ELIZABETH SETON SCHOOL Grade School Unit English Department Grade School Integrated Penmanship Program

I. Introduction Penmanship, the art, skill, style of handwriting within everyday handwriting, using various handwriting styles, is an essential skill for children and adults (Feder & Majnemer, 2007 cited in Handwriting without Tears Research Review, 2009). Students need to develop and to use legible handwriting to communicate effectively through writing and to participate in all writing activities. Even in the age of technology, handwriting remains the primary tool of communication and knowledge assessment for students in the classroom. The demands for handwriting are great, whether in the classroom or beyond. Although word-processing programs and assistive technology are undeniably boons to children with writing problems, technological advances do not eliminate the need for explicit teaching of handwriting. Contrary to the view that handwriting is a trivial skill, handwriting is important for a number of reasons. Spear-Swerling (2006) asserts that labored handwriting creates a drain on mental resources needed for higher-level aspects of writing, such as attention to content, elaboration of details, and organization of ideas especially in reading and learning advanced computations in mathematics. Also, when handwriting is perceived as arduous and time-consuming, motivation to write may be greatly reduced, leading to a lack of practice that may further compound difficulties with writing. Moreover, handwriting is used in many subjects for taking down notes, taking tests, doing classroom work and homework in almost every content area as well as in language arts, hence, poor handwriting can have a pervasive effect on school performance. Finally, handwriting is linked to basic reading and spelling achievement. Attention to the linkages among handwriting, reading, and spelling skills can help to reinforce early achievement across these areas (SpearSwerling, 2006), making handwriting a vital aspect of literacy. Research literature extensively documents the consequences of poor handwriting on early literacy and academic performance. Children who experience difficulty mastering this skill may avoid writing and decide that they cannot write, leading to arrested writing development (Graham, Harris & Fink, 2000). Handwriting is critical to the production of creative and wellwritten text (Graham & Harris, 2005 cited in Medwell & Wray 2008) affecting both fluency and the quality of the composition. Illegible handwriting also has secondary effects on school achievement and self-esteem (Engel-Yeger, Nagakur-Yanuv & Rosenblum, 2009; Malloy-Miller, Polatajko & Anstett, 1995 cited in Olsen, 2009). Research also says that there is a high correlation between automatic handwriting and written language ability as well as a high correlation between automatic handwriting and spelling ability (Jones & Christensen, 1999 & Cripps & Cox, 1989 cited in Medwell & Wray 2008). It is for this reason that the Grade School Unit adheres in the implementation of an integrated penmanship program to teach the students in using proper and automatic handwriting in order to participate in todays society which is experiencing rapid global changes in communication and to appreciate and learn this vital life skill. Moreover, the idea of integrating handwriting across the curriculum provides rich learning experiences and also helps manage an overcrowded curriculum.

Conceptual Framework The Grade School Penmanship Program is rooted on the belief that handwriting is far from a purely motor act, that it is a language by hand, that orthographic and memory process (the ability to recall letter shapes) contribute more to handwriting than motor skills (Berninger & Graham, 1998 cited in Medwell & Wray 2008).
A S S E Supplementary Materials A S S E S
Direct Teaching Penmanship Instruction Content Area

Handwriting is not just about training the hand; it is about training the memory M and hand to work together to generate Functional & Other the correct mental images and patterns Writing Activities E of letters and translate them into motor ( patterns of letters automatically and N without effort. Consequently, T handwriting is an important part of writing, and a language act, rather than just a motor act used to record writing (Medwell & Wray, 2008).

M E N T

Program Framework

In consequence, this penmanship program is anchoring on the teaching of handwriting in contexts such as when a student needs to use the letters for a language arts activity and other learning experiences that involve writing in the other content areas. Another is through direct teaching during whole class instruction with the use of a workbook and other readily available penmanship worksheets and activities. On the other hand, teachers can also use functional or content-area related writing activities as resources during their direct handwriting instruction. Assessment and evaluation of the program are continuous and have instructional implications.

II. Program Description The Grade School Integrated Penmanship Program provides the students with direct and indirect handwriting instructions to develop a legible handwriting to be able for them to communicate and write effectively and participate in all writing activities. Efficient manuscript and cursive handwriting skills are taught with enough scaffolding in letter formation, slant, uniformity, spacing, speed, and automaticity of letter production. A. Program Considerations The program also recognizes the following considerations during direct teaching or integration of handwriting in the instruction (modified from Tompkins, 2000 & SpearSwerling, 2006): discussing the importance and impact of legibility for communication; explaining the different reasons for manuscript writing and cursive writing explaining that handwriting is related to the ability to capture thoughts in writing; making handwriting interesting (including topics such as calligraphy, handwriting analysis, and hieroglyphics); making the teachers handwriting a good model; discussing shape, size, and component strokes; displaying, discussing, and setting reasonable standards for acceptable handwriting; diagnosing the handwriting needs of each student; using real writing for handwriting practice; planning short, direct handwriting mini-lessons; separating working drafts from finished drafts; teaching consistent formation of letters using a continuous stroke if possible;
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 focusing initially on learning the motor pattern rather than perfect legibility or size; integrating handwriting instruction with instruction in letter sounds (for children at beginning stages of reading and spelling); teaching explicitly the connections between letters as well as formation of single letters during cursive writing; aiming for speed as well as legibility; and using handwriting checklists (Please see appendix for a sample checklist). (Please see appendix for the other essential factors considered in the program and the components of handwriting.) B. Program Competencies/Standards The Grade School Integrated Penmanship Program follows the gradation of the writing competencies in the 2010 English Basic Education Curriculum (BEC) set by the Department of Education. However, since the competencies in the PELC are too general, the program adopts some of the handwriting standards developed by Jan Z. Olsen and a team of occupational therapists and educators in 2009. (Please see appendix for a copy of the complete standards.) C. Program Handwriting Style The program uses the Zaner-Bloser handwriting style across all levels. Manuscript writing is taught in grade 1 and cursive, which is known as joined up writing in Britain and running writing in Australia, is taught and used in the remaining grade levels. Cursive is the handwriting style in which all the letters in one word are connected as part of a single stroke. However there is flexibility especially for the grades five and six students since children tend to drop the less efficient joins at around age 11 so that they can maximize the efficiency of their handwriting even if they learned a fully joined script. (Please see appendix for a copy of the letters in Zaner-Bloser handwriting.) D. Program Workbook Since part of the program framework is the implementation of direct instruction, students and teachers will utilize a workbook to better facilitate a smooth, continuous, and guided handwriting instruction. The ELA teachers will execute the instructional framework of the selected textbook in consonance with the series of activities the book has installed to the users to keep track of the students progress. Only students from grades one to five will use the workbook. E. Program Implementers (Teachers Roles and Responsibilities) All the teaching faculty members in the Grade School Unit are involved in the implementation of the entire program with the faculty members of the English Department acting as the major implementers and the rest as the support-system. English Language Arts Teachers. The ELA teachers are rightfully in-charge of executing direct instruction guided by the prescribed workbook. Explicit teaching actually promotes a shift towards learning-centered programs of literacy by letting the learners in on the big secret of what specific learning is going on (Edwards-Grove, 1999 cited in Handwriting in the South Australian Curriculum, 2007). At the end of each quarter, the ELA teachers will give an assessment of the students performance which falls under Performance Tasks. Part of the final grade in penmanship are the feedbacks and other assessments gathered by the all the content-area teachers and advisers during their own informal writing instruction and direct instruction, if available. The ELA teachers can also give the advisers instructional reminders or prompts regarding the handwriting activities the students need to accomplish for that week.
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 Class Advisers. Class advisers are strongly requested to religiously and meticulously monitor the students handwriting during the diary-writing period every getting ready and conduct direct instruction whenever it is possible or needed. They are empowered to do formative assessments and other routine tasks such as buddy checking and conferences to effectively supervise the handwriting progress of their students and to aid the ELA teachers in giving evaluation. Content-Area Teachers. The content-area subjects provide most of the writing activities both functional and plain writing and notably the most affected of the students illegible handwriting. Thus, ongoing assessment, direct-integrated instruction, modeling, constant reiteration of the importance of the program and continuous collaboration with the ELA teachers for evaluation purposes are the responsibilities of the content-area teachers.

III. Objectives Grounded on the schools mission of providing quality education to its students, th e Grade School Penmanship Program aims to: A. develop among students speed, legibility, and automaticity in writing; a positive, effortful attitude toward handwriting; the ability to monitor and self-correct their handwritings; the skills and strategies for effective, legible, and speedy handwriting; B. identify students handwriting competence and regard this as basis for remediation and enrichment; C. strengthen students ability to self-regulate; and D. encourage ongoing literacy growth to improve written communications.

IV. Procedures A. Setting the Stage (Orientation) Teachers. The entire faculty of the Grade School Unit is informed or reoriented of the salient aspects of the program during the Academic Unit Orientation which takes place before the formal opening of classes. Students. Letting the students know the end goal of any activity will make them put their hearts into it. Hence, teachers start the school year with an honest and open discussion of the Grade School Unit Integrated Penmanship Program through a level orientation which happens during the first week of classes and also during classroom orientations. During orientation the teacher and the students share their ideas about the significance of having a legible handwriting and how the program works. Also, expectations are set and the process of creating a risk-free environment is established. Parents. The parents are informed of the program specially the handwriting styles used through a bulletin. B. General Procedures 1. The ELA teachers, except grade six, facilitate direct handwriting instruction every Friday using the assigned workbook. Focused letter/s is/are displayed in the rooms so that the advisers/content-area teachers will be aware of the letters they need to give attention the following week. On the other hand, grade six students do writing activities prepared by the ELA teachers since it is assumed that they have learned the basics of penmanship the previous years.
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Time Frame: 20 minutes Grades 1-3; 10 minutes Grades 4-5 N.B. The first three quarters of the school year are allotted to fully accomplish the workbook and to teach/review the prescribed handwriting of each of the letters of the alphabet. The remaining quarter is allotted for practice handwriting and functional writing. 2. The grades 1-5 advisers integrate handwriting instruction during the diary-writing period every getting ready with special consideration given to the focused letter/s of the week. To be guided, the advisers might also receive instructional reminders or prompts from the ELA teachers regarding the handwriting activities to be accomplished for a particular week. Time Frame: 7: 20-7:30/Tuesday-Friday 3. The content-area teachers integrate handwriting instruction and assessment during their various writing activities. They also collaborate with the ELA teachers in evaluating the performance of the students. Most of all, they support the program by modeling the prescribed handwriting whenever they teach.

V. Evaluation Assessment of the Grade School Penmanship Program is based on students handwriting performances in the workbook and other writing activities gathered from the content area teachers. The students handwriting proficiency is evaluated using a rubric. (Please see appendix for a copy of the rubrics.) Assessment also focuses on giving feedbacks for improvement and gathering information which will provide direction for the next instructional experience. Teachers and even students themselves do continuous and careful observation to assess the students handwriting and give proper scaffold.

Prepared by: Remmuel S. Santiago Faculty, English Department Noted by: Ms. Ligaya S. Quiambao Head, Grade School Unit

Approved by: Ms. Teresita F. Religioso Academic Directress

Date Approved: May 23, 2011

References: Engel-Yeger, B., Magauker-Yanuv, L., & Rosenblum, S. (2009). Handwriting Performance, Self Reports, and Perceived Self-Efficacy Among Children with Dysgraphia. American Journal of Occupational Therapy, 63, 182-190. Retrieved from ajot.aotapress.net/content/63/2/182.full.pdf Graham, S., Harris, K. and Fink, B. (2000) Is handwriting causally related to learning to write? Treatment of handwriting problems in beginning writers. Journal of Educational Psychology 92, 620633. Abstract retrieved from http://psycnet.apa.org/journals/edu/92/4/620 Handwriting without tears research review. (2009). Retrieved from http://www.hwtears.com/files/HWT%20Research%20Review.pdf Handwriting in the South Australian Curriculum. (2007). Retrieved from http://www.sacsa.sa.edu.au/ATT/%7B21AB4BA7-0C50-4F6E-96002F699503E1E2%7D/handwriting.htm Jones, D. & Christensen, C. (1999) The relationship between automaticity in handwriting and students ability to generate written text. Journal of Educational Psychology 91, 4449. Abstract retrieved from APA Psycnet database. Medwell, J. & Wray, D. (2008). Handwriting - A Forgotten Language Skill? Retrieved from http://go.warwick.ac.uk/wrap Medwell, J. & Wray, D. (2008). Primary English: Extending knowledge in practice. Southernhay East Exeter, UK: Learning Matters Ltd. Olsen, J. Z. (2009). Handwriting standards: kindergarten through grade four. Retrieved from www.scribd.com/doc/.../Handwriting-Without-Tears-Standards-K-4 Roseburg, A. (n.d.) Why handwriting? Retrieved from esesummerinstitute09.wikispaces.com Spear-Swerling, L. (2006). The importance of teaching handwriting. Retrieved from www.ldonline.org/spearswerling/The_Importance_of_Teaching_Handwriting Tompkins, G. E. (2000). Teaching writing: Balancing process and product (3rd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.

Appendixes
Rubric for Cursive Writing Criteria Letter Formation and Legibility Developing At Standard Proficient Exemplary Weight Score

Seventy-five Ninety percent Most letters percent (75 %) of (90 %) of the All letters are are not formed the letters are letters are formed formed correctly correctly and formed correctly correctly and and written neatly. written neatly. and written neatly. written neatly. Seventy-five Slant of letters percent (75 %) of vary from the letters have a letter to letter. uniform slant. Ninety percent (90 %) of the letters have a uniform slant. Ninety percent (90 %) of the letters are connected correctly. All letters have a uniform slant.

X3

Letter Slant

X2

Seventy-five Most of the percent (75 %) of Letter letters are not the letters are Connections connected connected correctly. correctly.

All letters are connected correctly.

X2

Line Usage

Seventy-five Ninety percent Most of the percent (75 %) of (90 %) of the letters are not the letters are on letters are on the on the lines. the lines. lines. 1 2 3

All letters are on the lines. 4

X1

Score

/32

Rubric for Manuscript Writing Criteria Developing At Standard Proficient Exemplary Weight Score

Seventy-five Ninety percent (90 Letter Most letters are percent (75 %) of %) of the letters All letters are Formation not formed the letters are are formed formed correctly and correctly and formed correctly correctly and and written neatly. Legibility written neatly. and written neatly. written neatly. Letter Size Size of letters varies from letter to letter. Seventy-five Ninety percent (90 percent (75 %) of %) of the letters the letters have a have a uniform uniform size. size. Seventy-five Ninety percent (90 percent (75 %) of %) of the letters the letters are on are on the lines. the lines. Seventy-five Ninety percent (90 percent (75 %) of %) of the the letters/words letters/words are are properly properly spaced. spaced. 2 Scores 29 32 25 28 16 24 1 15 3 Interpretation Exemplary Proficient At Standard Developing All letters have a uniform size.

X3

X2

Line Usage

Most of the letters are not on the lines Most of the letters/words are not properly spaced 1

All letters are on the lines.

X2

Space

All letters/words are properly spaced. 4

X1

Score

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Other Considerations in the Program (Modified from Medwell and Wray, 2008) Right equipment. The school considers and respects the idea that students have differences not only cognitively and emotionally, but also physically. Chairs/writing tables which are comfortable to the students (including those for the left-handed) are provided. Some children, particularly those with writing pain or visual problems are given considerations. During the time when children begin making those vital hand movements, they are provided or given the chance to write with as many media as possible chalk, paint, markers large and small in various surfaces. Efficient letter formation and joining. The program prescribes the use of Zaner-Bloser Handwriting for consistency but discards the idea of imposing a particular agreement about the degree of joining that should be taught since insisting on joins causes difficult hand movements. Automatic, fast letter production. The goal of the program is to teach the students to produce letters automatically using the correct hand position and pencil grip (tripod grip). Lots of practice. The program hopes to give the students more practice while developing a fast, automatic production especially to those who are struggling with their handwriting.

Components of Handwriting The following are major components of handwriting (modified from the information compiled by Angela Rosenburg of Polk County School District, Florida) which are vital during direct instructions especially to the developing and challenged writers. memory remembering and writing dictated letters; automatic recall orientation facing letters the correct direction placement putting letters on the baseline sizing how big or small a child chooses to write start where each letter begins sequence order and stroke direction of the letter parts control neatness and proportion of letters spacing amount of space between letters and between words speed comes with automatic, integrated, and natural handwriting skills in the other components

Sample Handwriting Checklist ________ The letters/numerals are appropriately formed and look like the letters/numerals that are supposed to be represented. ________ All letters/numerals are parallel in stroke. ________ The letters/numerals are slanted appropriately in the same direction. ________ The letters/numerals are the appropriate size. ________ There is adequate space between letters/numerals. ________ The letters/numerals all sit on the baseline.

Cursive Uppercase letters

Cursive Lowercase letters

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Manuscript Uppercase letters

11

Manuscript Lowercase letters

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Handwriting Standards (Olsen, 2009) Grade 1 Physical Skills 1.1 Physical Approaches and Skill Development Students will develop necessary physical skills for handwriting. Each student will: A. Use a correct and efficient pencil grip for writing B. Stabilize paper with non-writing hand while writing C. Position writing paper appropriately D. Maintain sitting posture for writing Printing Skills 1.2 Letter Skills Students will demonstrate skills in printing letters and numbers from memory. Each student will: A. Demonstrate correct formation of letters and numbers B. Orient letters and numbers correctly (without reversals) C. Place letters and numbers on a baseline (within 1/16 above or below) D. Write letters, numbers, and symbols in a grade-appropriate size E. Follow the writing guidelines of various styles of paper (triple, double, and single lines) 1.3 Word Skills Students write letters together to form words. Each student will: A. Write names 1. Begin each name with a capital 2. Form each letter in a name, moving left to right 3. Write courtesy titles correctly (Mr., Mrs., Ms., Miss., Dr.) 4. Leave clearly defined space between title, first name, and last name B. Write 2- to 7-letter words 1. Form each letter in the word, moving left to right 2. Use appropriate spacing (i.e., letters close together, NOT touching or overlapping) 1.4 Sentence Skills Students write words to express thoughts, forming sentences. Each student will: A. Write 2- to 5-word sentences B. Write from left to right, returning to left margin of subsequent lines as needed C. Use sentence writing conventions: 1. Begin with a capital letter 2. Leave a clearly defined space between words 3. Use ending punctuation (period, question mark, or exclamation point) 1.5 Writing Conventions Students will combine sentences to express ideas or opinions, using formatting conventions that are extensions of handwriting skills. Each student will: A. Copy/write a short paragraph 1. Use three to five sentences 2. Indent the first line of a paragraph B. Write titles of written works, capitalizing the first, last, and important words

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Grade 2 Physical Skills 2.1 Physical Approaches and Skill Development Students will demonstrate physical development needed for writing. Each student will: A. Use a correct and efficient pencil grip for writing B. Stabilize paper with non-writing hand while writing C. Position writing paper appropriately D. Maintain sitting posture for writing Printing Skills 2.2 Letter Skills Students demonstrate skills in printing letter and number skills from memory. Each student will: A. Demonstrate correct formation of letters and numbers B. Orient letters and numbers correctly (without reversals) C. Place letters and numbers on a baseline (within 1/16 above or below) D. Write letters, numbers, and symbols in a grade-appropriate size E. Follow the writing guidelines of various styles of paper (double and single lines) 2.3 Word Skills Students write letters together to form words. Each student will: A. Write names 1. Begin with a capital 2. Form each letter in a name, moving left to right 3. Write courtesy titles correctly (Mr., Mrs., Ms., Miss., Dr.) 4. Leave clearly defined space between title, first name, and last name B. Write 2- to 10-letter words 1. Form each letter in the word, moving left to right 2. Use appropriate spacing (i.e., letters close together, NOT touching or overlapping) 3. Capitalize proper nouns 4. Place apostrophe correctly in possessives and contractions 5. End abbreviations with a period 2.4 Sentence Skills Students write words to express thoughts, forming sentences. Each student will: A. Write sentences with two to eight words B. Write from left to right, returning to left margin of subsequent lines as needed C. Use sentence writing conventions: 1. Begin with a capital letter 2. Leave a clearly defined space between words 3. Use ending punctuation (period, question mark, or exclamation point) D. Use comma and quotation marks to indicate speech 2.5 Writing Conventions Students will combine sentences to express ideas or opinions, using formatting conventions that are extensions of handwriting skills. Each student will: A. Write paragraphs using proper conventions 1. Write 3- to 5-sentence paragraphs 2. Indent the first line of each paragraph B. Write titles of written works, capitalizing the first, last, and important words C. Follow standard format for friendly letters 1. Write date, beginning at left margin or center of line 2. Write greeting, beginning at left margin 3. Write body, using paragraph skills 4. Write closing, matching starting point of date 5. Place name, matching starting point of date and closing

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Grade 3 Pre-Cursive Skills 3.1 Preparation Skills Students will demonstrate strokes needed for cursive handwriting: strokes that change direction, retrace lines, or form loops. Each student will: A. Connect an under to an over stroke, moving left to right B. Retrace a vertical stroke C. Retrace a curved stroke D. Produce neat loops (ascending and descending) Cursive Skills 3.2 Letter Skills Students will demonstrate cursive writing skills efficiently from memory. Each student will: A. Form lowercase letters correctly B. Form capital letters correctly C. Place letters on a baseline (within 1/16 above or below) D. Write letters in a grade-appropriate size E. Follow the writing guidelines of various styles of paper (double and single lines) 3.3 Connection Skills Students will join letters to form words, using standard, efficient connections. Each student will: A. Demonstrate correct baseline connections, maintaining letter integrity 1. Connect baseline ending to a baseline start (e.g., t to e) 2. Connect baseline ending to a midline start (e.g., c to a) B. Demonstrate correct high connections, maintaining letter integrity 1. Connect a high ending to a midline start (e.g., o to u) 2. Connect a high ending to a baseline start (e.g., w to h, b to r) C. Use appropriate spacing between connected letters (close together, NOT overlapping, with only connections touching) D. Cross and dot appropriate letters after completing connected letters E. Demonstrate correct connections from capital letters 1. Write signature in cursive using correct connections 2. Use correct connections for proper nouns 3.4 Sentence Skills Students will write words to express thoughts, forming sentences. Each student will: A. Write from left to right, returning to left margin of subsequent lines as needed B. Use sentence writing conventions: 1. Begin with a capital letter 2. Leave a clearly defined space between words 3. Use ending punctuation (period, question mark, or exclamation point) C. Use comma and quotation marks correctly to indicate speech D. Use commas to separate items in series and to set off clauses and phrases 3.5 Writing Conventions Students will combine sentences to express ideas or opinions, using formatting conventions that are extensions of handwriting skills. Each student will: A. Write paragraphs using proper conventions 1. Write 5- to 6-sentence paragraphs 2. Indent the beginning of each paragraph B. Write titles of written works, capitalizing the first, last, and important words C. Follow standard format for friendly letters 1. Write date, beginning at left margin or center of line 2. Write greeting, beginning at left margin 3. Write body using paragraph skills 4. Write closing, matching starting point of date 5. Place signature, matching starting point of date and closing
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Grade 4 Pre-Cursive Skills 4.1 Preparation Skills Students demonstrate strokes needed for cursive handwriting: strokes that change direction, retrace lines, or form loops. Each student will: A. Connect an under to an over stroke, moving left to right B. Retrace a vertical stroke C. Retrace a curved stroke D. Produce neat loops (ascending and descending) Cursive Skills 4.2 Letter Skills Students demonstrate cursive writing skills efficiently from memory. Each student will: A. Form lowercase letters correctly B. Form capital letters correctly C. Place letters on a baseline (within 1/16 above or below) D. Write letters in a grade-appropriate size E. Follow the writing guidelines of various styles of paper (single lines) 4.3 Connection Skills Students join letters using standard, efficient connections to form words. Each student will: A. Demonstrate correct baseline connections, maintaining letter integrity 1. Connect baseline ending to baseline start (e.g., t to e) 2. Connect baseline ending to midline start (e.g., c to a) B. Demonstrate correct high connections, maintaining letter integrity 1. Connect a high ending to midline start (e.g., o to u) 2. Connect a high ending letter to baseline start (e.g., w to h, b to r) C. Use appropriate spacing between connected letters (close together, NOT overlapping with only connections touching) D. Cross and dot appropriate letters after completing connected letters E. Demonstrate correct connections from capital letters 1. Write signature in cursive using correct connections 2. Use correct connections for proper nouns 4.4 Sentence Skills Students will write words to express thoughts, forming sentences. Each student will: A. Write from left to right, returning to left margin of subsequent lines as needed B. Use sentence writing conventions: 1. Begin with a capital letter 2. Leave a clearly defined space between words 3. Use ending punctuation (period, question mark, or exclamation point) C. Use comma and quotation marks correctly to indicate speech D. Use commas to separate items in series and to set off clauses and phrases 4.5 Writing Conventions Students will combine sentences to express ideas or opinions, using formatting conventions that are extensions of handwriting skills. Each student will: A. Write paragraphs using proper conventions 1. Write 5- to 6-sentence paragraphs 2. Indent the beginning of each paragraph B. Write titles of written works, capitalizing the first, last, and important words C. Follow standard format for business letters 1. Write heading (return address and date) at left margin 2. Write inside address at left margin 3. Write salutation at left margin 4. Write body using paragraph skills, leaving line space between paragraphs 5. Write closing at left margin 6. Place signature at left margin 7. Leave line space after heading, inside address, salutation, body, closing
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