Penpals for Handwriting Teacher's Resources Book 3 by Cambridge International Education

Year 3 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 3 17 Units Term 1 1 Practising joining through a word in stages: no ascenders or descenders 2 Practising joining through a word in stages: parallel ascenders 3 Introducing joining from s to ascender: sh|, sl|, st|, sk| 4 Introducing joining from s, no ascender: sw|, si|, se|, sm|, sn|, sp|, su| 5 Introducing joining from s to an anticlockwise letter: sa|, sc|, sd|, sg|, so|, sq| 6 Introducing joining from r to an ascender: rb|, rh|, rk|, rl|, rt| 7 Introducing joining from r, no ascender: i|, u|, n|, rp| 8 Introducing joining from r to an anticlockwise letter: ra|, rd|, rg|, ro| 9 Introducing joining from r to e: are|, ere|, ure|, ore|, ire| 10 Introducing break letters: g, j, y, f, b, p, x, z

18 19 20 21 22 23 24 25 26 27

Term 2 11 Introducing joining to f: if|, ef|, af|, of| 12 Introducing joining from f to an ascender: fl|, ft| 13 Introducing joining from f, no ascender: fe|, fi|, fu|, fr|, fy| 14 Introducing joining from f to an anticlockwise letter: fo|, fa| 15 Introducing ff| 16 Introducing r| 17 Introducing ss| 18 Introducing qu| 19 Revising parallel ascenders and descenders 20 End-of-term check

28 29 30 31 32 33 34 35 36 37

Term 3 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: rs| 28 Revising break letters 29 Assessment 30 Revising capital letters

44 45 46 47

Photocopiable resources Photocopy Masters Writing mats Variations in font throughout Penpals for Handwriting

48 63 64

38 39 40 41 42 43

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

Hand and finger play Making and modelling Messy play Links to art Using one-handed tools and equipment Hand responses to music

Pattern-making Investigating dots Investigating straight lines and crosses Investigating circles Investigating curves, loops and waves Investigating joined straight lines and angled patterns Investigating eights and spirals

Dots Straight lines and crosses Circles Waves Loops and bridges Joined straight lines Angled patterns Eights Spirals Left-to-right orientation Mix of patterns Review of patterns

13 14 15 16 17 18 19 20 21 22

Introducing long-legged giraffe letters: l Practising long-legged giraffe letters: l, i Practising long-legged giraffe letters: u, t Practising long-legged giraffe letters: j, y Practising all the long-legged giraffe letters: l, i, t, u, j, y Introducing one-armed robot letters: r Practising one-armed robot letters: b, n Practising one-armed robot letters: h, m Practising one-armed robot letters: k, p Practising all the one-armed robot letters: r, b, n, h, m, k, p

Term 2

1 2 3 4 5 6 7 8 9 10 11 12

Term 1

Foundation 2/Primary 1

11 12 13 14 15 16 17

Developing patterns

5 6 7 8 9 10

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

Introducing curly caterpillar letters: c Practising curly caterpillar letters: a, d Practising curly caterpillar letters: o, s Practising curly caterpillar letters: g, q Practising curly caterpillar letters: e, f Practising all the curly caterpillar letters: c, a, d, o, s, g, q, e, f Practising all the curly caterpillar, long-legged giraffe and one-armed robot letters Introducing zig-zag monster letters: z Practising zig-zag monster letters: v, w, x Practising all the zig-zag monster letters: z, v, w, x Practising all the curly caterpillar and zig-zag monster letters Reviewing all the curly caterpillar and zig-zag monster letters

Numbers 10–20: spacing Practising ch unjoined Introducing diagonal join to ascender: c·h Practising ai unjoined Introducing diagonal join, no ascender: a<i Practising wh unjoined Introducing horizontal join to ascender: w#h Practising ow unjoined Introducing horizontal join, no ascender: oúw Assessment

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

27 28 29 30

21 22 23 24 25

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

Introducing diagonal join to anticlockwise letters: e©a Practising diagonal join to anticlockwise letters: i<gh Practising diagonal join to anticlockwise letters: d<g, n<g Introducing horizontal join to anticlockwise letters: o+o, o+a Practising horizontal join to anticlockwise letters: w>a, w>o Introducing mixed joins for three letters: a<i<r, e©a<r Practising mixed joins for three letters: o+oúr, oúu<r Practising mixed joins for three letters: i<n<g Size and spacing End-of-term check

Term 2

Practising diagonal join to ascender: t<h, c·h Practising diagonal join, no ascender: a<i, a<y Practising diagonal join, no ascender: i<r, e©r Practising horizontal join to ascender: w#h, oß@h Practising horizontal join, no ascender: oúw, oúu Introducing diagonal join to e: iÿ, uÿ Introducing horizontal join to e: o°e, v}e Introducing ö Practising diagonal join, no ascender: lÿ Writing numbers 1–100 11 12 13 14 15 16 17 18 19 20

1 2 3 4 5 6 7 8 9 10

Term 1

Year 2/Primary 3

21 22 23 24 25 26 27 28 29 30

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

32 33 34 35 36

25 26 27 28 29 30 31

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,

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

Revising joins: letter spacing Revising joins: spacing between words Revising joins: consistency of size Revising joins: fluency Revising joins: parallel ascenders Revising joins: parallel ascenders and descenders Revising horizontal join from r to an anticlockwise letter: r>[ Revising break letters Assessment Revising capital letters

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 22 23 24 25 26 27 28 29 30

Term 3

11 12 13 14 15 16 17 18 19 20

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 Revising parallel ascenders Revising parallel ascenders and break letters Relative sizes of letters Proportion of letters Spacing between letters Spacing between words Writing at speed Improving fluency Speed and fluency End-of-term check

Consistency of size Proportion Spacing between letters and words Size, proportion and spacing Fluency: writing longer words Speed and fluency Revising break letters Print alphabet: presentation Assessment Capital letters: presentation

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 22 23 24 25 26 27 28 29 30

Term 3

11 12 13 14 15 16 17 18 19 20

Term 2

Style for speed: crossbar join from t: tôh, t®i, t®r, t›a, õªõª Style for speed: looping from g: \l, \i, \r, \a, \g Style for speed: looping from j and y: Ø, ]o, ó, {r, {o Style for speed: looping from f Style for speed: different joins to s Style for speed: looping from b Style for speed: joining from v, w, x and z Handwriting for different purposes: abbreviations Spacing between words End-of-term check Improving handwriting: the importance of consistent sizing Improving handwriting: the importance of proportion Improving handwriting: the importance of spacing Improving handwriting: the importance of consistent sizing of parallel ascenders and descenders Improving handwriting: the importance of closed and open letters Improving handwriting: pen breaks in longer words Handwriting for different purposes: annotations Handwriting for different purposes Choice of handwriting tools End-of-term check 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

16 17 18 19 20

11 12 13 14

Term 2

1 2 3 4 5 6 7 8 9 10

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 3/Primary 4

Year 4/Primary 5

Term 1 Unit

Term 1 GPS focus

Unit

Adding –er

S G S

Using –f|ul|, and –f|ully

Noun phrases

Prefixes sup|er|–, sub|–

Conjunctions: so|, soon|, b|ecause|, sometimes

Using adjectives

Word families

Capital letters and full stops

G G S P S

Prefixes pre|– and

Determiners a||, an|

3 4 5 6 7 8

re|–

GPS focus

24 25 26 27 28 29 30

End-of-term check

S S

phrases, –ssion| endings S G Noun

Doubling before –ing

S P G G

Suffix –ly End-of-term check

19 20

P Apostrophes, contractions P S it’s, its S Homophones S G Homophones and punctuation S Different uses of ch Suffixes –ly, -ally Anagrams Alphabetical order

Assessment

Capitals

Using homophones ai|, ey, ay, eigh Inverted commas ( speech marks ) Standard English was/were Possessive pronouns

End-of-term check

Term 3 Unit

GPS focus

S S S

GPS focus

Suffixes

Term 3

Personal and possessive pronouns

Possessive apostrophes

Apostrophes

Adding suffixes to change word class –ly|, –ify and –ing

Prefixes in|–, im|–, il|–, ir|–

Unit

Inverted commas ( speech marks )

Using adverbs

Prefix ex|–

Suffixes –ing, –ed|, –er

Alphabetical order

Suffix –ness

Adverbials

S Common exception words S Suffix –tion S Homophones S –ture| endings

Prefixes bio|–,bi|–

S P S P G

Noun phrases

Prepositions

Unit

G S G P S S

G S S S

Term 2

Term 2 Unit

GPS focus

Pronouncing ou|

S S G G

Pronouncing y

23 24 25 26 27

S G

Noun phrases Fronted adverbials Standard English have

done|/has done

Prefixes dis–, mis– Pronouns

Presentation: Print alphabet

Assessment

Presentation: Capital letters

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: (i) 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. • 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 â&#x20AC;Ś 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 childrenâ&#x20AC;&#x2122;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 no additional cognitive demand so children can concentrate on their handwriting; however, some 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.

Penpals and spelling This revised edition of Penpals for Handwriting enables you to build on childrenâ&#x20AC;&#x2122;s synthetic phonic knowledge and to secure spelling through the multisensory lenses of vision, hearing and movement. During Year 3, children learn to build a word by joining first in phonemes, then in syllables and finally as whole words. Throughout all of the activities, spelling patterns, prefixes, suffixes and inflections are introduced and practised alongside common exception words.

A note about application of handwriting acrossÂ the curriculum

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.

One of the challenges of all handwriting programmes is achieving the transfer of skills from the childâ&#x20AC;&#x2122;s handwriting book to their other writing. The Workbooks are intended to support this transfer by offering grammar, punctuation and spelling (GPS) activities with a handwriting focus. High frequency words, also known as common exception words, from the National Curriculum in England (2014) are embedded in the Workbooks. After following the suggested teaching sequence below, transfer of the join or other unit focus into writing across the curriculum should be encouraged.

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 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 correct join formations and/or the specific unit focus. Children can practise palm writing and copying the letters/joins in the identified words.

For each unit, you will need: • The Y3 Teacher’s Book. • The Y3 Interactive. • An interactive whiteboard or tablet. • A laptop or PC connected to a data projector. Children will need: • A sharp pencil 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. • Coloured pencils. • Y3 Practice Book. • Y3 Workbook.

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.

The teaching sequence of each unit generally follows the common pattern outlined here.

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. 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.

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.

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 correct letter formation and joining, especially for children about whom there are concerns. The teacherâ&#x20AC;&#x2122;s page for the unit provides key learning points to help identify issues on which to focus.

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 focus join or joins. 1. Independent writing: Practice of the join or unit focus. 2. Writing the unit focus, letter or join in context: Once children have practised the joins separately, they should try to write them in a simple phrase, sentence, activity, joke or rhyme. 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. 4. Pattern practice: Children will need coloured pencils, or similar, to practise the pattern at the bottom of the page. These usually reflect the pencil movement of the unit focus, but always enhance fine motor control. These patterns are artwork, not letters, and should be treated as opportunities to develop fluent and controlled movement.

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.

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. 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. 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 teacherâ&#x20AC;&#x2122;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.

children are gradually introduced to the idea of joining more than one pair of letters within a word.

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.

In the final term of Year 2, children are introduced to other pairs of letters which are joined using the same joining strokes.

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.

Pupils should be taught to: • 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. 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. 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.

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,

Joining 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 3.) 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). Correct formation of key joins can be demonstrated using the Library of joins section in the interactives.

Joining for Year 3

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 . . .

acdehiklmnqstu

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

oĂ&#x;@h

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

forvw Break letters These letters do not join.

gjxyz

to letters in this box.

bfhklt

These letters do not join yet.

bp * anticlockwise letters

Unit 1 Practising joining through a word in stages: no ascenders or descenders Key learning • All familiar joins to be used. • Entire words to be joined except from break letters g, y, j, s, r, p, b, f, x, z. • Entire words to be joined except to f, x, z. • Ensure letters are a consistent height (except for capitals).

1 Using the Interactives Penpals gym • Ask children to try the warm-ups: Arms high and Parallel lines or choose others from the reference area. Teach • Show the examples provided for joining through a word in stages. Children should practise joining through a word using the examples shown.

e Children read each word and then repeat the process of joining in stages as shown. f Self- or peer-assess: ask children to find their two best joined words to tick and two to improve. g Children finger trace and write the pattern.

3 Using the Workbook (p2) Handwriting practice with a spelling focus: adding –er| a Watch while children trace and write the joins. Check the key learning points. b Watch them trace then write the words. Check key learning points. c Talk about the activity. When do we add ‘–er’ to a word? (To indicate a person who does something.) Revisit rules for adding ‘–er’ after different types of vowel. Ask children to complete the chart. d Self- or peer-assess: ask children to check their spelling and to find two words to tick and two to improve.

a b c

Practise • Children practise the pattern and use the word bank: s¿©v}e©n, d<a<n<cœ©r, v>oúi<cœ, a<nƒ[©w}e©r, e©n<oúr¬@m<oúuƒ[. (Note that two versions of each word are provided: one is partially joined and the other fully joined.) • The challenge word is v>oúi<cœ.

2 Using the Practice Book (p2) a Explain that children should now join all letters except for break letters. b First children practise each of the words in stages. Remind them that all of the letters are joined, except break letters. Check the key learning points above. c Then children practise each of the words fully joined. d Ask children to try copying the sentence, joining throughout words except for break letters s and r.

4 Extra support Small group work: Practice Book • Suggest children practise all the joins individually before trying the progression on the page. Small group work: Workbook • Pre-teach the individual joins. • Work together to agree the spelling of each word. Use known spelling rules and a dictionary if useful. Homework • PCM 1 on page 48.

5 Common errors • Words not fully joined. • Incorrect or inaccurate joins. • Spacing too narrow or too wide.

c d

Term 1

Unit 2 Practising joining through a word in stages: parallel ascenders Key learning • All familiar joins to be used. • Entire words to be joined except from break letters g, y, j, s, r, p, b, f, x, z. • Entire words to be joined except to f, x, z. • Ensure letters are a consistent height (except for capitals) and ascenders are parallel.

1 Using the Interactives Penpals gym • Ask children to try the warm-ups: Curved back and Finger point or choose others from the reference area. Teach • Talk about joining through a word in stages. Look at the sentence on screen. How would children join each of these words in stages?

e Children read each word and then repeat the process of joining in stages, as shown. f Self or peer assess: ask children to find their best joined word to tick and a word to improve. g Children finger trace and write the pattern.

3 Using the Workbook (p3) Handwriting practice with a spelling focus: using –f|ul| –f|ully a Watch while children trace and write the suffixes. Check the joins and the key learning points above. Note that we don’t join to or from f. b Watch children trace then write the words. Check key learning points. c Talk about the activity. What changes when we add ‘–ly’ to an adjective ending in ‘–ful’? (The adjective becomes an adverb.) Ask children to complete the chart. d Challenge activity: write the words e©q|u<i<l<a<tæ©r|a<l and pa<ra<l<lÿ©l. e Self- or peer-assess: ask children to check their spelling and to find two words to tick and two to improve.

a b c

Practise • Children practise the pattern and use the word bank: bo®#õ‹<õª<lÿ, c·u<d<d<lÿ©d, t<i<c·k<lÿ, b|e©a<u<t<i|f@u<l. (Note that two versions of each word are provided: one is partially joined and the other fully joined.) • The challenge word is bo®#õ‹<õª<lÿ.

2 Using the Practice Book (p3) a Explain that children should now join all the letters except for break letters. b First children practise each of the joins. Check the key learning points above. c Then children practise the joins within a phrase. d Ask children to try writing the joke, joining throughout words except for break letters s, b and p.

4 Extra support Small group work: Practice Book • Suggest children practise all the joins individually before trying the progression on the page, if necessary. They practise l<l, õ‹<õ,ª i<t, t<h, a<t, a<y, i<n, l<i, e©l, a<l, d<i, lÿ, tæ, hÿ, l<o, t<o, h<a, i<d, o+o, oún, t<l, uƒ[, e©r. Small group work: Workbook • Again, pre-teach the individual joins u<l, l<l, e©r, a<y, l<y, c·h, t<i, tæ, hÿ, a<u, a<y, a<r, u<i, a<c, e©r, ö, c·a, cœ, e©a, lÿ, l<a, e©q. • Work together to agree the spelling of each word. Use known spelling rules and a dictionary if useful. Homework • PCM 2 on page 48.

5 Common errors

• Words not fully joined. • Incorrect or inaccurate joins. • Ascenders not parallel and/or not the same height.

Term 1

Unit 3 Introducing joining from

s to ascender: s©h, s©l, s©t, s©k Self- and peer-assess: children find their best join from s to tick and one to improve. g Children finger trace and write the pattern. f

Key learning • • • •

All familiar joins to be used. New join s to ascender. Initial retracing of lower curve of s. Spacing between s and ascender.

3 Using the Workbook (p4)

1 Using the Interactives Penpals gym • Ask children to try the warm-ups: Fold and stretch 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. Identify and assess the target joins.

Handwriting practice with a grammar focus: noun phrases a Watch while children trace and write the joins. b Watch them trace and write the noun phrase. Check key learning points. c Talk about the activity. Check children are aware of ‘–est’ when it is used to show superlative adjectives. Ask children to select a basic noun phrase and expand it with one of the adjectives. d Self- or peer-assess: ask children to check their spelling and to find two joins to tick and two to improve.

a b c

Practise • Children practise the pattern and use the word bank: aƒ[©lí©p, s©l<oúw}eµ[©t, s©kÿ©lÿ©t<oún, aƒ[©t<roún<a<u<t, reµ[©t<a<u<ra<n<t, s©h<oúu<l<dÿ©r, c·uƒ[©h<i<oún, fr@iÿ©n<dƒ[©h<i<p. • The challenge word is aƒ[©t<roún<a<u<t.

2 Using the Practice Book (p4) a Remind children that they should now join all letters except for break letters. b First children practise the joins. c Then they practise each of the words. Check the key learning points above. d Ask children to write compound words by joining words from each box. e Children read each word and then write it. They may wish to join through the words in stages.

4 Extra support Small group work: Practice Book • Suggest children practise writing the joins on whiteboards or use the notepad on the IWB. • Ask children to say and copy the individual words. • Initially, ask them only to join from s. Then ask them to write the whole word. Small group work: Workbook • Once they have traced the joins, allow children to use a small eraser to rub them out by following the movement of the join. They can then rewrite the join. • Let children practise tracing all of the words on the page before they try to copy them. Homework • PCM 3 on page 49.

5 Common errors • s larger than other x-height letters. • Bottom curve of s too short. • Spacing of join is too narrow or too wide.

Term 1

Unit 4 Introducing joining from s, no ascender: s©w, s©i, s@@¿, s©m, s©n, s©p, s©u Key learning

3 Using the Workbook (p5)

• Top and bottom curves of s shorter when s is in the middle of a word. • Spacing between s and next letter. • Height of s is x-height.

1 Using the Interactives Penpals gym • Ask children to try the warm-ups: Backwards bends and Interlocking rings or choose others from the reference area. Teach • Demonstrate the animated joins. Children should practise these.

Handwriting practice with a spelling focus: prefixes sup|er|–, sub|– a Watch while children trace and write the joins. b Watch them trace and write the words. Check key learning points. c Talk about the activity. Discuss the meaning of s©u<pe©r– and s©u<b–. Ask children to read and write the words they can make in each word web (e.g. sup|er|man|, sup|er|mar|ket| etc.) d Challenge activity: write a sentence using two of the words made. e Self- or peer-assess: ask children to check their spelling and to find two joins to tick and two to improve.

a b d

Practise • Children practise the pattern and use the word bank: s©m<i<lÿµ[, i<nƒ[@¿©c·tƒ[, cap|si|z|e|, sig|np|ost|, a<nƒ[©w}e©r, resp|onsib|le|, snowb|alls|, sup|er|star|. • The challenge word is i<nƒ[@¿©c·tƒ[.

2 Using the Practice Book (p5) a First children practise the joins. b Then they practise each of the words. Check the key learning points above. c Ask children to read and then write the newspaper story. d Children read each word and then write it. They may wish to join through the words in stages. e Self- or peer-assess: ask children to find their best join from s to tick and a word to improve. f Children finger trace and write the pattern.

4 Extra support Small group work: Practice Book • Suggest children practise writing the joins in glue sticks (with sand or glitter) or on whiteboards or use the notepad on the IWB. • Ask children to read and write only the words which have a join from s. • Initially, ask children only to join from s. Then ask them to write the whole word. Small group work: Workbook • Once they have traced the joins, allow children to use a small eraser on the end of a pencil to rub them out by following the movement of the join. They can then rewrite the joins. • Let children practise tracing all of the words on the page before they try to copy them. Homework • PCM 4 on page 49.

5 Common errors

• s larger than other x-height letters. • Bottom curve of s too short. • Spacing of join is too narrow or too wide.

Term 1

Unit 5 Introducing joining from

Key learning

3 Using the Workbook (p6)

• Top and bottom curves of s shorter when s is in the middle of a word. • Spacing between s and next letter is consistent. • Height of s is x-height.

1 Using the Interactives Penpals gym • Ask children to try the warm-ups: Underarm stretch and Bounce fingertips 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 and assess the target joins.

Handwriting practice with a grammar focus: conjunctions so|, soon|, b|ecause|, sometimes a Watch while children trace and write the joins. b Watch them trace and write the words. Check key learning points. c Talk about the activity. Can children identify the words they have written as adverbs and conjunctions? Before they fill in the gaps, ask children to say which word they would use in each gap. d Challenge activity: write a sentence using the word so. e Self- or peer-assess: ask children to check their spelling and to find two joins to tick and two to improve.

a b c

4 Extra support Practise • Children practise the pattern and use the word bank: a<we} µ[©om ú ÿ, disap|p|ointed|, s©oúmÿ©t<i<mÿµ[, scar|ed|, d<iƒ[©gu<iƒ[@¿©d, sq|ueaky|, WŸ©d<nÿµ[©d<a<y, f|ascinating|. • The challenge word is scar|ed|.

2 Using the Practice Book (p6) a First children practise the joins. Check the key learning points above. b Then they practise each of the words. Check the key learning points above. c Ask children to read and then write the list. d Children read each word and then write it. They may wish to join through the words in stages. e Self- or peer-assess: ask children to find their best join from s to tick and a word to improve. f Children finger trace and write the pattern.

Small group work: Practice Book • Suggest children practise writing the joins on whiteboards or use the notepad on the IWB. • Ask children to read and write only the nouns in the list. • Initially, ask them only to join from s. Then ask them to write the whole word. Small group work: Workbook • Once they have traced the joins, allow children to use a small eraser to rub them out by following the movement of the join. They can then rewrite the joins. • Let them practise tracing all of the words on the page before they try to copy them. Homework • PCM 5 on page 50.

5 Common errors • Shortening the curves of the s too much, so s looks like i. • s is higher than other x-height letters. • Spacing between s and adjacent letters is too narrow or too wide.

Term 1

Unit 1 Practising joining through a word in stages: no ascenders or descenders

Name

Date

Read the word. Trace the word in stages.

musician| mus ic| ian| magician| mag ic| ian| op|tician| op| tic| ian| electrician| elec| tric| ian| p|olitician| p|oli| tic| ian| Penpals for Handwriting Y3

Write the word. Think of the joins.

Unit 2 Practising joining through a word in stages: parallel ascenders

Name

Date

Write at least two words for each ending. Think about the joins.

pu d<d<lÿ õ<‹õ<ªlÿ c·k<lÿ

c·a

t<i Penpals for Handwriting Y3

Unit 3 Introducing joining from

Name

Date

Trace and write the joins. Say the sounds.

s©h

Trace the phrases. Choose one of the

s©l

s©t

s©k

Penpals for Handwriting Y3

Unit 4 Introducing joining from , no ascender:

Name

Date

Trace and write the joins. Say the sounds.

s©i

s©u

s@@¿

Write two words which begin with each join.

s©i

s©p

s@@¿

s©m s©u

Unit 5 Introducing joining from

Name

Date

Trace and write the joins. Say the sounds.

s©a

s©c

Read the sentence. Circle all the

s©q

Penpals for Handwriting Y3

Unit 6 Introducing joining from

Name

Date

Trace and write the joins. Say the sounds.

u<ñ¡@l d y

i<ñ¡@l

i<Ñ@t

Finish the words, then write them.

r to an ascender: ñ¡@b, ñ¡@h, ñ¡@k, ñ¡@l, Ñ@@t

Penpals for Handwriting Y3

Unit 7 Introducing joining from , no ascender:

r¬@i, r¬@u, r¬@n, r¬@p

Name

Date

Trace and write the joins. Say the sounds.

r¬@i lÿ©a

r¬@u

Finish the words, then write them.

r¬@n

po oúiƒ[@¿

r¬@p i<t

p s©c pt<i<oún

Penpals for Handwriting Y3

Unit 8 Introducing joining from

Name

Date

Trace and write the joins. Say the sounds.

r>a

r>d

Finish and write the words.

r to an anticlockwise letter: r>a, r>d, r>g, r>o

r>g

r>o

Unit 9 Introducing joining from

Name

Date

Trace and write the joins. Say the sounds.

r}e

Sort and write the words. Which word can go in both columns?

sounds like

br}e©a<d

Penpals for Handwriting Y3

sounds like

r}e©a<l

gjyfbpqxz

Unit 10 Introducing break letters: , , , , , , , ,

Name

Date

Join the words – watch out for the break letters.

elephant giraffe zebra chimpanzee wildebeest Penpals for Handwriting Y3

gazelle hyena jackal