Ashley Claire

A Handwriting Curriculum for Kindergarten

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University of Alabama at Birmingham

School of Education

One skill that is vital for all students is the ability to write. Handwriting is a skill that is required for children to be successful in all subjects in every grade level. Students use handwriting to complete tests, projects, homework, and take notes in class. Writing is used throughout the curriculum. With handwriting being a major part of education, the art of handwriting should be part of the curriculum and teachers must use an established handwriting curriculum to instruct students to become not only better writers, but readers as well.

A well-established curriculum is a necessity in primary classrooms in order to achieve learning objectives. According to Oliva (2004), in fact “…every school in which teachers are instructing a curriculum exists” (p. 2). The curriculum can also be defined as a “…course of study,” or “…a set of materials” (Oliva, 2004, p. 3). In the article Partners in Learning: 0-5 Curriculum Guidelines, Strathclyde Regional Council (1994) goes on to explain that a curriculum includes children using logic to learn about their world by using their senses to learn and explore, using schema to discover new information, and share their discoveries with the ones around them. Adults further a child’s curriculum development by celebrating the child’s achievements and sharing in their interests, encouraging each child, interacting with the child, and developing lessons to further a child’s learning or interests (Strathclyde Regional Council, 1994). These ideas of curriculum all work together to make a valuable learning experience for each child.

Dewey, Vygotsky, Montessori, and Piaget all believed curriculum and “…education should be child centered; education must be both active and interactive; and education must involve the social word of the child and the community” (Mooney, 2013, p. 16). In a perfect classroom that was free of state mandated materials and learning objectives, my kindergarten classroom curriculum would be focused on student exploration, inquiry, and play. We would focus on child socialization through dramatic play and exploring our environment in order to maintain student engagement. Learning objectives would be based on student readiness and reading and math instruction would not be forced on any students who are not developmentally ready for it. In a perfect kindergarten classroom, students would practice cutting skills, writing their name, learning their alphabet, and singing songs. Student creativity would be encouraged as work would be placed around the classroom to encourage a love of school and learning. All these things would be present in my perfect kindergarten classroom; however, we do not live in a perfect world and state mandates, test scores, and learning objectives fill our classrooms and are evident in the schools. In my personal classroom my curriculum consists of collaboration and dialogue among students, both guided and independent practice, as well as some manipulative activities embedded in our school system’s mandated reading, math, and handwriting programs of study.

Within the current curriculum at my school there are math and reading programs that teachers must follow in order for students to master each grade level’s skills. Pell City Schools has already adopted both reading and math programs, but this next year our principal is allowing each elementary grade level to choose a different handwriting program and curriculum to meet the needs of our students. Nonetheless, many teachers feel that since handwriting is not tested or a part of the Common Core Standards that educators should not be held accountable to instruct students in the correct way to produce written language such as letters, words, and sentences (Berninger, 2012). Common Core writing standards addresses student writing pieces, not the actual composition of letters and how to form words from the letters (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010). According to Vander Hart, Fitzpatrick, and Cortesa (2009), “There is a growing body of literature that indicated that handwriting instruction is important not only for learning letter formation, but that it also impacts other aspects of academic performance, especially for young learners” (p. 674). Research conducted by Berninger (2012) explains that handwriting encourages improvement in a person’s working memory, letter naming, letter formation, “…visual and touch sensory information,” and the integration of letters and words with finger movements of writing (p. 28). Thoroughly explained by researchers Snow, Burns, and Griffin (1998), by the end of kindergarten students should be able to successfully complete the following: independently write many uppercase and lowercase letters, write their own name (first and last), write most letters and some words when dictated, and use phonemic awareness and letter knowledge to spell independently (invented or creative spelling) (p. 80). The importance of a grade level handwriting curriculum cannot be stressed enough and is something that all grade levels should be required to teach.

Other learning outcomes have been documented as a result of daily handwriting instruction. In a study conducted in Wales, 422 students ages 8 to 9 years old participated in a handwriting study to see the correlation between practiced, neat handwriting or poor, sloppy handwriting and the student’s IQ, working memory, and spelling and reading abilities. During the trial, participants were asked to give a writing sample that included writing their name, writing the alphabet, writing numerals 0-10 three times, and copying a short paragraph with 38 words on it. Data was then analyzed and compared to student test scores and results showed that students with “poor or very poor” handwriting had considerably “…lower verbal IQ scores than the children with good or very good handwriting” (McCarney, Peters, Jackson, Thomas, & Kirby, 2013, p. 116). This sample was able to explain the importance of handwriting instruction and the effect it can have on primary students. Researchers McCarney et al. (2013) report “Without sufficient additional practice to build up their handwriting skills and attain automaticity, these children may struggle to demonstrate their potential in other areas” (p.117).

There are many handwriting programs that are available to teachers and school systems to purchase. Each have their own positive components, as well as negative ones. For our kindergarten classes at Walter M. Kennedy Elementary, our handwriting curriculum approach will allow students to develop their handwriting to improve writing and reading skills. Our school system has used Handwriting Without Tears for the past three years and sadly have not seen the large amount of improvement that we had hoped for. For this reason, our kindergarten grade level is going to pilot Frog Street Press to develop our kindergarten handwriting curriculum.

The Frog Street program provides primary age students and teachers many great resources to implement a successful handwriting curriculum. After much research, the Frog Street website (2014) lists varying programs that can be purchased for primary classrooms. Frog Street (2014) offers materials that encourage reading, math, and learning skills for infants, toddlers, preschool students, kindergarten students, and first grade students. The program even addresses bilingual differences in children and ways teachers address needs for these students. For the kindergarten curriculum at Walter M. Kennedy Elementary, we are going to only be implementing the writing program. There are many materials available to order online. Some of these include: teacher instruction guide, Frog Street LIVE DVD, Mr. Pencil Big Book, Frog Street writing paper, classroom package of writing journals, Reagan’s journal, Frog Street A to Z iPad app, and the family involvement kit. We chose to use this particular handwriting program because, as teachers, we appreciate the many resources available to introduce, instruct, and reinforce the skills that the program addresses.

Handwriting curriculums employ many teaching strategies that are used in order to be effective for all students. Along with using the Frog Street program, the kindergarten handwriting curriculum will have direct instruction and modeling, guided practice, individual practice, and phonics progression. All of these teaching strategies are related and work together to benefit the learners. Direct instruction includes the introduction of the letters and words used in writing and how they are formed. Teachers use modeling to show correct penmanship. Teachers also can include guided practice into their daily teaching to instruct their students on correct letter formation and word writing (Graham, Harris, Mason, Fink-Chorzempa, Moran, & Saddler, 2007). A successful handwriting curriculum also applies individual practice, which allows the student time to perfect their writing ability. Especially in primary grades, phonics instruction is applied throughout the handwriting lesson when the individual letter is discussed, the letter sound is reviewed, and when sounding out words that will be taught during writing. The Frog Street program will aid in addressing the phonics portion with songs about each letter and letter sounds, as well as words that begin with the letter that is taught. This handwriting model must be comprised of direct instruction and modeling, guided practice, individual practice, and phonics instruction to be successful in kindergarten classrooms at my school and I have included a graphic representation of the handwriting curriculum model at the end of this paper.

Assessment proves to be a central component in any curriculum model. In a study conducted by Graham et al. (2007), three out of every five teachers assessed students’ handwriting abilities. Many of the teachers used informal observations to assess each child’s penmanship abilities. Of the teachers involved in the study, 44% assessed a child’s penmanship based on readability and spacing, while 38% used checklists to assess. Graham (2010) also explains that students should strive for neatness in their handwriting on tests, homework, letters, or papers. Legibility is key for assessing a child’s handwriting ability. In kindergarten, we do not give grades when assessing students. We use formative assessment to monitor student learning and see possible ways to improve their handwriting. I also use rubrics to score student writing samples. A major part of the writing sample is neat handwriting. Therefore, even though we do not give grades based on a child’s handwriting, assessment is still used to determine areas of improvement and this proves to be a key component to a handwriting curriculum.

After teachers develop their handwriting curriculum and choose a program, they must also create an exciting environment for handwriting to be taught in. According to Graham (2010), there are many best practices that teachers must follow in order to foster a love of writing in all students. In the article “Want to Improve Children's Writing?” the author explains that educators must reinforce “…successful efforts and providing corrective feedback as needed” as well as monitoring student progress (Graham, 2010, p. 55). He (2010) also states that instructors must remain encouraging in order for students to be successful in their writing. Snow et al. (1998) explains that teachers and the environment must be motivating for the students. The authors (1998) also add that most student enter the primary grades with positive attitudes and motivation; however, if teachers do not continue this motivation, the child usually becomes discouraged. For this reason, teachers must continually motivate their children on a daily basis. One way that teachers can create this type of environment is by using positive feedback, positive reinforcement, and praise for students’ penmanship progress. Another way for educators to encourage their students is to post student work samples around the room or school to be viewed by their peers. While doing this, students can feel proud of their work and continue to work to improve their personal handwriting abilities. By fostering an environment that is encouraging, reinforcing, and one that monitors success, students are able to fully develop their handwriting skills and maintain a positive experience for each child.

Teachers play a key role in curriculum planning and implementation in the classroom. Time spent planning is crucial for teachers that are developing a new handwriting curriculum. One thing that educators must take into account is the amount of time spent on handwriting each day. Research indicates handwriting should be taught every day for short periods of time. According to Graham and Miller (1980), handwriting should be taught consistently for 50 to 100 minutes a week. Ediger (1979) says that when teaching handwriting, young primary students’ attention spans are generally not as long as students who are older and have higher stamina for longer lessons. Young students also become tired more easily “…because the finer muscles, involving the use of the arm, hand, and fingers, are being developed gradually” (p. 3). Graham (2010) also supports this knowledge by stating that teachers should not have students practice the same letter repeatedly in a single lesson. Instead, after presenting the letter, students can spend a small amount of time writing it under a teacher’s supervision. After this, the teacher can evaluate the student’s work and practice in later sessions if needed.

Teachers strive for each lesson to be engaging for every student. Learning letters, letter sounds, and how to write letters can be uninteresting for many students; however, teachers can use a variety of tools to make what could be a lackluster lesson into an engaging one for all students. Ediger (1979) explains that educators must using “varying approaches” to teach students so they can “…assist learners to maintain a longer attention span pertaining to teaching-learning situations involving handwriting experiences” (p. 4). Later in the same article, the author (1979) adds that students should enjoy handwriting lessons. One way educators can modify lessons is to use Frog Street’s Live DVD which offers “…visual formation of letters along with auditory prompts for student practice” (Schiller et al., 2014). This interactive DVD allows for teachers to vary lessons and encourage other ways of learning for their students.

While teachers remain a vital component to the curriculum, students also play a significant role in the teaching and learning process. According to Ediger (1979), “pupils should exhibit continuous progress in handwriting” (p. 6). In order for this to occur, students must always work to achieve goals that teachers have set for them in handwriting, while listening and following directions as to how to correctly practice their handwriting skills. Students must understand how to form letters and words correctly, making sure they are aligned, spaced and neat. Students also need a desire to achieve a feeling of improvement in handwriting (Ediger, 1979). Understanding the importance of handwriting is also a necessity. Writing skills are used to demonstrate a student’s understanding on tests and homework (Vander Hart et al., 2010). Students must understand the importance of handwriting and its place in society. In a study conducted by Puranik and AlOtaiba (2012), results show that students who do not practice handwriting skills including letter writing and spelling at a young age can cause problems for writing abilities later in life. Furthermore, the study indicates that students who do not practice penmanship have difficulties in spelling words and even becoming fluent readers.

Parents can play an important role in many primary student’s schooling and learning experience. The home-school relationship has proven to be pivotal in the learning process for many students. Research has confirmed that handwriting must be repeatedly practiced in order to become automatic for students (Snow et al., 1998; McCarney et al., 2013). This extra practice can be done at home to reinforce the skills being taught at school. The Frog Street program (2014) offers a Family Involvement Kit that students are able to take home with them and have parents become involved in their child’s writing. This kit establishes writing guidelines for parents to follow, as well as potential writing prompts that can reinforce what is being taught daily in the classroom (Schiller, 2014). Families can see the development of their child’s writing and celebrate their child’s personal achievements in handwriting.

Handwriting is an essential skill needed for students to succeed in school. Research has proven numerous times over the many impacts that handwriting can have when taught every day in primary grades. Handwriting has also shown to improve a child’s reading ability when used in conjunction with phonics instruction. For this reason, a developed handwriting curriculum should be present in all classrooms in our county.

Handwriting

Handwriting Curriculum

Handwriting

Handwriting Curriculum

Individual Practice

Phonics Instruction

Direct Instruction and Modeling

Guided Practice

Handwriting Curriculum

References

Berninger, V. W. (2012). Strengthening the mind's eye. Principal, 91(5), 28-31.

Ediger, M. (1979). Handwriting and the Pupil. Retrieved from ERIC (EBSCO host).

Graham, S. (2010). Want to improve children's writing?. Education Digest, 76(1), 49.

Graham, S., Harris, K. R., Mason, L., Fink-Chorzempa, B., Moran, S., & Saddler, B. (2007). How do primary grade teachers teach handwriting? A national survey. Reading and Writing: An Interdisciplinary Journal, 21(1-2), 49-69.

Graham, S., & Miller, L. (1980). Handwriting research and practice: A unified approach. Focus on Exceptional Children, 13, 1–16.

McCarney, D., Peters, L., Jackson, S., Thomas, M., & Kirby, A. (2013). Does poor handwriting conceal literacy potential in primary school children?. International Journal of Disability, Development and Education, 60(2), 105-118.

Mooney, C. (2013). Theories of childhood: An introduction to Dewey, Montessori, Erikson, Piaget, & Vygotsky (2nd ed.). Upper Saddle River, NJ: Pearson.

National Governors Association Center for Best Practices, & Council of Chief State School Officers. (2010). Common Core State Standards. Retrieved from http://www.corestandards.org

Oliva, P. F. (2004). Curriculum and Instruction Defined. In Developing the Curriculum (Chapter 1, pp. 1-20). Allyn and Bacon.

Puranik, C. S., & AlOtaiba, S. (2012). Examining the contribution of handwriting and spelling to written expression in kindergarten children. Reading & Writing, 25(7), 1523-1546.

Schiller, P., Flor Ada, A., Campoy, F.I., & Mowry, B. (2014). Frog Street Press. Retrieved from www.frogstreet.com

Snow, C.E., Burns, S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.

Strathclyde Regional Council, G. (. (Scotland). (1994). Partners in Learning: 0-5 Curriculum Guidelines.

Vander Hart, N., Fitzpatrick, P., & Cortesa, C. (2010). In-depth analysis of handwriting curriculum and instruction in four kindergarten classrooms. Reading and Writing: An Interdisciplinary Journal, 23(6), 673-699.