1. Multisensory Activities

2. Teaching Order Teaching order is developmentally based and reinforces learning in the easiest, most efficient way. Correct formation and orientation are benefits from this teaching order. Teaching order is developmentally based and reinforces learning in the easiest, most efficient way. Correct formation and orientation are benefits from this teaching order.

3. Developmental Order of Teaching Capitals Some have more than one diagonal stroke Some can be reversed Some change direction during the stroke Some Capitals Are Easier than Others: 2-3 year olds 3-4 year olds 4-6 year olds

4. 32 Always call them: - Big Line - Little Line - Big Curve - Little Curve Introducing the Wood Pieces

5. 35 Tactile DiscriminationBilateral Hand Skills Capital Letter Wood Pieces Socialization, Language for Letters, Visual Skills Positions in Space

6. Wet-Dry-Try Teacher’s Part Demonstrate correct letter formation. Student’s Part WETDRYTRY

7. Letter Style Letters are taught in a simple, clean, vertical style, easy for everyone to learn. The continuous stroke print looks like the letters and words children read every day. It follows developmental principles, prevents reversals, and prepares children for a smooth transition to cursive. Letters are taught in a simple, clean, vertical style, easy for everyone to learn. The continuous stroke print looks like the letters and words children read every day. It follows developmental principles, prevents reversals, and prepares children for a smooth transition to cursive.

8. Workbook Design Simple, straightforward design: easy to use with no visual distractions. Large, step-by-step illustrated directions. Child-friendly language: doesn’t assume children know left/right, clockwise, forward/backward. Double line design to decrease line use confusion. Generous spacing. Left-hand friendly. Reinforces left to right directionality with graphics. Simple, straightforward design: easy to use with no visual distractions. Large, step-by-step illustrated directions. Child-friendly language: doesn’t assume children know left/right, clockwise, forward/backward. Double line design to decrease line use confusion. Generous spacing. Left-hand friendly. Reinforces left to right directionality with graphics.

11. Here’s the Solution

12. Numbers

13. Teaching Strategies Lessons & activities introduced in developmental sequence: easiest taught 1 st, then builds from there: letters taught in groups of similar formation. Multi-sensory Lessons: children move, touch, feel, & manipulate real objects as they learn habits/skills essential for writing. Instruction based on 3 stages of learning: imitation, copying, independent writing. Lessons & activities introduced in developmental sequence: easiest taught 1 st, then builds from there: letters taught in groups of similar formation. Multi-sensory Lessons: children move, touch, feel, & manipulate real objects as they learn habits/skills essential for writing. Instruction based on 3 stages of learning: imitation, copying, independent writing.

14. Do You See the Problem? The More You Do, The Worse You Get Phenomena!

15. Line Success With so many lines and so many styles, children need paper that will prepare them for it all. HWT double lines quickly teach children how to place letters. Small letters fit in the middle space, tall letters go in the top space, descending letters go in the bottom space.

16. Why Double Lines Work

17. Research According to a study published in 1992 (McHale & Cermak), 85 percent of all fine motor time in second-, fourth- and sixth-grade classrooms was spent on paper and pencil activities. A more recent study (Marr, Cermak, Cohn & Henderson, 2003) found that children in kindergarten are now spending 42 percent of their fine motor time on paper and pencil activities during the school day. These studies advocate the value of children learning handwriting skills. http://www.hwtears.com/files/HWT%20Research %20Review.pdfhttp://www.hwtears.com/files/HWT%20Research %20Review.pdf According to a study published in 1992 (McHale & Cermak), 85 percent of all fine motor time in second-, fourth- and sixth-grade classrooms was spent on paper and pencil activities. A more recent study (Marr, Cermak, Cohn & Henderson, 2003) found that children in kindergarten are now spending 42 percent of their fine motor time on paper and pencil activities during the school day. These studies advocate the value of children learning handwriting skills. http://www.hwtears.com/files/HWT%20Research %20Review.pdfhttp://www.hwtears.com/files/HWT%20Research %20Review.pdf

18. Andy in Trouble – First Grade

19. Andy, after one month!

21. Print to Cursive – Keep it Simple, Keep it Familiar Handwriting Without Tears Other Method

22. Website Check out the Handwriting Without Tears on the web for more information & resources : www.hwtears.com Check out the Handwriting Without Tears on the web for more information & resources : www.hwtears.com

23. Teacher Testimonials “…how easy it is to use as a teacher and how well the kids are responding to the instruction.” “…so much less frustration with making the letters – no more ‘monkey tails’ or ‘hooks’ on letters eliminates commonly mistaken letters.” We noticed 3 things, based on personal ‘working data’: 1. significant increase in automaticity with writing letters 2. significantly fewer reversals 3. kids were no longer ‘drawing’ letters, they were actually ‘writing’!” “…how easy it is to use as a teacher and how well the kids are responding to the instruction.” “…so much less frustration with making the letters – no more ‘monkey tails’ or ‘hooks’ on letters eliminates commonly mistaken letters.” We noticed 3 things, based on personal ‘working data’: 1. significant increase in automaticity with writing letters 2. significantly fewer reversals 3. kids were no longer ‘drawing’ letters, they were actually ‘writing’!”