Transcript SPE 423 Handwriting PLL

SPE 423
Handwriting
INTASC STANDARDS:
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2(h) The teacher understands students
with exceptional needs, including those
associated with disabilities and giftedness,
and knows how to use strategies and
resources to address these needs.
2(l) The teacher believes that all learners
can achieve at high levels and persists in
helping each learner reach his/her full
potential.
TAP RUBRIC ALIGNMENT:
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Teacher Content Knowledge
Teacher Knowledge of Students
Today:
Agenda:
1) Review Assignments
5 min
2) Mini Lesson Presentations –
Spelling
20 min
3) Handwriting methods
30 min
4) History of the Language
40 min
5) Spelling Methods
50 min
6) Closing and Next Steps
5 min
Purpose/ Objective:
 SWBAT learn and apply
 Handwriting Methods
 History of the Language
information
 Spelling method
That supports struggling
learners
REVIEW ASSIGNMENTS
Today:
Agenda:
1) Review Assignments
2) Define and identify the
characteristics of dysgraphia
3) Identify the developmental stages of
writing and discuss why it is important
for a special education teacher to
understand these
4) Learn a researched based method for
teaching handwriting
5) Exit Ticket and Next Steps
Objective:
 SWBAT identify the
characteristics of
students with handwriting
problems and what
should be included in an
effective handwriting
program.
Dysgraphia
Dysgraphia…
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ACTIVITY:
Materials on your table: a star sheet
and a mirror
One person will draw the star but
only by looking in the mirror. The
other team member will hold the
mirror at a 90 degree angle.
See what happens
Dysgraphia… what is it?
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1) Go the link to Misunderstood
minds
2) Click on the Writing button and
read through the information on the
page
3) At the top of the page are activites
and a video. Work through both of
the writing activities and then we will
watch the video clip together.
Dysgraphia…
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What is it?
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What are the warning signs?
Today: Handwriting
Agenda:
1)HANDWRITING METHOD
2) Identify the developmental stages of
writing and discuss why it is important
for a special education teacher to
understand these
10 Min
3) Learn a researched based method for
teaching handwriting (OT METHOD)
20 min
Objective:
 SWBAT identify the
stages of writing an apply
an effective handwriting
program that supports
struggling learners.
Developmental
stages of writing
Let’s take a look at
these
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Researchers agree that children go through
certain developmental stages of writing –
these stages may vary in length from child to
child.
Development typically spans from 2 or 2 ½ to 5
years of age – from the late toddler stage to
the end of the preschool years.
(Baghban, 1984; Clay, 1987; Schickendanz, 1990)
Stages of Writing
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Drawing
Scribbles
Letter-like Forms
Letter Strings
Copying Environmental Print
Invented Spelling
Conventional Spelling
During scribbling, children learn to
distinguish writing from drawing.
Scribbles start out as random marks
and transform to marks with
meaning!
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Children begin to produce letterlike forms that show some
similarity to letters.
Some children will use the lines
and shapes that they are observing
and learning about letters and
make “mock letters” during this
stage.
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As children learn the names and
shapes of letters, they begin to
produce letter strings.
Letters from children’s names
often begin to emerge during this
stage of writing.
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Once children are able to form
letters, they can look at
environmental print (such as food
labels or a grocery list) and copy
the letters and words.
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As children develop they will start
to use invented spelling; they may
use one letter to represent each
word they want to communicate.
Eventually, children move to
conventional spelling and writing.
Stages of Writing
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Drawing
Stages of Writing
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Scribbles
Stages of Writing
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Letter-like
forms
Stages of Writing
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Letter strings
(letters
reversed)
Stages of Writing
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Copying
environmental
print
Stages of Writing
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Invented spelling
and conventional
spelling (first
name)
What kinds of activities do children
need to participate in to develop
the fine motor skills that will help
them “prepare to write”?
Object-handling activities that
emphasize motor control,
precision, and accuracy of
movement.
Handwriting
methods
Today:
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We are going to look at Handwriting
through a
– Multi-sensory Handwriting Program
Multi-Sensory Handwriting
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Developed by the Occupational
Therapists in the state of Arizona
Uses proven strategies to develop
effective handwriting for students who
struggle with fine motor control.
Frequency: 2 to 3 times per week for 15
to 20 minutes.
Can be used by regular and special
education teachers, paraprofessionals
and parents.
Pencil grips:
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FIRST…
How do you hold a pencil? Everyone
grasp their pencil or pen and look at
your writing grasp. Compare it to the
ones that I will show you.
There are efficient pencil grips and
inefficient pencil grips
Why should we try to encourage
young children to develop an efficient
pencil grip?
Efficient Pencil Grips:
Lateral Tripod:
Adapted Tripod:
Dynamic Quadrupod:
Static Tripod:
Inefficient grasps: Fisted
Thumb Wrap:
Thumb Tuck:
Index:
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Let’s look at what
you sometimes
will see children
do…
Let’s talk about
motor memory…
– What do you do
from motor
memory
Handwriting program:
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Multi-sensory Handwriting developed by
the Occupational Therapists.
Use all of the steps of this program for
young children, struggling writers and
children with developmentally delays
Used modified versions with all students
learning handwriting
Use it to give to parents for a student who
needs the extra help
Step 1: Joint and Muscle
Preparation
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These are activities to enhance shoulder
and trunk stability.
Oftentimes students who have difficulty
learning to write in a traditional way, need
to get their bodies ready to write.
These activities exist to improve the
student’s upper limb, joint awareness and
strengthening.
After using the ones provided, come up
with some new ones…BE CREATIVE!
Step 1: Joint and Muscle
Preparation
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Select one of the following for each lesson
and repeat it 10 times:
*Push-ups: Chair, wall or regular
*Hand presses: hands together,
elbows out, squeeze hands, release,
squeeze, release
* Animal walks:
Bear walk - up on hands and
balls of feet.
Crab walk - up on hands and
balls of feet, buttocks facing the
floor, but not touching.
Step 2: Fine Motor
Coordination
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Practicing fine motor muscle
movement will develop good “inhand” manipulation for effective
dynamic control of the pencil
A prerequisite for successful handwriting is the development of
coordination in the small muscles of
the hand
Step 2: Fine Motor
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Choose one of the following daily (use pincer
grasp fingers for all activities)
*Practice snapping fingers
*Pick up small objects and retain them in the
hand
*Sort 10 coins, one at a time with one hand
*Walk fingers up pencil
*Play Tug of War with a pencil
*Roll tiny balls of clay between fingers
Step 3 and Step 4: Air and
Vertical Surface Writing
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Practice letter formation in the air
and on vertical surfaces using large,
sweeping motions
Writing on the vertical (chalkboards,
walls with butcher paper, in the air)
helps to reinforce good wrist
positioning and motor memory for
letter formation.
Step 3: Air Writing
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Teacher writes letter and states verbal
directions on a board of overhead.
Students watch.
Using a straight arm with a 2 finger
point, students air write the letter as the
teacher gives the verbal prompt.
Students air write the letter 5 to 10
times. Use full arm movement. Two or
three times should be with their eyes
closed.
Step 4: Vertical Surface
Writing
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This can be done if the teacher is
working with 2 to 3 students.
Teacher writes the on the vertical
surface making sure that it is done
with large motions.
Student copies the letter 3 times
Student writes the letter 3 times from
memory.
Step 4: Vertical Surfaces
Activity Examples
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Erase letter from a white board using 2
fingers
Trace letters with paint or water on a wall
Write in the air with ribbon streamers
Darken the room, with a flashlight outline
the letters with a light beam
Rainbow write on the white board or large
paper using 3 different colors of markers
Step 5: Tactile Media
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Practice letter formations using a
variety of tactile media.
This provides tactile and
proprioceptive feedback to reinforce
accuracy
Again, students use 2 fingers instead
of one.
Step 5: Tactile Media
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Teacher writes the letter 1 time
Student copies the letter 3 times
Student writes the letter 3 times from
memory
Step 5: Tactile Media
Examples
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Gel bags
Plastic canvas
Shaving cream
Pudding
Dry jello on a plate
Salt or cornmeal on a plate
Sandpaper
Desk surface
Step 6: “Earth-Sky” and
Traditional Writing
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Practice letter formations utilizing laminate
“Earth, Grass, Sky” paper and follow-up
using pencil and practice packets.
This will provide practice using visual cues
for letter placement and real classroom
carry over using paper and pencil writing
packets.
Using traditional paper and pencil will
begin practice controlling smaller finger
muscle movements.
Step 6: “Earth-Sky
Laminates
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Use “earth, sky, grass” paper to practice
making proper letter formations.
Have the student begin in the correct area to
write the letter.
An example-Letter g: “begin where ‘grass’
and sky meet, go around, back up where you
started, then go down and make a monkey
tail down in the ‘ground’ “
This gives visual and verbal cues to form
letters within the writing guidelines.
Step 7: Review and PaperPencil use
Review all letters studies so far:
*Student copies the letters if needed
* Student writes the letters 5 times
from memory
* Student circles his/her best effort
Transfer skill to traditional paper-pencil
packets.
Important Things to
Remember
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Provide students with verbal cues
throughout the process
Desk and chair height is very important.
The students feet should touch the
ground or something (phonebooks)
should be used to insure that his/her feet
are flat.
When forming cursive, D’Neilain and
many manuscript letters, teach the letter
to be formed in one fluid motion. No
stopping and starting or picking up the
pencil unnecessarily.
Exit Ticket and
Next Steps
Exit Ticket:
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Talk to a partner about one student
that you can think of that could
benefit from this help. How can you
plan to implement a new writing
program for this student?