Macmillan foundation skills writing composition 1 2 teachers book

It introduces children to the correct formation of lower case letters and capital letters.. Unit 1 Handwriting patterns 1 Skills pencil control; fluency of movement; left to right direct

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Compo sition

Louis Fidge

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Teacher's Book 1 Skills, scope and sequence chart

Teaching notes Copymasters Handwriting practice sheets

Teaching notes Copymasters Handwriting practice sheets www.IELTS4U.blogfa.com

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Introduction

Each book in the series offers structured

support in helping children write for many

different purposes Throughout the series as a

whole, children encounter fiction, poetry and

non-fict ion texts The books are carefully

graded in difficulty The books provide a

valuable complement to any other resources or

series currently being used

The activities

The first book in the series (Book 1) is designed

to help you support your class in learning to

write and in developing some essential writing

skills It introduces children to the correct

formation of lower case letters and capital

letters These are taught in meaningful

contexts, in writing words, phrases and

sentences The workbook also supports the

development of phonic and spelling skills

The first two books in the series, (Book 1 and

Book 2), focus especially on the teach ing of

handwriting - teaching individual letter

formation, leading on to the introduction of

joined script Developing a fluent, legible style

of handwriting is encouraged throughout the

rest of the series, too The activities, especially

from Book 3 on, support the development of

essential compositional writing skills They also

focus on the technical side of writing,

developing appropriate punctuation skills

Style of handwriting

The style of handwriting and form of individual

letter shapes taught in this series is similar to

that used in the majority of UK schools It is

designed to promote a simple, fluent, legible

and efficient form of handwriting In Book 1,

as many ind ividual letters as possible are given

'exit flicks' to make joined-up writing more

natural and easy to achieve at the next stage

For example: m (without exit flick); m (with

exit fl ick)

The Skills, Scope and Sequence Chart

The 'Skills, Scope and Sequence Chart' provides

an immediate overview of the books and the skills being developed This chart is very helpful for planning purposes

Using the books

To gain maximum benefit from the books, it is suggested that they are used systematically, working through each unit one at a time, in the given order However, the books may also

be used flexibly, selecting units as desired to complement other work being done in class

Tackling the units in Book 1 and Book 2

It is suggested that, prior to working on any unit, there is adequate discussion with the pupils to ensure they fully understand what is required of them and can gain maximum benefit from each activity Theinst ructions on each page are kept to a minimum Read them

to and with your class, pointing to the words and expla ining unfamiliar vocabulary as you do

on the board, using appropriate vocabulary to explain what you are doing You may wish to get children to practise forming letters and joins in the air with their fingers to get the 'feel' of them, before attempting them in the www.IELTS4U.blogfa.com

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In Book 1, individual letters are always shown

linked to pictures of objects Talk about the

pictures and make links between the letter

shape and the initial letter sound of each

object Having a good grasp of individual letter

sounds is vital in learning to write and spell

In Book 2, the accompanying activities are

always divided into two types: a 'Now try this'

section and a 'Next steps ' section The 'Now

try this' activities encourage the child to

practise the skill int rod uced at the beginning

of the unit The 'Next steps .' activities

encourage the child to build on this, and offer

slightly more challenging activities

some photocopiable guidelines which children may use for further handwriting practice These are provided in different sizes so that the children may practise writing, using the size that best suits them.)

Unit 20 in Book 2 contains some handwriting patterns for the children to copy These may be used at any point throughout the year, as appropriate The patterns aid fluency and facilitate joining techniques

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Teaching Features of Book 1

The rest of the units practise and consolidate There are 35 double-page units of work in

what has been learned in a variety of ways

Book 1 Thirteen units are devoted to the

The facsimile below shows a typical unitspecific teaching of lower case letter shapes,

teaching lower case letter shapes

grouped according to the way they are formed,

Find and colour the lette rs t and u

taught in context

of whole alphabet

11 - - - ' - - - ~

A line of practice

letters with starting

points (here, with

Record sheet

At the end of the book there is

a simple record sheet Encourage

children to colour in a balloon

each time they successfully

complete a unit of work

Un it S The letters t and u

~

Q.bTe ij U ~ ~

'": t , 1 r ·- , ' ; ~ ' r , ~ ,

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section, introducing a skill, followed by two

different levels of activities

Focus Unit number Next steps

Introduces new handwriting and title Further practice, with more

skill-to be read and challenging activities

discussed as a class

Focus -

Th ere are four basic joins in handwriting

H ere is an exampl e of the first join

• race o e r thi:, shape

with yoor f inge r

Introducing the first join

Write these words

~ , t 1n : : : :: : : : : : : : : : : : , - : , : : :

••

.• •

2 Make some words Wr ite the words you make

, Make some words Copy the words

U bUL : ,: ::' :::: : ::: :: : :,:,::: : ::

@ b un"' : -: : : :: : :: : : : :: : ,

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Teaching Handwriting

Handwriting involves good hand control

Teaching handwrit ing is concerned with

helping children learn the most effective,

comfortable and efficient means of hand

movements to produce writing that is legible

and fluent like all skills, the process is learnt

quicker and more easily if it is taught in a

coherent, organised way that is meaningful to

the learner The more the process can be made

visual, the better

Demonstrating and discussing

It is important for the teacher to demonstrate

the formation of letters and letter joins (when

teaching joined script) to the class If possible th is

should be done on a chalkboard or whiteboard

Throughout the teaching process the teacher

should explain the writing movements being

made and talk the children through what is

happening Use language appropriate to the

children Ensure that words and phrases like start

here, up , down, over, under etc are understood

Supervising and observing

When children undertake specific handwriting

tasks it is important to be in a position to

observe and supervise their efforts as far as

possible This enables the teacher to talk

children through what they are doing and to

recognise, and deal w ith, potentially bad habits

before they become established

Furniture and seating

If sitting at desks, check that the children are

sitting comfortably and that the desk or

wr iting surface is at an appropriate height

(Sometimes a slightly sloping surface is easier

for writing on.) Check that children are sitting

up straight and are not slouched Make sure

there is enough light to see what is being

written Try to sit left-handed children on the

left side of their partners so that their writing

movements are not restricted

Holding a pencil or pen

All children, especially left-handers, w ill find a

writing implement with a rounded, rather than

a highly sharpened, point is best for writing

Right-handers

The most efficient way of holding a pencil is when it is held lightly between thumb and forefinger, about 3 cm from the point, w ith the middle finger providing the support The paper should be placed to the right, tilted slightly to the left The left hand should be used to steady the paper

Left-handers

Left-handers should be encouraged to hold their pencils far enough from the point to allow them to see theirwriting.The method of

holding the pencil should be much the same as for the right-hander Paper should be placed to the left and tilted slightly to the right

Extra practice

The activities in Book 1 will help children learn

to wr ite and form letters correctly Those in Book 2 will int roduce children to a simple,

efficient form of cursive (joined-up) writing,

and to learn the four essential basic joins

required When teaching writing patterns, letter shapes,letter joinsand words it is helpful

to practise these by sky-writing (making the shapes in the air w ith the finger) or making the shapes with the finger on the desk This all helps give children the 'feel' of the shapes they are learning The more children are able to practise the shapes on paper and in other books, the better too Provide children with a variety of different writing implements (pencils, pens, crayons, chalks etc.) and types of paper to allow them to experiment and

practise freely before and after carrying out the activities

Guidelines

Guidelines are provided in the books to help children develop a concept of relative letter sizes and shapes (Photocopiable guidelines are provided at the back of this book in various sizes for extra practice.) It is also good to allow children to practise handwriting on plain, unlined paper from time to time

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Unit 1 Handwriting patterns (1)

Skills pencil control; fluency of movement; left to right direction

Skills identification, letter formation, initial letter sounds

Skills identification, letter formation, initial and final letter sounds

Skills revision of lower case letter formation in alphabetical order

Skills pencil control; fluency of movement; left to right direction

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Unit 20 Making words

Skills word-building eve war s

Unit 21 Colours and numb

Skills

Unit 22 Parts of the body

Skills labelling; learning how to write the names of parts of the body Unit 23 Fruit and vegetables

Skills labelling; learning to write the names of common fruit and

Unit 28 Capital letters Q

-Skills id enti f icati o n, capital letter formation (using

Unit 29

Skills

Unit 30

Skills revision of letter formation, lower case/capital letter matchin

Unit 31 Days and months

Skills copying signs in capital letters, finding and writing environmental

signs Unit 33

Skills simple sentence structure "I can

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Teaching Notes

movement; left to right direction

Teaching the pages

Handwriting patterns are good for developing

hand control

• Discuss each activity, name the animals and

talk about what they are doing

• Encourage the children to trace over each

pattern with their fingers several times

before going over each pattern with their

pencils (Perhaps they could use different

coloured pencils and go over each pattern

several times.)

• Encourage them to complete each line in

one complete movement without taking the

pencil off the paper

Follow-up copymaster (page 18)

This isin the form of a dot-to-dot picture of a

lion for the children to complete

These handwriting pattern exercises provide

further opportunities for developing hand

control

• See notes for Unit 1

Four children are holding balloons and the

strings have got tangled up The task is to

follow each string with a pencil to discover

which balloon belongs to which child

These handwriting pattern exer cisesprovide

further opportunitiesfor developing hand control

• See notes for Unit 1

• Explain that the children must keep with in

the lines of the snakes' bodies when following the patterns

The copymaster consists of several more dot-to

dot snakes for children to complete

Units 4-16 Forming individual

letter shapes

The letters are dealt with in the following units:

Unit 4 - i and I Unit5 - t and u Unit 6 - j and y Unit7 - rand n Unit 8 - hand b Unit 9 - m and p Unit 10 - c and 0 Unit11 - a and g

Unit 12- d and q Unit13- e and s

Unit 14 - f and k Unit 15- v and w

Unit16-zandx

init ial letter sounds (except 'x' wh ich is taught

as a final letter sound)

Each unit follows a similar pattern when introducing different lower case letters:

• Each letter is linked to a picture beginning

with that particular sound

• A large outline letter is provided with a dot showing where to start and directional arrows to show the children the correct

direction to follow

• This is then followed by guidelines showing the relative height and position of the letter, for the children to practise Dots are provided in the appropriate position to show child ren where to begin

• Further opportunities fo r practice are then provided

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When introducing each new letter shape:

• Point out the starting point and directional

arrows (Paying attention to these and

following them will help children develop

good writing habits and reinforce the

correct formation of each letter.)

• Demonstrate the formation of each letter to

the class on the board using appropriate

vocabulary to explain what you are do ing

• Get children to practise forming letters in

the air with their fingers to get the 'feel' of

them, before attempting them in the book

• Get children to trace over each large outline

letter with their fingers, before attempting

to do so in pencil

• Talk about the picture that is linked with

each letter and make links between the

letter shape and the init ial letter sound of

each object (Having a good grasp of

individual letter sounds is vital in learning

to write and spell.)

• Finally, ask the children to complete the

other activities in the unit

Follow-up copymasters (pages 21-33)

These all follow a similar format to the specific

unit The letters in each unit are linked to

different pictures as follows:

Unit 4 - jand I - an ice cream and a leaf

Unit 5 - t and u - a table and a rocket going

up into the air (stress the 'u' in the word 'up')

Unit 6 - j and y - a jug and someone yawning

Unit 7 - rand n - a rainbow and a fishing net

Unit 8 - hand b - a hand and a bone

Unit 9 - m and p - a mug and a pencil

Unit 10 - c and 0 - a cake and an orange

Unit11 - a and g - an ant and a girl

Unit 12- d and q - a door and a queen

Unit 13 - e and s - an egg and a spoon

Unit 14 - f and k - a fire and a key

Unit 15 - v and w - a vase and a window

Unit 16 - z and x - a zebra and a fox

formation in alphabetical order

Teaching the pages

alphabetical order

• Remind children to begin each letter in the correct place, using the starting points provided

Follow-up copymaster (page

Objectives: pencil control; fluency of movement; left to right direction

Teaching the pages

This unit provides some handwriting patterns which help develop good pencil control

• Discuss each activity with the class

• Encourage the children to trace over each pattern with their fingers several times

before going over each pattern with their pencils (Perhaps they could use different coloured pencils and go over each pattern several times.)

• Encourage them to complete each pattern

in one complete movement without taking the pencil off the paper

• Encourage children to keep within the lines

on page 36

Follow-up copy master (page 35)

Encourage children to go over each path several times, using different coloured pencils

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Objectives: pencil control; fluency of

On page 38:

pattern with their fingers severa l t

pencils (Perhaps they could use d

several times

• Encourage them to complete each pattern

in one complete movement without taking

the pencil off the paper

On page 39:

• Encourage the children to trace over each

circle with their fingers several times before

going over it with their pencils

• Ensure they begin at the correct point each

time and travel in the direction indicated

• Each circle should be done in one complete

paper

• When all the circles are done, the children

could make them into funny faces by

drawing in eyes, noses and mouths

This is in the form of a picture of a patchwork

quilt, consisting of lots of different patterns for

children to trace over

Unit 20 Making words

Objectives: word-building eve (consonant

vowel-consonant) words using initial letter

sounds

Each word is presented as three letters to be

accompanied by a picture

• Take each word one at a time and ask

children to ident ify and name the

accompany ing picture

• Sound out each individual letter sound and

together int o the appropriate word

• The word may then be written correctly in the guidelines underneath as shown in the first example

Unit 21 Colours and numbers

Objectives: learning how to write common

• Link each number with its written form

• Get children to copy each number word in

and then ask the children to copy it This

words 1-10

Unit 22 Parts of the body

Objectives: labelling; learning how to write the names of parts of the body

• Use the picture on page 44 to remind children of the names of different parts of the face and to link each name with its written form

• Children may then copy each label in the space provided

• Discuss the picture on page 45 and get

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This consists of a picture of a cat to be

discussed and labelled correctly

Unit 23 Fruit and vegetables

Objectives: labelling; learning to write the

names of common fruit and vegetables

• Encourage children to name each of the six

pieces of fruit shown on page 46, and to

find the correct word for each in the panel

at the top of the page

• Follow the same procedure for the pictures

of vegetables on page 47

Identify and name the various fruit and

vegetables shown The task is then to write

each name in the correct column of the chart

provided

' Unit 24 Rhymes

Objectives: reading and writing phrases

containing rhyming CVC words

• Each rhyming phrase should be read and

discussed as a class, using the accompanying

pictures as visual support

• Discuss which pairs of words rhyme in each

phrase and note their visual similarities

• Children should then be encouraged to

copy the phrases in the spaces provided

This consists of three more rhyming phrases to

be discussed and written correctly

The capital letters are dealt with in the following un its:

Unit 25 A-F Unit 26 G-K Unit 27 L-P Unit 28 Q-U Unit 29 v-i

Objectives: identification; capital letter

formation (using children's names)

Each unit follows a similar pattern when introducing different capital letters:

• Each capital letter is introduced along w ith

its corresponding lower case form to help children link the two forms visually

• A large outline letter is used for each capital letter, with a dot showing the starting point and directional arrows to show the correct direction to follow

• Where letters are formed using two or more

each separate stroke is numbered in the order in which it should be written

• Each letter is linked with a differentpicture

of a child, whose name begins w ith that particular letter

• Below each capital letter, guidelines are provided showing each letter's relative

height and position This provides an opportunity for the children to practise writing each letter Starting points are shown in the appropriate places

When introducing each new letter shape:

• Demonstrate the formation of each letter to the class on the board, using appropriate vocabulary to explain what you are doing

• Get children to practise forming the different capital letters in the air with their fingers to get the 'feel' of them, before attempting them in the book

• Get them to trace over each large outline

letter with their fingers, before attempting

to do so in pencil

• Talk about the picture that is linked with each letter and make links between the letter shape and the initial letter sound of the name of the child in each picture

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• Explain that each letter of the alphabet has

both a sound (e.g 'ah') and a name (e.g

'ay'),

• Point out the starting point and directional

arrows

Follow-up copymasters (pages 42-46)

children to practisewriting capital let t ers

Unit 30 Alphabet practice (2)

Objectives: revision of letter formation; lower

caselcapital letter matching

• Use these pages as an opportunity for

children to practise writing the capltal and

lower case form of each letter of the

alphabet, in alphabetical order, and to

review and consolidate the children's

knowledge of the sounds and names of the

of alphabetical order

Encourage children to trace over each let t er of

the alphabet in both capital and lower case, in

alphabetical order, for further practice

Unit 31 Days and months

Objectives: sequencing and writing names of

Page 62:

• Ask children to say the names of the days of

the week in order

• Read the names of the days to and with the

class

• Ask the children to find the name of each

day and write it in the correct order in the

a capital letter

Page 63:

• Point out that each month begins with a

capital letter

• The children should carefully copy each

Provides further practice in writing the months

• Identify, read and discuss each sign, and

• Ask children to copy each sign in the space provided

• Point out that signs are often written in capital letters, rather than lower case letters, because this makes them easier to read at a distance

Page 65 may be done as a class or individually

• Find signs around the school building

• Write these on the board for children to copy

• Ask children to suggest other environmental signs they might see in shops

• These could be written on the board for the

class to copy

signs written in capital letters for children to copy

Unit 33 Things I can do

Objectives: simple sentence structure I can

• Look at and discuss each picture and get the children to read each accompanying

sentence

• Note that, when read together, the

• Ask the children to copy each sentence carefully in the space provided

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read and copy

Unit 34 Transport

Objectives: transport words; composing and

writing simple Here is a sentences

• Discuss and name each picture

• Ask the children to find the correct name of

each thing and write a simple sentence to

accompany each picture

• Use the model sentence (Here is a ship ) to

give the children the idea to start them off

This consists of a further three transport

pictures and accompanying sentences for

children to read and copy carefully

writing simple This is a sentences

• Discuss and name each picture

• Ask the children to find the correct name of each animal and write a simple sentence to accompany each picture

• Use the model sentence (This is a lion ) to give the children the idea to start them off

This consists of a further four animal pictures and accompanying sentences for children to read and copy carefully

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Unit

Draw over each line in a different colour

Find out which child has which balloon

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The letters rand n

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Unit 8 The letters h and b

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The letters v and Name: - - - - Date: - - -

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Unit

Handwriting patterns

Keep inside the lines

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~ffiIDffilIl ::s:ey:en.: =:et -t: =0.= - E =OW=: o.te :

~~ - - - - - - - - - - - - - - - - -

Macmillan Education Ltd 2002 38

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