Handwriting, Spelling & Grammar

Investigation into student writing behaviours at my current school has revealed that some students who resist writing or written tasks often do so because of their embarrassment about spelling and handwriting.

As a central component of foundation literacy skills, handwriting and spelling tasks can often be experienced as high stakes learning - many students recall negative feedback, or perceived teacher criticism in relation to these tasks, which can have an enduring effect on how students perceive themselves as learners.

Providing routine handwriting, spelling and grammar practice can help build a culture of taking responsibility for regularly practicing our skills. And, can help empower all students to be more confident about their writing.

It is also important to be clear to students about when you are assessing spelling, and when you are not. When asking students to complete a writing activity, let them know if you are doing it to check spelling, OR if you are doing it to find out what they are thinking, how they organise their ideas and structure their writing.

Suggested Spelling Strategies & Resources

Routine Learning Spelling Activity Grid

Student Spelling Tracker

Example Lesson Plans to Establish a Routine

Below are some resources that can be used as mini-lessons to support a lesson focusing on spelling

You may wish to use them as is, modify them, or they may inspire another idea about how to approach spelling lessons

Teaching handwriting

Even though some students seem to handwrite effortlessly, most students require explicit teaching. Recent research suggests consistent practice which provides students with opportunities to develop emerging skills is most beneficial for developing handwriting fluency (Cahill, 2009; Schlagal, 2014).

Handwriting instruction should include:

1. Teacher modelling of the correct formation, sizing and placement of letters. For early learners, writing letters in the air or copying a letter from a correct model is helpful (Graham, 2010).

2. Teacher explanations on how to form letters and words must accompany the modelling.

3. Short daily practice sessions which prove to be more effective (and perhaps more interesting) than longer weekly lessons.

4. The introduction of letters of the alphabet in formation groups rather than in ABC order. This method removes the chance for the visual confusion of letters that are closely positioned within the alphabet (b/d and p/q). For the Victorian modern cursive handwriting script, this means letters can be taught in the following groups:

   • anticlockwise letters (a, c, d, g, q, e, o, f, s)

   • clockwise letters (m, n, r, x, z, h, k, p)

   • the i family letters (i. t, l, j)

   • the u family letters (u, y, v, w, b)

Regardless of what order letters are chosen to be taught, it is important that students know the names of individual letters and the sounds that can represent each one. Letter names and their sounds serve as a memory cue and assist the retrieval of the motor-program required to successfully write a given letter (Graham, 2010).

Other considerations in the teaching of writing include:

• Using mnemonics to prompt student letter formation (for example, begin at the top, tail letters go under the line, ‘t’ is a teenager not fully grown or ‘w’ is like a wiggly worm).

• Teachers capitalising on the opportunities to teach handwriting through the writing practices of modelled, shared, interactive, guided and independent writing.

• Linking handwriting to other curriculum areas so that it is meaningful rather than just skill and drill.

• Ensuring handwriting does not take the place of writing. Students should also have an opportunity to write regularly for meaning and purpose.

From the Literacy Toolkit

Letter Formation

Resources for Writing

Legible Writing

Victorian Modern Cursive

Victorian Handwriting Printable Worksheets