: ee, oa, oo 20 End-of-term check

Term 2

21 Building on diagonal join to ascender: c·k, a<l, e©l, a<t, i<l, i<l<l 22 Building on diagonal join, no ascender: u<i, e©y, a<w, u<r, a<n, i<p 23 Building on horizontal join to ascender: oß@k, o®#t, oßb, oßl 24 Building on horizontal join, no ascender: oúi, oúy, oún, oúp, oúv 25 Building on diagonal join to anticlockwise letters: Ÿ©d, c·c, e©g, i<c, a<d, u<g, d<d, a<g 26 Building on horizontal join to anticlockwise letters: o+c, o+g, o+d, v>a, v>o 27 Introducing joins to s: aƒ[, eµ[, iƒ[, oü@ [, w>[, nƒ[, dƒ[, lƒ[, tƒ[, kƒ[ 28 Practising joining Ÿ©d and i<n<g 29 Assessment 30 Capitals

Term 2

11 Introducing diagonal join to anticlockwise letters: e©a 12 Practising diagonal join to anticlockwise letters: i<gh 13 Practising diagonal join to anticlockwise letters: d<g, n<g 14 Introducing horizontal join to anticlockwise letters: o+o, o+a 15 Practising horizontal join to anticlockwise letters: w>a, w>o 16 Introducing mixed joins for three letters: a<i<r, e©a<r 17 Practising mixed joins for three letters: o+oúr, oúu<r 18 Practising mixed joins for three letters: i<n<g 19 Size and spacing 20 End-of-term check

1 Practising diagonal join to ascender: t<h, c·h 2 Practising diagonal join, no ascender: a<i, a<y 3 Practising diagonal join, no ascender: i<r, e©r 4 Practising horizontal join to ascender: w#h, oß@h 5 Practising horizontal join, no ascender: oúw, oúu 6 Introducing diagonal join to e: iÿ, uÿ 7 Introducing horizontal join to e: o°e, v}e 8 Introducing ö 9 Practising diagonal join, no ascender: lÿ 10 Writing numbers 1–100

Term 1

Year 2/Primary 3

21 Numbers 10–20: spacing 22 Practising ch unjoined 23 Introducing diagonal join to ascender: c·h 24 Practising ai unjoined 25 Introducing diagonal join, no ascender: a<i 26 Practising wh unjoined 27 Introducing horizontal join to ascender: w#h 28 Practising ow unjoined 29 Introducing horizontal join, no ascender: oúw 30 Assessment

Term 3

Practising long-legged giraffe letters Writing words with ll Introducing capitals for long-legged giraffe letters Practising one-armed robot letters Practising long-legged giraffe letters and one-armed robot letters 6 Introducing capitals for one-armed robot letters 7 Practising curly caterpillar letters 8 Writing words with double ff 9 Writing words with double ss 10 Introducing capitals for curly caterpillar letters

1 2 3 4 5

Term 1

Year 1/Primary 2

25 Introducing curly caterpillar letters: c 26 Practising curly caterpillar letters: a, d 27 Practising curly caterpillar letters: o, s 28 Practising curly caterpillar letters: g, q 29 Practising curly caterpillar letters: e, f 30 Practising all the curly caterpillar letters: c, a, d, o, s, g, q, e, f 31 Practising all the curly caterpillar, long-legged giraffe and one-armed robot letters 32 Introducing zig-zag monster letters: z 33 Practising zig-zag monster letters: v, w, x 34 Practising all the zig-zag monster letters: z, v, w, x 35 Practising all the curly caterpillar and zig-zag monster letters 36 Reviewing all the curly caterpillar and zig-zag monster letters

Term 3

23 Practising all the long-legged giraffe and one-armed robot letters 24 Reviewing all the long-legged giraffe and one-armed robot letters

Introducing joining from s to an anticlockwise letter: s©a, s©c,

b¿, p©u, p©i, p¿

Introducing diagonal join from p and b to an anticlockwise letter: p©a, p©o, pµ[, b©a, b©o, bµ[ 4 Revising parallel ascenders and descenders: b©b, p©p 5 Break letters: x, z 6 Spacing in common exception words 7 Consistent size of letters 8 Relative size of capitals 9 Speed and fluency 10 End-of-term check

Introducing diagonal join from p and b, no ascender: b©u, b©i,

b©l

Introducing diagonal join from p and b to ascender: p©h, p©l,

Term 1

Year 4/Primary 5

21 Revising joins: letter spacing 22 Revising joins: spacing between words 23 Revising joins: consistency of size 24 Revising joins: fluency 25 Revising joins: parallel ascenders 26 Revising joins: parallel ascenders and descenders 27 Revising horizontal join from r to an anticlockwise letter: r>[ 28 Revising break letters 29 Assessment 30 Revising capital letters

Term 3

11 Introducing joining to f: i<f, e©f, a<f, o®#f 12 Introducing joining from f to an ascender: _‹@ #l, _‹@#õª 13 Introducing joining from f, no ascender: _ù, _®@i, _®@u, _®@ r, _®@ y 14 Introducing joining from f to an anticlockwise letter: _@›o, _@›a 15 Introducing _‹@ #_®@ 16 Introducing r¬@r 17 Introducing sµ[ 18 Introducing |u 19 Revising parallel ascenders and descenders 20 End-of-term check

Term 2

6 7 8

Introducing joining from r to an ascender: ñ¡@ b, ñ¡@ h, ñ¡@ k, ñ¡@ l, Ñ@@t Introducing joining from r, no ascender: r¬i@ , r¬u @ , r¬n@ , r¬p@ Introducing joining from r to an anticlockwise letter: r>a, r>d, r>g, r>o 9 Introducing joining from r to e: a<r}e, e©r}e, u<r}e, oúr}e, i<r}e 10 Introducing break letters: g, j, y, f, b, p, x, z

s©d, s©g, s©o, s©q

s©u

2 3 4

Practising joining through a word in stages: no ascenders or descenders Practising joining through a word in stages: parallel ascenders Introducing joining from s to ascender: s©h, s©l, s©t, s©k Introducing joining from s, no ascender: s©w, s©i, s@@¿, s©m, s©n, s©p,

Term 1

Year 3/Primary 4

11 Practising sloped writing: proportion – joining from f to ascender: _‹@ #l, _‹@#õª 12 Practising sloped writing: size – joining from f, no ascender: _@›a, _ù, _®@i, _@›o, _®@u 13 Different styles for different purposes: writing a paragraph 14 Practising sloped writing: speed: _‹@ #_®@ 15 Practising sloped writing: speed and legibility: r¬@r 16 Practising sloped writing: size, proportion and spacing: sµ[ 17 Practising sloped writing: building speed: |u 18 Different styles for different purposes: decorative alphabets 19 Different styles for different purposes 20 End-of-term check

Term 2

Introducing sloped writing in letter families Practising sloped writing: diagonal join to ascender: t<h, s©h, n<b, n<d, h<t, s©t 3 Practising sloped writing: diagonal join, no ascender: a<i, a<y, k<n, e©r, iÿ, e©n 4 Practising sloped writing: diagonal join to an anticlockwise letter: a<c, s©c, b©o, d<a, e©a, h<o 5 Practising sloped writing: horizontal join to ascender: w#h, w#l, oß@h, oßl, o®#f, @oßb 6 Practising sloped writing: horizontal join, no ascender: oúi, oúy, oúu, oúp, v}e 7 Practising sloped writing: horizontal join to an anticlockwise letter: o+o, o+a, w>a, w>o, v>a, v>o 8 Practising sloped writing: joining from r: r>a, r}e, r¬@i, r>o, r¬@u 9 Practising sloped writing: joining from s: s©h, s©u, s©c, s©l, s©w, s©p 10 End-of-term check

1 2

Term 1

Year 5/Primary 6

21 Consistency of size 22 Proportion 23 Spacing between letters and words 24 Size, proportion and spacing 25 Fluency: writing longer words 26 Speed and fluency 27 Revising break letters 28 Print alphabet: presentation 29 Assessment 30 Capital letters: presentation

Term 3

11 Revising parallel ascenders 12 Revising parallel ascenders and break letters 13 Relative sizes of letters 14 Proportion of letters 15 Spacing between letters 16 Spacing between words 17 Writing at speed 18 Improving fluency 19 Speed and fluency 20 End-of-term check

Term 2

21 Handwriting for different purposes: fast-joined and print letters 22 Handwriting for different purposes: note making 23 Handwriting for different purposes: neat writing 24 Handwriting for different purposes: print letters for personal details 25 Different styles of writing 26 Handwriting for different purposes: presentation 27 Handwriting for different purposes: decorated capitals 28 Handwriting for different purposes: layout 29 Assessment 30 Handwriting for different purposes: handwriting patterns

Term 3

11 Improving handwriting: the importance of consistent sizing 12 Improving handwriting: the importance of proportion 13 Improving handwriting: the importance of spacing 14 Improving handwriting: the importance of consistent sizing of parallel ascenders and descenders 15 Improving handwriting: the importance of closed and open letters 16 Improving handwriting: pen breaks in longer words 17 Handwriting for different purposes: annotations 18 Handwriting for different purposes 19 Choice of handwriting tools 20 End-of-term check

Term 2

1 Style for speed: crossbar join from t: tôh, t®i, t®r, t›a, õªõª 2 Style for speed: looping from g: \l, \i, \r, \a, \g 3 Style for speed: looping from j and y: Ø, ]o, ó, {r, {o 4 Style for speed: looping from f 5 Style for speed: different joins to s 6 Style for speed: looping from b 7 Style for speed: joining from v, w, x and z 8 Handwriting for different purposes: abbreviations 9 Spacing between words 10 End-of-term check

Term 1

Year 6/Primary 7

21 Sloped writing: proportion, joining p and b to ascenders: p©h, p©l, b©l 22 Handwriting for different purposes: joining from p and b, no ascender: b©u, b©i, p¿, p©u, p©i, p©r 23 Practising sloped writing: parallel downstrokes: p©p, b©b 24 Practising sloped writing: all double letters 25 Practising sloped writing for speed: t<i<a<l, c·i<a<l 26 Practising sloped writing for fluency 27 Personal style 28 Handwriting for different purposes: print alphabet 29 Assessment 30 Capitals

Term 3

GPS scope and sequence The Penpals Workbooks from Year 1 to Year 6 have a different GPS (Grammar, Punctuation and Spelling) focus in each unit. The focus type is indicated at the top of each unit page.

Year 5/Primary 6 Term 1 Unit

Year 6/Primary 7 Term 1

GPS focus

Unit

S Suffixes –tion| and –tious G Antonyms G Active and passive S Suffixes –ence|, –ent|, –ance|, –ant

S Suffixes –ise| and –ice|

D Suffixes –ible| and –able| S Spelling strategies: syllabification S Abbreviations in common exception words G Informal and formal

End-of-term check

S Alphabetical order

S Homophones there|, their|, they ’ re

S a|, ai|, ay and eigh S Homophones G Relative clauses G Using ough S Suffixes S Alphabetical order clauses G Subordinate P

End-of-term check

4 5 6 7 8

Term 2

GPS focus

7 8

Term 2

Unit

GPS focus

Unit

GPS focus

G Cohesion: colons S Suffixes –ible| and –able| P Hyphens S –ible| and –able|

P Punctuation to clarify meaning S Near homophones P Punctuation and layout G Modal verbs S rr| before verb suffixes

S ss sounds

S |u| words S Homophones G Adverbials of time, place and number

S Suffixes –ent|, –ence|, –ant|, and –ance| P Colons, semi-colons and commas G Ellipsis G Fronted adverbials G Subject and object noun phrases

End-of-term check

12 13 14

Term 3

14 15

Term 3

Unit

GPS focus

Unit

GPS focus

P Punctuation in sentences G Adverbs of possibility S Spelling strategies: syllabification S Prefixes de|–, dis|–, re|–, mis|–, over|–

S –tial| and –cial|

S i| before e S Silent letters P Punctuation for labelling

G Conjunctions, adverbs and prepositions G Formal and informal P Paragraphs G P Bullet points P Parentheses (dashes, brackets, commas) S Strategies for spelling G Verb tenses G Main and subordinate clauses

Assessment

S Alphabetical order and capital letters

Handwriting patterns

22 23

Penpals for Handwriting: rationale Even in this technological, computer-literate age, good handwriting remains fundamental to our children’s educational achievement. Penpals for Handwriting is the only handwriting programme to offer a progression from 3–11 years and will help you teach children to develop fast, fluent and legible handwriting. If you would like advice on implementing a handwriting policy at your school, you can find this on our website: education.cambridge.org/ PenpalsWelcome.

Traditional principles in the contemporary classroom We believe that: 1. A flexible, fluent and legible handwriting style empowers children to write with confidence and creativity. This is an entitlement that needs careful progression and skilful discrete teaching that is frequent and continues beyond the initial foundation stages. 2. Handwriting is a developmental process with its own distinctive stages of sequential growth. We have identified five stages that form the basic organisational structure of Penpals: Physical preparation for handwriting: gross and fine motor skills leading to mark-making, patterns and letter formation (Foundation, 3–5 years) (ii) Securing correct letter formation (Key Stage 1, 5–6 years) (iii) Beginning to join along with a focus on relative size and spacing (Key Stage 1, 6–7 years) (iv) Securing the joins along with a focus on break letters, legibility, consistency and quality (Lower Key Stage 2, 7–9 years) (v) Practising speed, fluency and developing a personalised style for different purposes (Upper Key Stage 2, 9–11 years)

A practical approach Penpals offers a practical, active learning, approach to support the delivery of handwriting teaching in response to the increased demands of the National Curriculum 2014. •

•

(i)

•

Time: Penpals’ focus on whole-class teaching from an interactive whiteboard, with key teaching points clearly identified, allows effective teaching in the time available. Planning: Penpals helps with long-, medium- and short-term planning for each year group, correlated to national guidelines. Practice: Penpals offers pupil Practice Books, as well as Workbooks, with their own internal structure of excellent models for finger tracing, tracing, copying and independent writing. Assessment: Penpals offers many opportunities for assessment, including: self-assessment questions and challenges throughout the Practice Books and Workbooks; two or three assessment units in each year group and assessment ideas in the Teacher’s Books. The Penpals for Handwriting Intervention Programme also provides further information, activities and checklists. Motivation: Penpals is attractive and well-designed with clear links between all of the elements in each year group. The materials are written with the support of children, classroom assistants, teachers, and handwriting experts to stimulate and motivate children. ICT: Use the Penpals Interactives to enrich and extend the children’s handwriting experiences.

3. Handwriting must also be practised discretely and in context. Beyond the initial foundation stages, Penpals provides Workbooks for handwriting practice in the context of age-appropriate spelling, punctuation and grammar. Learning to associate the kinaesthetic handwriting movement with the visual letter pattern and the aural phonemes will help children with learning to spell. However, Penpals always takes a ‘handwriting first’ approach. 4. Choosing the writing implement best suited to the task is an important part of a handwriting education. A Penpals Font CD-ROM supports practitioners who wish to use the Penpals font consistently in all aspects of teaching and learning.

Penpals for Handwriting: rationale

A few words from the experts … Handwriting is the bedrock for learning. Being able to handwrite allows children to express themselves on paper and gives them confidence as well as pride in their work. Many teachers will have seen the utter delight in children’s eyes when they first discover that they can communicate through marks on the page. It is also sometimes overlooked that handwriting supports the mastery of other skills in school, such as early reading, spelling and the securing of mathematical concepts. The physical connectivity with the pencil seems to impact on the brain in a way that using a keyboard does not1, 2. If children can learn to write legibly, fluently and automatically when they are in the primary school, this skill then allows them to engage fully with the secondary curriculum where they are expected to take notes, produce written assignments in class, and complete tests and exams under timed conditions3. Being able to fully demonstrate understanding, knowledge and ability is critical to their progress as this is the way in which they are judged. It is important that handwriting has been fully mastered as it has been demonstrated in several research studies that failing to write legibly can cost vital marks in tests and exams where examiners struggle to read the text4. It has also been found that where young people cannot get enough work down on the page, the content of what they write suffers5, 6, 7. In these ways, handwriting has been shown to play a vital role in academic success at school. Where schools equip themselves with a scheme, such as Penpals for Handwriting, which supports statutory curriculum requirements, they can promote excellence in handwriting and benefit from its application across the curriculum. Dr Angela Webb, Chair of The National Handwriting Association Anthony et al, 2007 James et al, 2015 3 Muller & Oppenheimer, 2014 4 Santangelo & Graham, 2015 5 Christensen, 2005 6 Connelly et al, 2001 7 Webb et al, 2011 1 2

Handwriting is the ultimate fine motor task, which additionally requires skills in hand-eye co-ordination, organisation and sequencing. We expect these skills of very young children, all too often before they are developmentally ready, for example requiring fine motor control of fingers before having postural stability. Pre-writing skills can be learnt, but we should not expect letter and number formation until they can master an oblique cross (X), which requires crossing midline. Many children with handwriting difficulties are referred to occupational therapists who can help improve letter formation, fluency and pencil grip, for example, but it would be of greater benefit to make sure children get the basics of handwriting correct at the outset. Penpals for Handwriting will help establish the right skills at the right time for each child and so make this essential communication tool a pleasure rather than a chore. Catherine Elsey State Registered Occupational Therapist, National Handwriting Association

Sequence of teaching in a discrete handwriting session The intended sequence is: 1. Teach: The teacher introduces the unit focus using the Penpals Interactive.

2. Practise: The child practises the unit focus through a short activity or text. There is generally minimal additional cognitive demand so children can concentrate on their handwriting; however, many of the units make reference to the wider curriculum.

5. Assess: Children are asked to self- or peer-assess their handwriting as well as the GPS objective.

A note about grammar, punctuation and spelling The revised edition of Penpals for Handwriting enables you to support your teaching of the grammar, spelling and punctuation curriculum with handwriting. These are all skills needed for transcribing ideas and children need to be able to combine them effortlessly. By Year 6, most children should be developing their personalised style and using handwriting as a curriculum tool, rather than as an end in itself; they should be able to change their handwriting style to match the purpose of the text. Combining handwriting with the cognitive demands of grammar, spelling and punctuation provides children with an ‘authentic’ cross-curricular handwriting experience. Ongoing discrete handwriting practice remains important.

3. Assess: Children are asked to self- or peer-assess their handwriting. 4. Apply: Following a brief introduction to rehearse the join or focus, children use the Workbook in which they are asked to complete an activity where there is a cognitive demand in addition to the handwriting focus. This enables the child to apply their handwriting in a brief activity. Please note that the Workbooks should not be used to introduce a GPS concept, but should only be used for reinforcement and consolidation.

A note about application of handwriting across the curriculum One of the challenges of all handwriting programmes is achieving the transfer of skills from the child’s handwriting book to their writing across the curriculum and in all other circumstances. The Workbooks are intended to support this transfer by offering grammar, punctuation and spelling (GPS) activities with a handwriting focus as outlined above. High frequency words, also known as common exception words, from National Curriculum (2014) are embedded in all the resources where it makes sense. After following the suggested teaching sequence below, transfer of the join or other unit focus into writing across the curriculum should be encouraged. Many of the Pupil Book units encourage this wider application.

Sequence of teaching in a discrete handwriting session

Using the Penpals for Handwriting components Ten units have been provided for each school term. The terms have been organised into a specific teaching sequence to ensure that skills are developed, practised and consolidated. Units 10, 20 and 29 are assessment units, which give both practitioner and children the opportunity to review progress and set new targets if appropriate.

3. Teach (Letter/join animations): These provide opportunities to talk about alternative letter forms and joins and/or the specific unit focus.

For each unit, you will need: • The Y6 Teacher’s Book. • The Y6 Interactive. • An interactive whiteboard or tablet. • A laptop or PC connected to a data projector. Children will need: • An appropriate handwriting pen and writing book each. Dry-wipe pens and small whiteboards can be used if preferred; however, since good posture is crucial to good handwriting, it is important to ensure that children are sitting at a table with both feet flat on the floor for their written work. • A sharp pencil and coloured pencils. • Y6 Practice Book. • Y6 Workbook. The teaching sequence of each unit generally follows the common pattern outlined here.

When the unit focus is not on an alternative letter form for joining, the screen text shows a good model of the issue it is addressing and gives children the opportunity to try out ideas both on the IWB and on small whiteboards. 4. Teach (Gallery): This includes samples of handwriting for children to assess. Look at some examples of good writing and identify necessary improvements in poor samples.

Using the Interactives: whole-class session 1. Unit focus: This is clearly identified at the start of each unit.

5. Practise (Word Bank): Model how to click a letter or word from the Word Bank to practise tracing and writing it on-screen. Invite children to engage with this in a teaching session or independently as practice. 2. Penpals gym: Handwriting is a physical activity so children need to warm up their muscles. Use the activities shown to physically prepare the core muscles and the hands for handwriting. Children still enjoy this aspect of handwriting even at UKS2/upper primary.

The Word Bank includes a Challenge Word which is also provided as an image. Invite children to identify the word, which will be linked to the unit focus.

Sequence of teaching in a discrete handwriting session

Using the Practice Book This session should ideally follow on directly from the whole-class session. It is best if work is overseen by an adult to ensure accurate joining, especially for children about whom there are concerns. The teacher’s page for the unit provides key learning points to help identify issues on which to focus.

Using the Workbook Once their work has been checked, children can move directly from the Practice Book to the Workbook. The Workbooks offer an opportunity to use the handwriting join or focus to consolidate (not to teach or introduce) understanding from GPS (Grammar, Punctuation and Spelling) lessons. You may want to monitor children as they progress through this session. If your timetable means that the Workbook activity is introduced on another day, revisit the unit on the IWB to remind children of the handwriting focus. One or more of the words in the word bank will be relevant to the Workbook session.

1. Independent writing: Practice of the join or unit focus in the child’s preferred personalised style. 2. Writing the unit focus, letter or join in context: For units 1–7, children try the joins in isolation before starting the activity and exploring the different joins in context. For units 8 onwards, children should focus on developing their personal, preferred style while they engage with the unit focus. They should use this chance to copy text as an opportunity to focus on developing fluency and speed.

1. Independent writing: Practice of the focus letter form and/or alternative joins for units 1–7. From unit 8, children go straight into the activity. 2. Writing joins in words or groups of letters: Once children have practised writing the unit focus, letters or joins, they should use them in words which are relevant to the grammar, punctuation or spelling activity.

3. Self- or peer-assessment: Children are asked to identify where they have demonstrated control of the unit focus and where they need to improve. They should then improve that letter, join or word.

3. Introduce the activity: Explain the grammar, punctuation or spelling focus and talk about the activity. See the chart on p4 which provides an overview of the GPS content.

4. Pattern practice or Speeding up: Pattern practice continues to be an excellent way of refining fine motor control needed to gain increased control over letter shapes and joins. In a number of units, pattern practice is replaced by Speeding up where children are asked to write a short phrase at increasing speeds. This focus activity helps to build speed and fluency.

4. Completing the activity: Children complete the activity, following the instructions. 5. Self- or peer-assess: Children assess their achievement in terms of both handwriting and the grammar, punctuation and spelling focus. As before, they identify where they have managed the join or handwriting focus well and letters, joins or words to improve. 6. Challenge activity: There is often an additional Challenge activity, for those children who need it, to attempt. Home practice Photocopy masters (PCMs) are provided at the back of the teacher’s book for extra practice or for homework.

Joining Penpals for Handwriting F1, F2 and Year 1 introduce, practise and consolidate letter formation in letter families. By the time they reach the Year 3 resources, children should be becoming secure and confident with the common joins and beginning to use them in all ‘neat’ writing activities. The emphasis throughout Penpals is on developing a fluent and even handwriting style, ensuring consistency in the size and proportion of letters, in the spaces between and within words and in parallel downstrokes.

Once a join has been introduced between pairs of letters (e.g. wh|), children will always be expected to copy the model showing those joined letter pairs. In this way, children are gradually introduced to the idea of joining more than one pair of letters within a word. In the final term of Year 2, children are introduced to other pairs of letters which are joined using the same joining strokes. Pupils should be taught to: •

Progression in the introduction of joins

•

Y1/P2 In order to support the early stages of spelling, some joins are introduced in the final term of Year 1. In paired units, children practise writing the letters and then practise joining pairs of letters. The range of Penpals resources support a gradual progression from practising joins in isolation, to joining pairs of letters in words. •

• •

•

Children should be taught to: –– sit correctly at a table, holding a pencil comfortably and correctly –– begin to form lower case letters in the correct direction, starting and finishing in the right place –– form capital letters –– form the digits 0 to 9 –– understand which letters belong to which handwriting families (i.e. letters that are formed in similar ways) and to practise these. (National Curriculum 2014) Throughout Year 1, reinforce a good pencil grip and correct letter formation in all writing that children do. Throughout the year, children’s motor skills will improve and become more precise. Correct letter formation should become an automatic habit. Don’t make children write too small or too quickly. As with most aspects of their development, children’s ability to manipulate pencils will mature at different ages. Trying to enforce small handwriting too soon can lead to a very cramped style which is then difficult to make fluent.

Y2/P3 During Year 2, all of the basic joins are taught. Until the summer term, there is no expectation that children will automatically join letters they have not been explicitly taught, although this should be encouraged if children begin to explore. For example, the movement for the join wh| (i.e. horizontal join to ascender) is exactly the same as for joining oh|, ol|, ot|, ob| and so on.

•

form lower case letters of the correct size relative to one another start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters use spacing between words that reflects the size of the letters.

Y3/P4 and Y4/P5 From Year 3, when all of the basic joins have all been taught and practised, you should begin to encourage joined writing across the curriculum. Use the Penpals for Handwriting Intervention Programme to reinforce inaccurate or messy joins. During Years 3 and 4, children are introduced to the idea of joining through a word and to trickier joins such as joining from r, s and f. Additionally, they learn how to join from p and b. As the movement for joins becomes more familiar and fluent, the focus moves to develop a neat and even style by looking at size and proportion, parallel downstrokes and spacing. Pupils should be taught to: •

•

use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined increase the legibility, consistency and quality of their handwriting (e.g. by ensuring that the downstrokes of letters are parallel and equidistant).

Y5/P6 In Year 5 a slightly more sloped style is introduced to enable speedier writing. All previous taught letters and joins are revisited to enable children to practise the slope in familiar contexts. Children focus on issues of proportion, size, legibility and different styles for different purposes.

Joining Children revisit and reinforce all of the joins to build increased speed and fluency using a sloped style of handwriting. Many children will now be writing primarily in pen.

•

In Years 5 and 6, pupils should be taught to: •

write legibly, fluently and with increasing speed by: –– choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters –– choosing the writing implement that is best suited for a task.

Y6/P7 The emphasis should now be on developing a personal, fast, fluent and legible handwriting style. Children are given opportunities to practise a range of ways of joining with the expectation that they will develop a style that ‘works’ for them. Additionally, children continue to focus on key issues for legibility and speed as well as styles and implements for different purposes.

Defining the joins (See p17 of this Teacher’s Book for a full list of letter sets requiring each of the joins as taught in Year 6.) The two basic join types •

•

Diagonal join (e.g. at|) (introduced in Year 1/Primary 2, Unit 23): This is the most common join. It starts from the final flick on the baseline (or ‘curl’ in the case of the letter t). Horizontal join (e.g. wh|) (introduced in Year 1/ Primary 2, Unit 27): This join is formed from letters that finish at the top of the letter rather than at the baseline.

Variations on the join types Penpals uses three subsets of the main joins: join to a letter with an ascender, join to a letter with no ascender and join to a letter that begins with an anticlockwise movement. Since the last subset involves stopping the pencil and reversing the direction of movement, these are called ‘diagonal join to an anticlockwise letter’ and ‘horizontal join to an anticlockwise letter’. Joins to anticlockwise letters are trickier to teach and need more practice than straightforward horizontal and diagonal joins. These joins tend to ‘decay’ when children begin to write more quickly. •

•

Diagonal join to a letter with an ascender (e.g. ch|) (introduced in Year 1/Primary 2, Unit 23): This is a variation of the diagonal join. Horizontal join to a letter with an ascender (e.g. wh|) (introduced in Year 1/Primary 2, Unit 27): This is a variation of the horizontal join.

•

Diagonal join to an anticlockwise letter (e.g. ea|) (introduced in Year 2/Primary 3, Unit 11): Joining with a diagonal join to the anticlockwise letters in the ‘curly caterpillar’ family involves stopping the hand movement and reversing it. This can be a tricky join and it decays easily in fast writing. Horizontal join to an anticlockwise letter (e.g. oo|) (introduced in Year 2/Primary 3, Unit 14): Joining from a horizontal join to an anticlockwise letter involves a reversal in the direction of the pencil movement. Break letters (introduced in Year 3/Primary 4, Unit 10): These are letters from which no join has yet been taught (see notes on p13). Exploration of joins (g, j, y, x and z and of alternative ways to join f, t, b and s) in order to develop a personalised style.

Correct formation of key joins can be demonstrated using the Library of joins section in the Interactives.

Joining for Year 6

a<t

Diagonal join to ascender (e.g. ) This join is used to join letters in this box . . .

to letters in this box.

abcdehiklmnpstu d<a

Diagonal join, no ascender (e.g. ) This join is used to join letters in this box . . .

abcdehiklmnpqstu

bfhklt

to letters in this box.

eijmnpruvwy acdgoqs

w>o

Horizontal join, no ascender (e.g. ) This join is used to join letters in this box . . .

to letters in this box.

eijmnpruvwy

forvw

acdgoqs

oß@h

Horizontal join to ascender (e.g. ) This join is used to join letters in this box . . .

to letters in this box.

forvw

bfhklt

Personal style It is possible to experiment with new letter formations and joins to develop a personal style.

Break letters Joins are not usually made from these letters, but you may wish to try.

gjy

\ ] {

Joins are not usually made to or from these letters, but you may wish to try these style variations:

Alternative letter shapes and joins

õ@hô v>a w>a o o

* anticlockwise letters

Style for speed: crossbar joins from t : õ@@ôh , õ‹i , õ‹@r , õ›a , õ‹#õª

Unit 1

Key learning •

3 Using the Workbook (p2)

Developing a preferred style – joining t from the baseline (usual, diagonal join) or from the cross bar (new, horizontal join).

1 Using the Interactives Penpals gym • Ask children to try the warm-ups: Shake it out and Knuckles, wrists and palms, or choose others from the reference area. Teach • Demonstrate the animated join. Children should practise this. • Look at the examples of children’s work. Ask children to identify the target join.

Handwriting practice with a spelling focus: suffixes –õ‹i<oún, –õ‹i<oúuƒ[. Together, confirm both the handwriting and G/P/S learning points. a Watch while children trace and write the suffixes and words, while practising both styles of joining. b Talk about the activity. Children should identify the suffix –õ‹i<oún as being linked to nouns and –õ‹i<oúuƒ[ as being linked to adjectives. Watch while they trace the nouns and write the adjectives. Ask children to evaluate their handwriting preference. c Self- or peer-assess: ask children to check and improve their joins using the given criteria.

Practise • Children practise using the word bank: competitor, ambitious, infectious, superstitious, attraction, train station, cautious, restaurant. • The challenge word is attraction.

2 Using the Practice Book (p2) a Ask children to practise the joins, first in the usual way and then from the crossbar. Check the key learning points. b Children should write the list of words using the usual join and then the new join. Which do they feel most comfortable with? c Children write words using their chosen joins. d Children practise writing at speed, using their preferred join. e Self- or peer-assess: ask children to tick their best t join and find two to improve.

4 Extra support Small group work: Practice Book • Support children in exploring the joins. Explain that they should be developing a personal style which is fast, fluent and legible. They can choose to include this new join or not. • Watch while they copy the words, trying out both joining styles. • Help them with the evaluation. Small group work: Workbook • Check while children trace and copy the suffixes and words. • Discuss and agree the adjectives. • Ask for a sentence containing each word so you can be confident children understand how to use it. • Children should identify two joins to tick and two to improve. Homework PCM 1 on page 48.

5 Common errors b

• •

The crossbar of t does not cross the downstroke at the same height as an i. Spacing between t and the following letter is too wide or too cramped.

Term 1

Style for speed: looping from g : \l , \i , \r , \a , \g

Unit 2

Key learning •

3 Using the Workbook (p3)

Developing a preferred style – joining g (previously a break letter) with a loop.

1 Using the Interactives Penpals gym • Ask children to try the warm-ups: Arm point and Blindfold, or choose others from the reference area. Teach • Demonstrate the animated joins. Children should practise these. • Look at the examples of children’s work. Ask children to identify the target joins.

Handwriting practice with a grammar focus: antonyms. Together, confirm both the handwriting and G/P/S learning points. a Watch while children trace and write the joins and words, practising the looped join. b Children trace the words and then draw lines to join the antonyms (opposites). Ask them to write all the words that feature g. c Self- or peer-assess: ask children to check the meanings of the words. They should then find two joins to tick and two to improve.

b c

4 Extra support Practise • Children practise using the word bank: bigger, gigantic, angle, algorithm, dangerous, rough, stranger, aggressive. • The challenge word is dangerous.

2 Using the Practice Book (p3) a Ask children to practise the joins, first in the usual way and then with a loop. Check the key learning points. b Children write the list of words using the usual join and then the new join. Which do they feel most comfortable with? c Children write words using their chosen joins. d Children practise writing at speed, using their preferred join. e Self- or peer-assess: ask children to tick their best join from g and find two to improve.

Small group work: Practice Book • Support children while they explore the joins to achieve a personal style which is fast, fluent and legible. They can choose to include this new join or not. • Watch while they copy the words, trying out both joining styles. • Help them with the evaluation Small group work: Workbook • Check while children trace and copy the joins and words. • Discuss and agree the antonyms. • Probe for a sentence containing a word and its antonym together (e.g. ‘My neighbour isn’t a stranger’) so you can be confident children understand the words. • Support children while they look up some of the words. • Children should identify two words to tick and two to improve. Homework • PCM 2 on page 48.

5 Common errors •

d e

Term 1

•

The loop at the bottom of the g is larger than the loop at the top. Spacing between g and the following letter is too wide or too cramped.

Style for speed: looping from j and y : Ø , ]o , ó , {r , {o

Unit 3

Key learning •

3 Using the Workbook (p4)

Developing a preferred style – joining j and y (previously break letters) with loops.

1 Using the Interactives Penpals gym • Ask children to try the warm-ups: Shoulder moves and Quick and slow, or choose others from the reference area. Teach • Demonstrate the animated joins. Children should practise these. • Look at the examples of children’s work. Ask children to identify the target joins.

Handwriting practice with a grammar focus: active and passive. Together, confirm both the handwriting and G/P/S learning points. a Watch while children trace and write the joins and words using loops for joining. b Remind children how to convert active sentences into passive sentences. Children write the passive sentences. c Challenge activity: which style of j and y do you prefer? d Self- or peer-assess: ask children to check each other’s sentences. They should then find two j or y words to tick and two to improve.

a b c

Practise • Children practise using the word bank: enjoyment, gym, typical, cycling, physical, rhyme, jewels, rhythm. • The challenge word is cycling.

2 Using the Practice Book (p4) a Ask children to practise the joins with a loop. Check the key learning points. b Children write the list of words using the usual join and then the new join. Which do they feel most comfortable with? c Children write words using their chosen joins.

4 Extra support Small group work: Practice Book • Support children in exploring the joins to achieve a personal style which is fast, fluent and legible. They can choose to include this new join or not. • Watch while they copy the words, trying out both joining styles. • Help them with the evaluation. Small group work: Workbook • Check while children trace and copy the joins and words. • Discuss and agree what the passive sentences should be. • Watch while children write the sentences, exploring the new join. • Children should identify two words to tick and two to improve. Homework • PCM 3 on page 49.

d e d Children practise writing at speed, using their preferred join. e Self- or peer-assess: ask children to tick their best join from j and y and find two to improve.

5 Common errors • •

Loops are not consistent in size. Downstrokes are not parallel.

Term 1

Style for speed: looping from f

Unit 4

Key learning •

3 Using the Workbook (p5)

Developing a preferred style – joining f (previously horizontal join) with loops.

1 Using the Interactives Penpals gym • Ask children to try the warm-ups: Press down and Finger and wrist rotate, or choose others from the reference area. Teach • Demonstrate the animated joins. Children should practise these. • Look at the examples of children’s work. Ask children to identify the target joins.

Handwriting practice with a spelling focus: suffixes –e©n<cœ, –e©n<t, –a<n<cœ, –a<n<t. Together, confirm both the handwriting and G/P/S learning points. a Watch while children trace and write the joins and words using loops for joining. b Talk about the chart. Can children identify the noun each time? Prompt them to trace the words that are currently in the chart and to write the nouns in their column. c Self- or peer-assess: ask children to check each other’s handwriting. Children should then find two joins to tick and two to improve.

Practise • Children practise using the word bank: traffic, followers, families, defence, sufficient, fifteen, confident, difference. • The challenge word is traffic.

2 Using the Practice Book (p5) a Ask children to practise the joins, first in the usual way and then with a loop. Check the key learning points. b Children write the list of words using the usual join and then the new join. Which do they feel most comfortable with? c Children write words using their chosen joins. d Children practise writing at speed, using their preferred join. e Self- or peer-assess: ask children to tick their best join from f and find two to improve.

Small group work: Practice Book • Support children in exploring the joins to achieve a personal style which is fast, fluent and legible. They can choose to include this new join or not. • Watch while they copy the joins and words, trying out both joining styles. • Help them with the evaluation. Small group work: Workbook • Check while children trace and copy the joins and words. • Discuss and agree what nouns should be. What are the noun suffixes? • Can children use the words in sentences? • Watch while children write the words, exploring the new join. • Children should identify two joins to tick and two to improve. Homework • PCM 4 on page 49.

5 Common errors

• • •

Term 1

4 Extra support

Loops are not consistent in size. The f has both a loop and a crossbar. Downstrokes are not parallel.

Style for speed: different joins to s

Unit 5

Key learning •

3 Using the Workbook (p6)

Developing a preferred style – joining to s in different ways.

1 Using the Interactives Penpals gym • Ask children to try the warm-ups: Arms high and Interlocking rings, or choose others from the reference area. Teach • Demonstrate the animated joins. Children should practise these. • Look at the examples of children’s work. Ask children to identify the target joins.

Handwriting practice with a spelling focus: suffixes –iƒ[¿@ , –i<cœ. Together, confirm both the handwriting and G/P/S learning points. a Watch while children write the suffixes and words using their preferred join to s. b Talk about the chart. Can children identify the noun and verb suffixes? Ask them to trace the words. c Children should decide whether each sentence needs a noun or a verb to complete it and write the missing words in the gaps. d Prompt children to write a sentence of their own explaining which join to s they prefer and why. e Self- or peer-assess: ask children to check each other’s sentences. Children should then find two joins to tick and two to improve.

a b c d e Practise • Children practise using the word bank: upset, stressed, enthusiastic, bashful, advise, zealous, practise, apprehensive. • The challenge word is enthusiastic.

2 Using the Practice Book (p6) a Ask children to practise the joins, first in the usual way and then with the alternative styles. Check the key learning points. b Children write the list of words using the usual join and then the new joins. Ask them to explore using all three joins. Which do they feel most comfortable with? c Children write words using their chosen joins. d Children practise the pattern. e Self- or peer-assess: ask children to tick their best join to s and find two to improve.

Small group work: Practice Book • Support children in exploring the joins to achieve a personal style which is fast, fluent and legible. They can choose to include these new joins or not. • Watch while they copy the joins and words, trying out both of the new joining styles. • Help them with the evaluation. Small group work: Workbook • Check while children trace and copy the joins and words. • Discuss and agree the noun and verb suffixes. Ask children to use each word in a sentence. • Decide how to complete each sentence before children work independently. • Discuss the joins. Which one do children prefer? • Children should identify two joins to tick and two to improve.

Homework • PCM 5 on page 50.

5 Common errors e

4 Extra support

• •

Different s forms and joins are not consistent in size. Spacing either side of the s is inconsistent.

Term 1

Unit 1

Style for speed: crossbar joins from t:

th, ti, tr, ta, tt

Name

Date

Practise the pattern.

Write the tongue-twister at speed in your own style.

Batty Betty Batty Betty bought some butter “This butter’s bitter,” she told her brother. “Bottled butter tastes less bitter, Let’s boil the butter to make it better.” Anon Which join from t do you prefer?

Penpals for Handwriting Y6

Unit 2

Style for speed: looping from

g : \l , \i , \r , \a , \g

Name

Date

Practise the join.

\\\\

Write the phrase at speed in your own style. 1.

2. 3. Which join from g do you prefer?

Penpals for Handwriting Y6

Unit 3

y Ø, ]o, ó, {r, {o

Style for speed: looping from and :

Name

Date

Practise the pattern.

Write the rhyme at speed in your own style.

The Old Grey Donkey Donkey, Donkey, old and grey, Open your jaw and gently bray; Lift your ears and blow your horn, To wake the world this joyful morn. Do you prefer to loop j and y, or not?

Penpals for Handwriting Y6

Unit 4

Style for speed: looping from

Name

Date

Practise the pattern.

Write the joke at speed in your own style.

Q: What do you call the flour that fairies make bread with? A: Elf-raising flour! Which join from f do you prefer?

Penpals for Handwriting Y6

Unit 5

Style for speed: different joins to

Name

Date

Practise the pattern.

Write the tongue-twister at speed in your own style.

Seashells She sells seashells on the seashore: Seashells in sandwiches, Seashells with stars; She even sells seashells in shiny glass jars. Anon Which join from s do you prefer?

Penpals for Handwriting Y6

Unit 6

Style for speed: looping from

Name

Date

Practise the pattern.

Write the phrase at speed in your own style. 1.

2. 3. Which join from b do you prefer?

Penpals for Handwriting Y6

Unit 7

v w, x, z

Style for speed: joining from ,

Name

Date

Practise the pattern.

Write the menu at speed in your own style.

Matzo’s Menu

amazing pizzas, volcanic ravioli, awesome kiwis. Examined and boxed for your convenience.

Did you join from x and z ? How did you form v and w ?

Penpals for Handwriting Y6

Unit 8

Handwriting for different purposes: abbreviations

Name

Date

Pracise the pattern.

Write the full versions of each abbreviation in your own style.

a.m. p.m. etc. & Write two more useful abbreviations.

When are abbreviations useful?

Penpals for Handwriting Y6

Unit 9

Spacing between words

Name

Date

Practise the pattern.

Choose a piece of your own writing. Rewrite it here with a focus on equal spacing.

Why is spacing between words important?

Penpals for Handwriting Y6

Unit 10

End-of-term check

Name

Date

Practise the join.

Write the rhyme in your own style. Circle any issues that you need to practise.

Thÿ Cr>o+c·o+d<i<lÿ If yoúu s©h<oúu<l<d mí©t a c·r>o+c·o+d<i<lÿ Doún’t t<a<kÿ a s©t<i<c·k a<n<d p©oß@kÿ h<i<m; Ign<oúr}e t<hÿ w}e©l<c·oúmÿ i<n h<iƒ[ s©m<i<lÿ, Be c·a<r}e©_®@u<l n<o®#t t<o s©t<r>oß@kÿ h<i<m. Foúr aƒ[ hÿ s©lí©pµ[ u<p©oún t<hÿ Ni<lÿ He t<h<i<n<nÿ©r ge©tƒ[ a<n<d t<h<i<n<nÿ©r; An<d w#hÿ©n’e©r yoúu mí©t a c·r>o+c·o+d<i<lÿ He’s r}e©a<d<y _@›oúr h<iƒ[ d<i<n<nÿ©r. Anon Penpals for Handwriting Y6