(taken from EECD’s 4-6 Guide Revision March 2014)

Cursive Writing
One aspect which may affect writing fluency is the ease with which a student can write their thoughts and ideas down. The central
focus of cursive writing is on communication which is enhanced with facility, speed and ease. The purpose of students learning
cursive writing skills is to broaden their range of written expression to serve them throughout life. While some students will continue
to print and many will use available technologies, cursive writing remains an effective tool in some situations, and especially in the
larger global context.

Douglas Reeves, in the American School Board Journal, agrees with the need to continue to teach cursive writing:

“By diminishing handwriting, we diminish student confidence and fluency in writing,” he argues. And when we diminish
student writing we risk catastrophic consequences for student skills in reading comprehension, math, science, social
studies, and interpersonal communication. Just as skills in keyboarding, Web design, and oral communication open the
door of opportunity for students, so do handwriting skills. Students need multiple methods of communication in the 21 st
century. Each of these skills requires the care and attention of teachers, parents, and students.”

He also suggests that fluency in handwriting supports fluency in thinking and communicating. Certainly handwriting is a skill that is
worthy of our attention and it is recommended that every school develop a school wide plan for the instruction and practice
of cursive writing.

Students will require explicit instruction and directed practice to build neural pathways of effective letter formation to enhance speed,
ease and, ultimately, legibility, an essential courtesy to the reader. It is appropriate to begin to focus on cursive writing instruction
and practice in the grade 3 year.

Cursive writing instruction and practice most often results in the development of an effective communication tool, but time devoted to
development of this skill is not considered part of the writing workshop. Short, frequent sessions are best suited to cursive writing
instruction and practice. After teachers feel that students have control of correct letter formations, explicit instruction lessens, while
monitoring individuals by observing as they practice and responding with descriptive feedback increases.

Explicit instruction of cursive writing includes:

- Whole class instruction generally, with the teacher providing individualized attention as necessary
- Students having a separate scribbler for cursive writing practice
- Directed practice generally consists of copying letters, words and sentences
- In the early stages of instruction, students may benefit from making the letter formations in large motor formations – in the air,
on individual white boards, other students’ backs, etc.
- The following components of cursive writing are taught in order: correct letter formation, uniform letter size and uniform letter
size (within the text)

Commercial programs with special pages and workbooks are not necessary for effective cursive handwriting instruction and
practice. More importantly, students need instruction that is characterized by:
- Instruction that includes both verbal explanation and visual demonstrations
- Descriptive feedback that highlights both strengths and needs
- Students actually copy letter formations from models, rather than tracing them
- Observing students as they practice to ensure that they are practicing effective formations
- Ensuring that writing workshop time is not used for this purpose
- Developing appropriate next steps for each student
- Instruction and practice experiences that present letters in groupings that have similar formations rather than in alphabetical
order
- Opportunities for students to talk about letter formations – how letter formations share similar characteristics, are different,
groupings, etc.
- Opportunities for students to assess their own successes and challenges

Cursive handwriting is another area where school-wide planning plays a vital role in the delivery of an effective regimen of
instruction and expectations. Teachers need to decide when instruction will begin, when it will be reinforced, expected, etc. What
follows are two examples of a school plan for cursive writing instruction.

Example 1: A school-wide plan to address cursive writing instruction

Grade Writing focus Reading focus

grade 3 - introduction to cursive handwriting - the teacher models reading cursive writing
- explicit instruction (mini-lessons) and encourages students to participate
- a few short practice sessions to explicitly - reading short messages written in cursive
practice the formation of letter writing in a supported situation
- many, incidental opportunities throughout the
week to purposefully practice cursive
handwriting such as: writing their name on
their work, writing the date on their daily work,
writing short notes

grade 4 - some explicit instruction as needed (mini- - the teacher models reading cursive writing
September to lessons) and encourages students to participate
December - continued practice throughout the week in - reading short messages written in cursive
such situations as writing homework in the writing in a supported situation
planner, writing the date, writing short notes
- occasional expectations in written work, as
appropriate to students and task

grade 4 - increased expectations in written work, as - Continue to read cursive writing that is posted
January to June appropriate to students and task and as on classroom boards and charts
opportunities naturally arise - short practice sessions reading cursive
- Continue to expect cursive writing in writing writing – when the occasion naturally arises
homework or short notes home in the classroom
- Encourage the use of cursive writing in the
writing of short notes

grade 5 - increased expectations in written work, as - write in cursive writing when brainstorming or
appropriate to students and task in the any time when you are supporting the
normal course of the class readers
- write the word of the day in cursive writing - increased expectations for reading cursive
and printing writing that is posted
- write the date and occasional directions in
cursive writing
 grade 6 - increased expectations in written work, as - increased expectations for reading cursive
appropriate to students and task writing that is posted

Example 2: A school-wide plan to address cursive writing instruction

Grade Writing focus Reading focus

grade 3 - introduction to cursive handwriting

- explicit instruction (mini-lessons)
- short practice sessions several times weekly

grade 4 - explicit instruction (mini-lessons)

September to - continued practice several times weekly
December - transitioning to increased cursive writing
expectations
- occasional expectations in written work, as
appropriate to students and task

grade 4 - increased expectations in written work, as - introduction to reading cursive writing that is
January to June appropriate to students and task posted on classroom boards and charts
- short practice sessions reading cursive
writing – several times weekly in a variety of
subject areas

grade 5 - increased expectations in written work, as - short practice sessions several times weekly
appropriate to students and task in a variety of subject areas
- increased expectations for reading cursive
writing that is posted

grade 6 - increased expectations in written work, as - increased expectations for reading cursive
appropriate to students and task writing that is posted

Through the Program Planning Process, it may be determined that students with special needs will require assistive technology to
support written communication. Although some students may find cursive handwriting skills particularly difficult to develop, teachers
will need to determine if excluding them from instruction and practice opportunities may affect their self-esteem and motivation.
Considerations for these students may include:
- plain, unruled paper
- wide ruled paper to provide additional space for letter formation
- practicing formations, but not be expected to cursive write in their written work
- allowing these students to use keyboarding instead of handwriting