10/13/2011
Student Self Assessing Handwriting System
JANET HOLLER OTR/L
When students struggle with handwriting, how much energy is going into making the words? If their energy goes into writing, then there isn’t much left for cognitive work. -----Handwriting Without Tears
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The Problem Many students who receive OT in the schools have
handwriting difficulties Students have difficulty transferring handwriting skills from the OT room to the classroom Students have difficulty self assessing and self correcting their handwriting There is a lack of motivation to improve handwriting Writing becomes frustrating and students are not motivated to write anything Legible handwriting is a key to academic success
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The Solution A rubric 1. Gives specific and consistent criteria to judge the work 2. Allows students to self asses their work 3. It is an instructional as well as assessment tool 4. Students measure handwriting in a tactile and visual way. The 5. 6. 7. 8.
point chart visually tracks progress Gives data collection: before and after handwriting samples and point chart over time document progress Can be used easily by classroom teachers or individually by the student Charting progress can be highly motivating, fun and rewarding! Can be used in special education or general education setting
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How to Use the Rubric One on one setting to begin with They need to be aware of the 4 factors in the rubric. See if
they can identify them in a writing sample Score their planners and class work Alternate: you score a sentence, they score one Most kids are accurate reporters Alternate: you pick one, they pick one. In fun, I pick the worst one and they pick the best one Surprise them by obtaining written work from their teacher Give many opportunities to score it and then a “do-over”
Sample of 4 Factors
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Charting Students love to chart their progress Add date and source for data collection Have something fun happen when they get a perfect
score Keep adding pages to make a long trail of their progress Keep early work samples for documentation of progress Create data collection for each category to keep track of progress in each skill area. This can be used for IEP objectives.
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When the Rubric Doesn’t Work Student not able to assess their handwriting due to
low cognitive ability Student is overly focused on the perfect score. Reintroduce at a later time Student is physically not able to make changes due to fine motor limitations
Transferring Skills to Classroom Make a visual cue card for the desk: letters on the
line, space between words, legible letters, write small, write slow, write soft Cue card can be used in the special education classroom and in the regular education classroom Teacher points to the appropriate cue on the card to give a visual reminder. It eliminates the verbal exchange
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Tips Work only on one skill at a time. For example, when
I work on spacing I don’t work on handwriting, letter formation, spelling, letters on the line, size of letters or putting thoughts on paper. I only work on spacing. Separate the skill you are working on from other skills Explain to the student why you are working on the skill. Explain how the activity helps the student “I hate handwriting. Can I do Callirobics instead?”
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Letters on the Line Place dots, fingerprints, circles on a line using paint
daubers, pencil erasers, stickers Make it tactile. Pennies on a line. Work in shaving cream Make dots on lined paper. Connect the dot to the line Use HWOT paper and put shapes on the line Use darkened lines or highlighted lines for emphasis
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Spacing Spacing can be a hard concept. It’s the lack of
something A good way to see if they understand spacing is to have them type a sentence. You will immediately see if they understand spacing Teach spacing on the computer Initially, look at letters not on top of each other Then look at proper space between letters and words Then look at appropriate left and right hand margin Verbal cue: “New word. Space”
Spacing Ideas First I work on the concept of spacing
Use 1 inch graph paper and paint daubers in a repetitive pattern of dots and spaces … … … … … 2. Dots and spaces on a line with a pencil eraser and ink pad or finger print 3. Use paint daubers to make patterns of dots and spaces. Turn dot chains into lady bugs, bees, caterpillars, snakes, centipedes, worms 4. On lined paper use shapes with proper spacing, instead of words 1.
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5. Decorate a popsicle stick for spacing. You can buy space man stickers 6. Teach spacing patterns with a Light Bright or Magna Doodle 7. Sometimes students respond to the example of needing couplers between train cars
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Then I work on being able to identify good and bad
spacing in work already written 1. Circle words in a sentence with proper spacing 2. Circle good spacing between words 3. Give them written work with and without spacing to see which is easier to read 4. Use fingerprints and stamp pad to put fingerprint between words
Then I work on spacing when writing
Use the handwriting rubric for students to self assess their spacing 2. Sometimes spacing improves when they learn cursive because there is a clear beginning and ending of the word 3. Highlight right and left margins for visual cues 1.
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Legibility “Can your parents read it?” Includes proper letter formation Give them many opportunities to rewrite
information in the planner
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Size Before you ask them to write small be sure they are
able to do it. Don’t expect them to do something they are not able to do To see if they can write smaller, ask them to write their name as small as possible Do they have dynamic finger movement or is it static? Make it fun: draw ½ picture, add on pictures, draw on tiny post-it note Highlighters work well to give a visual cue to write smaller
Pincher Grasp Tips 1. 2. 3. 4. 5. 6. 7. 8. 9.
Clothes pins on a yard stick or edge of container Tweezers to pick up cotton balls or snack Flip pennies over with fingers Wind up toys from Happy Meals Pinch big bubble wrap Sponges and squirt toys during water play Light Bright, Etch a Sketch, Pick Up Sticks Finger puppets Finger hockey (Flick crumpled paper across table)
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Michael Cuddyer, a Minnesota Twins player, reflected on the life of Harmon Killebrew Cuddyer, 32, recalled a time early in his pro career when he and Killebrew signed autographs together on a Twins winter caravan stop. “My signature back then was terrible,” Cuddyer said. “You could see the M somewhat and you could see the C. Everything else was just squiggly lines. It was like an EKG. And Killebrew said, “Michael, if I see this signature one more time come through this line, I’m leaving. The only person they’re going to be mad at is you.” From that point on I feel like every time I write a signature I’m trying to do him justice.” ----- Star Tribune, May 14, 2011
Thank you Lynne Patterson for your encouragement and technical assistance
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