Handwriting Practice Workbooks 2

Description

This set of handwriting books is pretty straightforward in approach and would be great for additional practice if you are using a traditional handwriting program. If you have a student that doesn't need multiple books for practice, these would be good as a starting point for instruction, then practicing with additional copywork on your own paper. There are little arrows to show proper letter formation, and there is instruction in the front of each book on proper pencil grip.

The Print Practice workbook is divided into 4 parts and introduces letters and words in a chronological order. Part 1 is proper letter formation on 1/2" lines. Students are given a full page of each letter to practice in lower and upper case. Part 2 is a review of all the letters, in order, along with long vowel words that begin with that letter - still on 1/2" lines. Part 3 is the beginning of smaller line spacing: 3/8". This section begins with one and a half pages of letter review, and then continues with seven pages of blends, digraphs, and diphthongs, followed by one page of color words, one page of number words, and another alphabet review. Part 4 of the book is practice writing short little stories (two lines of words) with a picture to color. This section is more like copywork; there are 32 stories for writing practice.

The Cursive Handwriting Workbook is sequenced differently from the manuscript. It begins with writing alphabet letters and by the end they write their own little stories. Letters are not learned in alphabetical order but by groups of lowercase letters which are formed similarly. For example, it begins with the letters i, t, u, w, and j. The next group of letters is e, l, f, b, k, and h and then letters formed with an upwards curve stroke - n, m, a, c, d, g, q, and o. Lastly, come the letters p, s, r, v, y, x, and z. Both upper and lower case letters are practiced at the time of presentation - one page per letter. Following the letters, learn to write numbers and their names in cursive, then transition to the smaller line spacing (as in the manuscript). Students quickly review letter formation on the smaller lines and practice with linking letters and then practice writing days of the week and months of the year before moving onto writing sentences. The sentence pages have a picture to color at the top and two sentences to copy. Students are then encouraged to write their own few sentences or short little story, and space is provided to draw a picture. ~ Donna

Teaching Method
Traditional
Teacher-centered curriculum commonly used in classrooms that may include a text, teacher manual, tests, etc.
Charlotte Mason
A methodology based on the work of a 19th century educator who maintained that children learn best from literature (Living Books), not textbooks.
Classical
A methodology based on the Latin Trivium (three stages of learning), including the grammar stage (memorization and facts), logic stage (critical thinking), and rhetoric stage (developing/defending ideas).
Unit Study
A thematic or topical approach centered around one topic that integrates multiple subject areas.
Montessori (Discovery)
A methodology based on the work of a 20th century educator that emphasizes student and sensory-driven discovery learning and real-life applications.
Other
Other methodologies
Religious Content
Secular
Contains content contrary to common Christian beliefs (i.e. evolution).
Neutral
Avoids religious or theoretical topics or presents multiple viewpoints without preference.
Christian/Religious
Faith-based or including instructional religious content.
Learning Modality
Auditory
Learns through listening, talking out loud or reading out loud.
Visual
Learns through seeing, prefers written instructions and visual materials.
Kinesthetic/Tactile (Hands-On)
Learns through moving, doing and touching.
Multi-Sensory
Curriculum that employ a variety of activities/components.
Presentation
Sequential
Curriculum progresses through well-defined learning objectives. Emphasizes mastery before moving to the next topic.
Spiral
Topics and concepts are repeated from level to level, adding more depth at each pass and connecting with review.
Conceptual/Topical
Focus is on the “why,” often with a unifying concept as well as specific skills; coverage may be broader.
Teacher Involvement
Low Teacher Involvement
Student-led materials; parent acts as a facilitator.
Medium Teacher Involvement
A mix of teacher-led time and independent student work.
High Teacher Involvement
Teacher-led lessons; may utilize discussions, hands-on activities and working together.
Additional Materials Required
No other materials needed
Everything you need is included.
Other Materials Required
There are additional required resources that are a separate purchase.
Other Materials Optional
There are additional resources mentioned or recommended but are not absolutely necessary.
Consumable
Consumable
Designed to be written in; not reusable.
Non-Consumable
Not designed to be written in; reusable.