Building a Fun and Effective Montessori Handwriting Curriculum

Beyond Metal Insets II:
Building a Fun and Effective
Montessori Handwriting
Curriculum
Jennifer O’Brien, M. Ed., MBA Catherine Allen, M. Ed.
Brief Background and Context
Why is handwriting important?
3

Issues of technology
 Communication

Brain development
 New

fMRI research (including on cursive!)
Connections to general literacy: AUTOMATICITY
 Reading,

and research
spelling, and writing
Direct instruction is key
 Should
be fun; takes time; needs to be continued
Current Research and Montessori
Quick Summary
5

Current research findings are consistent with
Montessori theory and practice.
 Direct


instruction is not anti-Montessori!
The issue of the age of instruction and the best
means of preparation– particularly when children
have so many “opportunities” for writing outside of
school – could be researched more fully.
The resolution of cursive vs. manuscript (and the
different kinds of manuscript!) needs to be a school
decision that weighs the various issues involved.
Curriculum Development
7
Developing a Handwriting
Curriculum

Who is involved?
 Whole
Faculty
 Involvement
and buy-in from Toddler to Middle School
 Sharing of materials and experience across classrooms
 Thoughtful use or exclusion of electronic devices and apps
 In
the classroom
 Everyone
trained to be part of the process
 Conscious planning of time and materials
 Keep it fun!
Importance of Families
8



Communicate early and often
Modeling is crucial
Bad habits are hard to change.
 “Encouraging”
children too soon
 “Catching” children at just the right time
 Frequently focus on capitals
 Improper directionality
 Inefficient pencil grasp

But keeping it positive is most important!
Common Challenges
9

Separating true impediments from other issues
 Handwriting
issues often occur with other learning issues
 Poor
habits
 Underdeveloped fine and/or gross motor skills
 Hand
strength
 Core strength

Occupational therapists
 When
to get more help
 How much training in handwriting do OTs usually have?
 Frequent
use of Handwriting Without Tears
Strength building ideas
10

Rubber bands (PL)

Sandbells (Sensorial)
Benefits of Different Writing Places
11

Work at a table

Work on the floor
12
Handwriting in the Primary Classroom
Some Big Questions
13

Where is the control of error in handwriting?

How to balance “do it right” with “just do it”?

Who sets the example?
 Parents
– communicate with them
 Teachers – handwrite in front of your students
Another Big Question
14

What are your elementary teachers expecting
from your graduating kindergarteners?
 Make
sure expectations are clear and realistic
 Coordinate where you can (even if you don’t have a
whole-school handwriting curriculum)

What is expected in other schools?
 Keep
in mind the environment where your students
are moving to next, public or private.
The fine print
15
Use of lines on paper
 Dots (no), dashes (no) and arrows (yes)
 Practice time: short!
 Size of writing instruments (short)
 Variety of writing instruments and
surfaces
 Writing posture and paper orientation

Lesson Basics
16

What do handwriting lessons look like?
 Short!
 Multisensory!
 Fun!

Different Types of Lessons
 Whole
Group (circle time)
 Small Group (alphabet books, Writers’ Workshop)
 Individual (every child is different!)
 Evaluation
and remediation
After a Lesson…
17
Three-year Curriculum
18

Building Skills by Year
First
Lay
year
the foundation
Second
Learn
Third
year
specific skills
year
Reinforce
and practice
First Year – Lay the Foundation
19

Print awareness


Phonemic awareness


Practical Life, Sensorial, Art, Language (pin punching, rock painting,
chalk boards, metal insets, etc.)
Pencil grasp


I Spy, rhyming, dictation, SPL
Hand and core strength


Books, 3-part cards, dictation (story and word), SPL, observation
Gently reinforce!
Introduce directionality

SPL, sky writing, observation
Example Works
20

Rock Painting

Chalk Board
Example Works
21

Sky writing

Triangular pencils
Second Year – Learn Specific Skills
22

Sound/symbol correspondence


Directionality (of lowercase)



SPL and moveable alphabet, dictation, alphabet book project
Sky writing, modified SPL and SP#, large chalk boards with wet/dry/try,
whiteboards, highlighting, copying, name tracing
Pencil grasp

Continue to gently reinforce

Specific exercises if hand strength is an issue (sandbells, clay work, etc)
Posture

Paper orientation: left or right handed, placement of non-writing hand

Working at tables vs. working on the floor
Example Works
23

Modified SPL

Alphabet Book
Example Works
24

Name tracing

Boards for wet/dry/try
Example Works
25

Letter Practice
Posture Examples
26

Issues?

Looking good!
Third Year – Reinforce and Practice
27

Grasp, Posture, and Orientation
 Continue

to gently reinforce
Directionality
 Continue
to do exercises with modified SPL, SP#, and
more alphabet books
 Observe periodically with dictation and remediate
 Don’t freak out!



Introduce capital letters (may already be doing…)
Introduce concept of cursive (if using print)
Lots of practice with Writers’ Workshop
Example Works
28
Example Works
29
Example Works
30
Example Works
31

First Draft

Second Draft
Sources of Ideas
32
Handwriting Without Tears

Pro
Wilson “Fundations”

 Multisensory
 Integrated
program
 Letter order
 Sky writing
 Fun, short lessons
 Wet/dry/try
 Lines
 Magic

C
Con
 Capitals
first
 Handwriting separate
 Starting age
Pro

Con
 Whole
class
 Too quick
 Starting age
Contact Information
33

Jennifer O’Brien, M.Ed., MBA
 Cambridge
Montessori School
 Cambridge, MA
 [email protected]

Catherine Allen, M.Ed.
 West
Side Montessori School
 New York, NY