Handwriting Without Tears Presented by: Erin Sears and Jessica Christmas

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

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 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

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 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

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 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 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

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 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

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) 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)

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 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 Tow truck letters - o w b v Bumpy letters - m n - x z q

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 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

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 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

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 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

References Maryland State Department of Education. Using the state curriculum. Retrieved from l Handwriting Without Tears. Why it works. Retrieved from Maryland State Department of Education. Using the state curriculum. Retrieved from l Handwriting Without Tears. Why it works. Retrieved from