Preview Penpals for Handwriting: Teacher's Book 1 by Cambridge International Education

Year 1 Teacher’s Book Gill Budgell Kate Ruttle Supported by the

Contents 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 1 17 Units Term 1 1 Practising long-legged giraffe letters 18 2 Writing words with ll 19 3 Introducing capitals for long-legged giraffe letters 20 4 Practising one-armed robot letters 21 5 Practising long-legged giraffe letters and one-armed robot letters 22 6 Introducing capitals for one-armed robot letters 23 7 Practising curly caterpillar letters 24 8 Writing words with double ff 25 9 Writing words with double ss 26 10 Introducing capitals for curly caterpillar letters 27 Term 2 11 Practising long-legged giraffe letters, one-armed robot letters and curly caterpillar letters 28 12 Practising zig-zag monster letters 29 13 Writing words with double zz 30 14 Mixing all the letter families 31 15 Practising all the capital letters 32

denotes the introduction of new letters or joins

16 Practising all the numbers 0–9 33 17 Writing words with ck and qu 34 18 Practising long vowel phonemes: ai, igh, oo 35 19 Practising vowels with adjacent consonants: ee, oa, oo 36 20 End-of-term check 37 Term 3 21 Numbers 10–20: spacing 38 22 Practising ch unjoined 39 23 Introducing diagonal join to ascender: ch| 40 24 Practising ai unjoined 41 25 Introducing diagonal join, no ascender: ai| 42 26 Practising wh unjoined 43 27 Introducing horizontal join to ascender: wh| 44 28 Practising ow unjoined 45 29 Introducing horizontal join, no ascender: ow| 46 30 Assessment 47 Photocopiable resources Photocopy Masters 48 Writing mats 63 Variations in font throughout Penpals for Handwriting 64

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 1/Primary 2

Year 2/Primary 3

Term 1 Unit 1 2

Term 1 GPS focus

P G

4 5

G S

S P S

8 9 10

Unit

Full stop and exclamation mark

Sorting words: I

see, I do

Matching lower case and capital letters: long-legged giraffe letters

Prefix

un-

Common exception words: my, the, put Matching lower case and capital letters: onearmed robot letters Adding

-s| to make plural nouns

Question marks and full stops

Compound words

-s| or -es to make plurals Common exception words: was, with, were, very

Capital letters for names

Matching numerals and number words (zero to nine)

G G G S

18 19 20

GPS focus

-s| or -es to make plurals Adding -er| and -est to adjectives Adding -ing and -ed to verbs Adding

Writing the days of the week

Unit

P G S S G

G P

G Adding -s| to make plurals S Identifying different pronunciations of ow P G Full stops, question marks, exclamation marks

29 30

Matching numerals and number words (ten to twenty)

18 19 20

Full stops and question marks Adding

-ing to verbs

22 23 24 25

Making sets of rhyming words

Compound words

Using

wh| words

Ordering words in a sentence: full stops and question marks

Homophones Spelling choices: ai| and

Making adjectives by adding –er Full stops and question marks Common exception words Plurals: –iÿs Simple past and present tense Suffixes: –ment|, –ness, –less, –l|y Word endings: le|, il, el, al Number words

GPS focus

G S P S G S S G G P

Making noun phrases Using

igh, iÿ|

Question or command Compound words Identifying nouns and verbs Homophones Homophones Present continuous tense Subordination and coordination Punctuating sentences

Term 3

GPS focus

Unit

Term 3

S S G P S S G S S S

Term 2 Unit

atching lower case and capital letters: curly M caterpillar letters

Adding

Counting syllables

P S G G P

Question marks

Term 2 Unit

GPS focus

28 29 30

GPS focus

G P P G G P G G S P

Noun phrases Possessive apostrophes Capital letters and full stops Past tense Comparative and superlative adjectives Possessive apostrophes Past and present tense Past simple tense Contractions Capital and lower-case 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.

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.

A note about phonics This revised edition of Penpals for Handwriting enables you to develop the use of handwriting to support children’s synthetic phonic knowledge for segmenting and spelling. In most schools, individual letters are written to reinforce graphemes as they are introduced. Penpals then gives children the opportunity to revisit and consolidate their growing phonic knowledge whist securing the kinaesthetic movements – the muscle memories – to secure good spelling in a legible, fast and fluent handwriting style. So for example, the word thing is taught initially as t-h-i-n-g, then as t<h-i-n<g, then as t<h-i<n<g and then t<h<i<n<g.

A note about application of handwriting across 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 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 child’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 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 30 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 letter/join formations. Children can practise palm writing and copying the letters/joins in the identified words.

For each unit, you will need: • The Y1 Teacher’s Book. • The Y1 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. • Y1 Practice Book. • Y1 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 unit focus, letter or join. 2. Writing the unit focus, letter or join in context: Once children have finger traced (where appropriate) 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 the grammar, punctuation and spelling focus and handwriting. 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.

Unit 11 Practising long-legged giraffe letters, one-armed robot letters and curly caterpillar letters

• Correct letter formation. • Consistent height of ascenders in h and d and length of descenders in y and g. • Letters correctly positioned in relation to the baseline.

possible to support children in reading each common exception word. Ask children to write the words and to use them in a sentence if appropriate. f Self- or peer-assess: ask children to tick the best word and find one to improve. g Children finger trace and write the pattern.

1 Using the Interactives

3 Using the Workbook (p12)

Key learning

Penpals gym • Ask children to try the warm-ups: Be a train and Soft and spiky fingers, or choose others from the reference area. Teach • Ask children to join in with the skywriting pattern. • Revisit the letter family icons and ask children to recall the letters in each. Write them together. • Look at the gallery images. Identify and assess the target letters and share with children.

Handwriting practice with a punctuation focus: question marks and full stops a Read and talk about the pronouns. Give sentence examples for each pronoun or ask children to suggest examples. b Children trace and write the words. Check the key learning points. c Talk about the target words he, him, his. Ask children to read each sentence and to choose a word to fill each gap. They also need to decide which punctuation mark is required to end each sentence. d Challenge activity: tick words referring to a girl. e Self- or peer-assess: ask children to tick the best word and question mark and find one of each to improve.

c Practise • Children practise using the word bank: him, here, doll, robot, ladybird. • The challenge word is ladybird.

4 Extra support 2 Using the Practice Book (p12) a Talk about the letters. Skywrite the letters together. b Children finger trace the letters on the top line while saying the sounds. c Ask children to write the letters. Check the key learning points. d Read each mini-beast word and then ask children to write them in their books. Let them illustrate if appropriate. e Children say and write the words, focusing on the target letters and key points above. Use phonics where

bc d

Small group work: Practice Book • Children finger trace each letter and word. • Encourage children to try each letter and word in sand or flour on the table top. • Children then write each word, focusing on the target letters. Small group work: Workbook • Pre-teach the pronouns giving oral examples of each in context. • Children work on the table top with word cards to gap fill before writing in the Workbook. Homework • PCM 11 on page 53.

5 Common errors • Incorrect position of letters in relation to the baseline. • Ascenders too tall; descenders too long. • Question mark too large or in wrong position in relation to the baseline.

Term 2

Unit 22 Practising

ch unjoined Self- or peer-assess: ask children to tick the best ch in a word and find one to improve. g Children finger trace and write the pattern. f

Key learning • Two letters, one sound: ch. • Correct letter formation of each. • Letter spacing.

3 Using the Workbook (p23)

1 Using the Interactives Penpals gym • Ask children to try the warm-ups: Hand clasp stretch and Curl and twirl, or choose others from the reference area. Teach • Ask children to join in with the skywriting pattern. • Demonstrate the animated letters. Children should practise this. • Look at the gallery images. Identify and assess the target letters and share with children.

Handwriting practice with a punctuation focus: full stops and question marks a Children trace and write the letters while saying the sound. b Ask children to read, trace and write the words and identify the target letters. Check the key learning points. c Read the sentences, establishing that there are gaps to be filled with ch words. Ask children to trace the tinted words and to add a missing ch word to complete each sentence, focusing on the target letters. Some children will also cope with adding the correct end-ofsentence punctuation mark, while others may need to go back to check and complete this. d Self- or peer-assess: ask children to tick the best ch and to review their question mark and find one of each to improve.

a b

Practise • Children practise using the word bank: cheeping, teach, children, lunch, chicken. • The challenge word is lunch.

c d

4 Extra support

2 Using the Practice Book (p23) a Talk about the letters and their sound which should already be familiar. Together, skywrite the letters. b Children finger trace the letters on the top line while saying the sound. c They write the letters. Check the key learning points. d Read the phrase. Children write it in their books. e Now ask children to say and write the words. They say the sounds, blending to read each word. Prompt them to spot the target letters and then to write the words.

Term 3

Small group work: Practice Book • Children finger trace each letter pair. • Encourage children to try ch in sand or flour on the table top if this is still necessary. • Read the text together and spot the target letters. • Children write it on a baseline in their books. Small group work: Workbook • Pre-teach ch and its letter formation. • Pre-teach the words. • Pre-teach the punctuation options. • Children work on the table top to establish gap fill and punctuation options before working in the Workbook. Homework • PCM 22 on page 58.

5 Common errors • Ascender of h too tall. • Letters too close or too far apart. • Not curving enough over the horizontal start of e so confusion with c.

Unit 23 Introducing diagonal join to ascender: c·h Key learning

3 Using the Workbook (p24)

• Diagonal join to ascender: c·h. • Unjoined and joined: ch, c·h. • Using the baseline.

1 Using the Interactives Penpals gym • Ask children to try the warm-ups: Clap hands and Wrist rhythm, or choose others from the reference area. Teach • Ask children to join in with the skywriting pattern. • Demonstrate the animated join. Children should practise this. • Look at the gallery images. Identify and assess the target join and share with children.

Handwriting practice with a grammar focus: adding –ing to verbs a Children trace and write the letters while saying the sound for each. b Ask children to read, trace and write the words. They should identify the target letters, both unjoined and joined. Check the key learning points. c Read each word. Ask children to write the words and to add –ing to each. Read the new word. d Challenge activity: practise joining c·h in one more word. e Self- or peer-assess: ask children to tick the best c·h join and find one to improve.

a b c d

2 Using the Practice Book (p24) a Children finger trace the letters on the top line. b They write the letters. Check the key learning points. c Read the phrase. Children write it in their books with ch| unjoined and then joined c·h. Check letters are on the baseline. d Now ask children to say and write the words. They say the sounds, blending to read each word. Prompt them to spot the target letters, and identify whether they are unjoined or joined, and then to write the words. e Self- or peer-assess: ask children again to tick the best ch| join in a word and find one to improve. f Children finger trace and write the pattern.

ab c

Small group work: Practice Book • Children finger trace each letter pair as both unjoined and then joined. • Encourage children to try the new join in sand or flour on the table top if this is still necessary. • Read the phrase together and spot the letters both unjoined and joined. • Children write the phrase with the c·h joined on a baseline in their books. Small group work: Workbook • Pre-teach ch unjoined and joined c·h with correct letter formation and join. • Pre-teach the words. • Pre-teach adding ‘–ing’. • Children work on the table top to establish the join, as well as the effect of adding ‘–ing’, before working in the Workbook. Homework • Children write an alliterative phrase using joined ch|, e.g. ch|eering, ch|atty ch|ildren. • PCM 23 on page 59.

5 Common errors • Letters too close together. • Forgetting the exit flick on the h. • Not bouncing back up on the h or bouncing up too high.

Term 3

Unit 24 Practising

ai unjoined g Children finger trace and write the pattern.

Key learning

3 Using the Workbook (p25)

• Two letters, one sound: ai. • Correct letter formation for each. • Letter size and x-height.

1 Using the Interactives Penpals gym • Ask children to try the warm-ups: Soft arms, stiff arms and Musical instruments, or choose others from the reference area. Teach • Ask children to join in with the skywriting pattern. • Demonstrate the animated letters. Children should practise this. • Look at the gallery images. Identify and assess the target letters and share with children.

Handwriting practice with a spelling focus: making sets of rhyming words a Children trace and write the letters while saying the sound for each. b Ask children to read, trace and write the words. They should identify the target letters. Check the key learning points. c Read the letters in the middle. Talk through what happens when you add each of the other letter options, beginning with the example train. Ask children to add the missing letters to write a new word that rhymes, focusing on the target letters. d Challenge activity: think of another rhyming word for each set. e Self- or peer-assess: ask children to tick the best ai and find one to improve.

a b c d Practise • Children practise using the word bank: mail, sailor, train, mermaid. • The challenge word is train.

2 Using the Practice Book (p25) a Talk about the letters and their sounds which should already be familiar. Together, skywrite the letters. b Children finger trace the letters on the top line while saying the sound for each. c They write the letters. Check the key learning points. d Read the phrase. Children write it in their books. e Now ask children to say and write the words. They say the sounds, blending to read each word. Prompt them to spot the target letters and then to write the words. f Self- or peer-assess: ask children to tick the best ai in a word and find one to improve.

bc d

4 Extra support Small group work: Practice Book • Children finger trace each letter pair. • Encourage children to try ai in sand or flour on the table top if this is still necessary. • Read the phrase together and spot the letters ai. • Children write the phrase in their books. Small group work: Workbook • Pre-teach ai and its letter formation. • Pre-teach the words. • Children work on the table top to establish adding letters to both roots rain and ail before working in the Workbook. Homework • PCM 24 on page 59.

5 Common errors • Forgetting to dot the i. • Letters too close or too far apart. • Not curving enough over the horizontal start of a so confusion with c.

Term 3

Unit 25 Introducing diagonal join, no ascender: a<i f

Key learning • Diagonal join, no ascender: a<i. • Unjoined ai and joined a<i. • Using the baseline.

Children finger trace and write the pattern.

3 Using the Workbook (p26)

1 Using the Interactives Penpals gym • Ask children to try the warm-ups: Spirals and Soft and spiky fingers, or choose others from the reference area. Teach • Ask children to join in with the skywriting pattern. • Demonstrate the animated join. Children should practise this. • Look at the gallery images. Identify and assess the target join and share with children.

Handwriting practice with a spelling focus: compound words a Children trace and write the letters while saying the sound for each. b Ask children to read, trace and write the words. They should also identify the target letters, both unjoined and joined. Check the key learning points. c Read each word, establishing that two words then make one word. Ask children write the new compound word. d Challenge activity: write all the compound words with ai| joined. e Self- or peer-assess: ask children to tick the best ai| join and find one to improve.

a b c d

2 Using the Practice Book (p26) a Children finger trace the letters on the top line. b They write the letters. Check the key learning points. c Read the phrase. Children write it in their books with ai unjoined and then joined a<i. Check the letters are on the baseline. d Now ask children to say and write the words. They say the sounds, blending to read each word. Prompt them to spot the target letters, and identify whether they are unjoined or joined, and then to write the words. e Self- or peer-assess: ask children to tick the best a<i join in a word and find one to improve.

4 Extra support Small group work: Practice Book • Children finger trace each letter pair as both unjoined and then joined. • Encourage children to try the new join in sand or flour on the table top if this is still necessary. • Read the phrase together and spot where the letters are unjoined and joined. • Children write the phrase with the a<i joined on a baseline in their books. Small group work: Workbook • Pre-teach ai unjoined and joined a<i with correct letter formation and join. • Pre-teach the words. • Children work on the table top to establish the join, as well as the effect of adding two words together, before working in the Workbook. Homework • Children write a rhyming phrase using joined a<i, e.g. a sna<il in the ra<in. • PCM 25 on page 60.

c 5 Common errors f

• Letters too close together. • Dotting the i before the join is complete. • Sweeping up too high from the base of a to i.

Term 3

Unit 26 Practising

wh unjoined Self- or peer-assess: ask children to tick the best wh in a word and find one to improve. g Children finger trace and write the pattern. f

Key learning • Two letters, one sound: wh. • Correct letter formation for each. • Height of ascender.

3 Using the Workbook (p27)

1 Using the Interactives Penpals gym • Ask children to try the warm-ups: Wind and rain and Little hoops, or choose others from the reference area. Teach • Ask children to join in with the skywriting pattern. • Demonstrate the animated letters. Children should practise this. • Look at the gallery images. Identify and assess the target letters and share with children.

Handwriting practice with a grammar focus: using wh words a Children trace and write the letters while saying the sound for each. b Ask children to read, trace and write the words. They should also identify the target letters. Check the key learning points. c Read each question, establishing that there is a gap at the beginning of each which needs a question word. Challenge children to choose a wh word to fill each gap. They must also add question marks. Children trace the tinted words and write the missing wh word for each, focusing on the target letters. d Challenge activity: write another word beginning with wh. e Self- or peer-assess: ask children to tick the best wh and find one to improve.

a b c Practise • Children practise using the word bank: white, pinwheel, when, where, whip, whizz. • The challenge word is pinwheel.

2 Using the Practice Book (p27) a Talk about the letters and their sound which should already be familiar. Together, skywrite the letters. b Children finger trace the letters on the top line while saying the sound for each. c They write the letters. Check the key learning points. d Read the phrase. Children then write it in their books. Note the question mark. e Now ask children to say and write the words. They say the sounds, blending to read each word. Prompt them to spot the target letters and then to write the words.

bc d

Term 3

4 Extra support Small group work: Practice Book • Children finger trace each letter pair. • Encourage children to try wh in sand or flour on the table top if this is still necessary. • Read the text together and spot the letters wh in the phrase. • Children write the phrase on a baseline in their books. Small group work: Workbook • Pre-teach wh and its letter formation. • Pre-teach the words. • Children work on the table top to complete the gap fill and use of the question mark before working in the Workbook. Homework • PCM 26 on page 60.

5 Common errors • Three top points of w not equal. • Ascender of h too high. • Letters too close or too far apart.

Unit 27 Introducing horizontal join to ascender: w#h Key learning

3 Using the Workbook (p28)

• Horizontal join to ascender: w#h. • Unjoined wh and joined w#h. • Using the baseline.

1 Using the Interactives Penpals gym • Ask children to try the warm-ups: Clap hands and Knuckles, wrists and palms, or choose others from the reference area. Teach • Ask children to join in with the skywriting pattern. • Demonstrate the animated join. Children should practise this. • Look at the gallery images. Identify and assess the target join and share with children.

Handwriting practice with a grammar and a punctuation focus: ordering words in a sentence; full stops and question marks a Children trace and write the letters while saying the sound for each. b Ask children to read, trace and write the words. They should also identify the target letters, both unjoined and joined. Check the key learning points. c Read the words in the box together. Read the words and indicate the gaps. Explain that children must choose one word to fill the gap to create the question. Children choose and write the correct end-of-sentence punctuation mark. They read the completed question. d Challenge activity: practise writing w#h with joins. e Self- or peer-assess: ask children to tick the best w#h join and find one to improve.

a b c d

2 Using the Practice Book (p28) a Children finger trace the letters on the top line. b They write the letters. Check the key learning points. c Read the phrase. Children write it in their books with wh unjoined and then joined w#h. Check letters are on the baseline. d Now ask children to say and write the words. They say the sounds, blending to read each word. Prompt them to spot the target letters, and identify whether they are unjoined or joined, and then to write the words. e Self- or peer-assess: ask children to tick the best wh| join in a word and find one to improve. f Children finger trace and write the pattern.

ab c

4 Extra support Small group work: Practice Book • Children finger trace each letter pair. • Encourage children to try the new join in sand or flour on the table top if this is still necessary. • Read the phrase together and spot the letters unjoined and joined. • Children write the phrase, with the w#h joined, on a baseline in their books. Small group work: Workbook • Pre-teach wh unjoined and joined w#h with correct letter formation and join. • Pre-teach the words. • Children work on the table top to fill the gaps and establish sentence order and punctuation before working in the Workbook. Homework • Children write an alliterative phrase using joined w#h, e.g. wh|ispering wh|ite wh|ales. • PCM 27 on page 61.

5 Common errors • Join sweeps up too high for the beginning of h. • Join sweeps too far across before going up to the beginning of h. • Not bouncing back up on the h or bouncing up too high.

Term 3

Unit 28 Practising

ow unjoined Self- or peer-assess: ask children to tick the best ow in a word and find one to improve. g Children finger trace and write the pattern. f

Key learning • Two letters and two possible sounds. • Correct letter formation for each letter. • Both x-height letters.

3 Using the Workbook (p29)

1 Using the Interactives Penpals gym • Ask children to try the warm-ups: Be a train and Flying birds, or choose others from the reference area. Teach • Ask children to join in with the skywriting pattern. • Demonstrate the animated letters. Children should practise this. • Look at the gallery images. Identify and assess the target letters and share with children.

Handwriting practice with a grammar focus: making plurals a Children trace and write the letters while saying the sound for each. b Ask children to read, trace and write the words. They should also identify the target letters. Check the key learning points. c Read each word establishing that these are singular. Talk about how to make each word plural, e.g. in this case merely adding –s. Ask children to write the plurals in the second column. d Challenge activity: write more plural words. e Self- or peer-assess: ask children to tick the best ow and find one to improve.

a b c d Practise • Children practise using the word bank: crowd, throw, windows, owl, superpower, crow. • The challenge word is owl.

2 Using the Practice Book (p29) a Talk about the letters and their sounds which should already be familiar. Use ‘bow’ as an example. Together, skywrite each pair of letters. b Children finger trace the letters on the top line while saying the sounds for each. c Children write the letters. Check the key learning points. d Read the phrase and then children write it in their books. Challenge children to find the words to rhyme with ‘down’ and those that rhyme with ‘show’. e Now ask children to say and write the words. They say the sounds, blending to read each word. Prompt them to spot the target letters and then to write the words.

bc d

Term 3

4 Extra support Small group work: Practice Book • Children finger trace each letter pair. • Encourage children to try ow in sand or flour. • Read the text together and spot the letters ow in the phrase, noting the different pronunciations but the same letter formation. • Children write the phrase on a baseline in their books. Small group work: Workbook • Pre-teach or revisit ow and each letter’s formation. • Pre-teach the words and the notion of singular and plural. • Children work on the table top to complete the chart before working in the Workbook. Homework • Children find something at home with ow in it. They draw it and then write its name as singular and plural, e.g. towel, towels. • PCM 28 on page 61.

5 Common errors • Three top points of w not equal. • x-heights not equal. • Letters too close or too far apart.

Unit 29 Introducing horizontal join, no ascender: oúw Key learning

3 Using the Workbook (p30)

• Horizontal join, no ascender: oúw. • Unjoined ow and joined oúw. • Using the baseline.

1 Using the Interactives Penpals gym • Ask children to try the warm-ups: Shoulder roll and Curl and twirl, or choose others from the reference area. Teach • Ask children to join in with the skywriting pattern. • Demonstrate the animated join. Children should practise this. • Look at the gallery images. Identify and assess the target join and share with children.

Handwriting practice with a spelling focus: identifying different pronunciations of ‘ow’ a Children trace and write the letters while saying the sounds for each b Ask children to read, trace and write the words. They should also identify the target letters, both unjoined and joined. Check the key learning points. c Read each word establishing the correct pronunciation for ‘ow’ in each. Explain that children must circle in yellow if the word rhymes with show|, and circle in brown if the word rhymes with crow|n. Children then rewrite each word with a focus on the new join. d Challenge activity: write words that rhyme with show| and crow|n. e Self- or peer-assess: ask children to tick the best oúw join and find one to improve.

2 Using the Practice Book (p30) a Children finger trace the letters on the top line. b They write the letters. Check the key learning points. c Read the phrase noting the different pronunciations of ‘owl’ and ‘crow’. d Children write it in their books with ow unjoined and then joined oúw. Check letters are on the baseline. e Now ask children to say and write the words. They say the sounds, blending to read each word. Prompt them to spot the target letters, and identify whether they are unjoined or joined, and then to write the words. f Self- or peer-assess: ask children to tick the best oúw join in a word and find one to improve. g Children finger trace and write the pattern.

ab cd

4 Extra support Small group work: Practice Book • Children finger trace each letter pair as unjoined and then joined. • Encourage children to try the new join in sand or flour on the table top if this is still necessary. • Read the phrase together and spot the letters unjoined and joined. • Children write the phrase with the oúw joined on a baseline in their books. Small group work: Workbook • Pre-teach ow unjoined and joined oúw with the correct letter formation and join. • Pre-teach the words. • Children work on the table top to establish the join, as well as sorting words into sets by pronunciation, before working in the Workbook. Homework • Children write a rhyming phrase for each pronunciation of the letters ‘ow’. • PCM 29 on page 62.

5 Common errors • Join not maintaining the x-height. • Making the horizontal join too long. • Wrong angle on the first downward stroke of w just after the join, e.g. straight or sloping back rather than forward.

Term 3

Unit 30 Assessment e Self- of peer-assess: ask children to tick the best join and find one to improve. f Children finger trace and write the pattern.

Key learning • Four basic joins. • Correct join spacing. • Use of the baseline.

3 Using the Workbook (p31)

1 Using the Practice Book (p31) a Talk about the new joins and revisit the words ‘diagonal’, ‘ascender’ and ‘horizontal’. Can children identify each type of join? b Children finger trace the joins on the top line while saying the sound(s) for each. c They write the letters. Check the key learning points. d Together read the words and identify the join in each. Then children write the words in their books and illustrate them if appropriate. e Next children read and then write the words to practise the joins. Check the key learning points. f Self- or peer-assess: ask children to again tick the best join and find one to improve. g Children finger trace and write the pattern.

Handwriting practice with a grammar and a punctuation focus: cloze activity; full stops, question marks and exclamation marks a Ask children to read and trace each join. Check the key learning points. b Children write the words, writing each join correctly. c Read the text, indicating each gap with a pause or sound. Re-read the first sentence, stopping so that children can choose the correct missing word from those given. They write the missing word featuring the new join and also decide on the end-of-sentence punctuation. Repeat for each sentence. d Self- or peer-assess: ask children to tick the best join and find one to improve.

a b c

2 Using the Practice Book (p32) a Talk about the different letter families on the top line. Can children identify which letter family each set of letters come from? b Children write the letters and joins. Check key learning points. c Children then carefully write the capital letters and numbers. d Together, read the words and identify the joins. Children then rearrange the words to create a sentence and write this in their books.

a b c d

Term 3

4 Extra support Small group work: Practice Book • Children finger trace each join. • Encourage children to try the names in sand or flour on the table top if necessary. • Read the words together before children write them on a baseline in their books. Small group work: Workbook • Pre-teach or revisit the joins and the words. • Children work on the table top to fill the gaps and punctuate the end of each sentence before working in the Workbook. Homework • Children practise the joins on different surfaces, e.g. condensation on a window or in bath bubbles. • PCM 30 on page 62.

5 Common errors • Joins to ascenders may sweep too high. • In x-height joins, a focus on the join may mean the letter height is not balanced. • Horizontal joins may be too long or the pressure of the pencil too hard.

Unit 1 Practising long-legged giraffe letters

Name

Date

Trace and write the letters. Say the sounds.

i p l Write the missing letters. Read the words.

l ps t n

p n d

Penpals for Handwriting Y1

Unit 2 Writing words with

Name

Date

Trace and write the letters. Say the sounds.

l t j

y i u

Write the missing long-legged giraffe letters.

do be Penpals for Handwriting Y1

Unit 3 Introducing capitals for long-legged giraffe letters

Name

Date

Trace and write the letters. Say the sounds.

L L

U U

I I T T

J J Y Y

Penpals for Handwriting Y1

Unit 4 Practising one-armed robot letters

Name

Date

Trace and write the letters. Say the sounds.

r n m h b p k Write the missing one-armed robot letters.

u foot all Penpals for Handwriting Y1