Handwriting Without Tears

1. Handwriting Without Tears Presented by: Erin Sears and Jessica Christmas

2. History • Jan Olsen: occupational therapist; founder and developer of the program • In 1977, her son, John, struggled with handwriting in 1st grade, so this program is a response to his tears • Olsen used her OT background to help come up with strategies to help John

3. History Continued • John’s teacher noticed his progress and asked Olsen to tutor other students, which developed into her first therapists’ guide • Used in grades K-5 • There is also a Pre-K program

4. Purpose • Planned to help children learn handwriting skills in the easiest and most efficient way • Children can transition quickly from learning mechanics of handwriting to focusing on content • Provides developmentally appropriate multisensory tools and strategies

5. Features • Can be used in group settings or individually • Flexible curriculum, so it is able to fit within any schedule • Only requires 15 minutes a day • 5 minutes giving the lesson • 5-10 minutes for the students to practice • Suggests teaching handwriting everyday to incorporate the new lesson with writing throughout the day • Use Friday’s as review days, with no new lessons being taught • Materials: chalkboards, magnetic boards, wooden blocks, workbooks, Mat Man pieces, clay

6. Features Continued • Instructional stages • Prior to handwriting instruction: prepare children in handwriting readiness • During handwriting instruction: • First stage- show how to form letters, words, and sentences • Second stage- copying; students complete workbook and worksheet lessons; teacher provides direct help when the student has difficulty • Third stage- independent writing; should grow in proportion to a child’s mastery of handwriting skill

7. Print Developmental Teaching Order • Capitals • Frog Jump Capitals (F E D P B R N M) • Starting Corner Capitals (H K L U V W X Y Z) • Center Starters (C O Q G S A I T J) • Lowercase • Exactly like capitals but smaller (c o s v w t) • High frequency that being with magic c (a d j) • Rest of vowels/similar to capitals (u i e l k y j) • They dive! (p r n m h b) • Tricky (f q x z)

8. Cursive Developmental Teaching Order • Lowercase • Familiar from printing - c a d g h t p • Loop stroke pattern - e l f • -u y i j • - k r s • Tow truck letters - o w b v • Bumpy letters - m n • - x z q

9. Limitations • There are a lot of materials • Order of letters can be confusing • Only uses bottom and middle line, so students may get confused when using different paper

10. State Curriculum Connection • Currently incorporated in Arkansas, Georgia, Idaho, Illinois, Indiana, Kentucky, Louisiana, Mississippi, Oklahoma, South Carolina, Tennessee, Texas, Utah, West Virginia, and New York • Approved by Howard County in MD • Aligns with Grade 1: • Standard 5.0 Controlling Language • E.1. Produce handwriting that is legible to the audience • A. Form upper and lower case manuscript letters • B. control size and spacing of manuscript letters on appropriately lined paper • C. Use manuscript in daily assignments to build accuracy and automaticity

11. Ideas for an Elementary Classroom • Fits into Response to Intervention strategies • Use to help inspire students to love to write, and to write neatly and proficiently • Provide practice through authentic writing experiences

12. References Maryland State Department of Education. Using the state curriculum. Retrieved from http://mdk12.org/instruction/curriculum/reading/standard5/grade1.html Handwriting Without Tears. Why it works. Retrieved from http://www.hwtears.com/hwt/why-it-works