Writing Time 14/11/19
Handwriting fluency is a tricky skill for some students to master, involving a delicate balance of speed, accuracy and automaticity.
After fine-motor and basic handwriting skills have been developed in the lower years, upper years students should be provided with ongoing opportunities to apply and refine these skills so they continue to improve their handwriting fluency. This ensures students can write confidently, and are able to utilise their handwriting skills in other academic areas.
Of course, students can’t become handwriting experts without the right guidance. Try these activities to practise one of the key components of handwriting fluency – speed.
A race against the clock is always a hit in the classroom. Remind students that although the activity is timed and they should aim to write as fast as possible, it’s essential they also maintain accuracy and legibility.
Musical handwriting activities are a fun way for students to practise their speed and accuracy. Have them copy a short text while listening to slow-paced, relaxing music; the focus is on accuracy and legibility. Next, repeat the activity using faster music, with a focus on speed and legibility. Ask students to compare the results and reflect on the differences between their two writing samples.
Before starting any handwriting activity, set the scene for success and project the 3Ps from Writing Time Online to model correct posture, paper position and pencil grip.
If you’re looking for more ready-made, speed-based activities for your upper years students, check out the Writing Time Student Practice Books. Available up to Year 6, the upper years books consist of Australian Curriculum-themed handwriting activities for English, mathematics, science and history. There are also prompts for students to reflect on their handwriting, and intricate fine-motor art activities to keep them engaged.
To find out more:
The See & Trace tool, available at Writing Time Online, demonstrates correct letter formation, exits and entries, and joins.
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