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conuly
She's taking a break from learning new letters to review the ones she already knows, because we're (just over) halfway through the alphabet. She has a - l and q, t, u, and w.
We're using worksheets from here, although I modified the b so that she curlicues it back instead of just dipping down at the end. It's easier for her. Tomorrow we'll do another bit of review, just the letters she's having trouble with (b, f, k and the ha combination) and move onto the next set of letters - n, m, v, x. And then another week and a half for the last of them and she'll have her lowercase letters down. Then I'm thinking a few more weeks of review before we start on capitals?
As a side effect of all this, my *own* handwriting has improved.
Ana showed one of her worksheets to her teacher (f - and let me tell you that her fs are beautiful, she just has to think too much to make them) and we got a little note going "Well, we're still working on print letters". For crying out loud! If you were an early elementary teacher, or have been an early elementary teacher, and your kid showed you something extra they did on the side, would you be "Well, we're not doing that" or would you stick a sticker on it anyway?
And I'll tell you... I tell Ana that I want her to learn cursive now because it's easier to learn it at 6 than at 8, and that I know it'll be more frustrating for her in two years. And this is true. But the reason I don't tell her is that we only started with cursive learning because after doing print all through kindergarten and September of this year she still had no idea how to hold a pencil properly, nor that it mattered *how* you formed the letters so long as it looked more or less okay. Because you *can* print with your pencil in your fist, and you *can* print if you write your a backwards or if you do a lowercase h and then add the rest of it to make an H. (It took the better part of two weeks to convince her that the tails on letters aren't just decorative, that you can't just do most of the letter and add the tails after the fact!) But you can't print very well or efficiently that way, and it's sure to tire you eventually. Of course, there was no convincing her until she had enough letters in cursive that she could write real words and see and feel the difference doing it right makes.
Ana's teacher has 24 students. I don't know how she teaches penmanship, or if she has time to do so in her day, or if she's able (or willing) to correct things like grip when the kids are writing in class, or... any of this. But if I really felt Ana were being taught to write properly, in a comfortable and efficient way (printing is writing), I would never have ended up doing cursive with her.
(Ana's cursive letters are lovely, btw. Her bs are a bit sloppy, and sometimes her ws or us are a bit looser than I'd like, but she's just learning. If only I could get her to write on the line...! Do you think raised line paper would help?)
We're using worksheets from here, although I modified the b so that she curlicues it back instead of just dipping down at the end. It's easier for her. Tomorrow we'll do another bit of review, just the letters she's having trouble with (b, f, k and the ha combination) and move onto the next set of letters - n, m, v, x. And then another week and a half for the last of them and she'll have her lowercase letters down. Then I'm thinking a few more weeks of review before we start on capitals?
As a side effect of all this, my *own* handwriting has improved.
Ana showed one of her worksheets to her teacher (f - and let me tell you that her fs are beautiful, she just has to think too much to make them) and we got a little note going "Well, we're still working on print letters". For crying out loud! If you were an early elementary teacher, or have been an early elementary teacher, and your kid showed you something extra they did on the side, would you be "Well, we're not doing that" or would you stick a sticker on it anyway?
And I'll tell you... I tell Ana that I want her to learn cursive now because it's easier to learn it at 6 than at 8, and that I know it'll be more frustrating for her in two years. And this is true. But the reason I don't tell her is that we only started with cursive learning because after doing print all through kindergarten and September of this year she still had no idea how to hold a pencil properly, nor that it mattered *how* you formed the letters so long as it looked more or less okay. Because you *can* print with your pencil in your fist, and you *can* print if you write your a backwards or if you do a lowercase h and then add the rest of it to make an H. (It took the better part of two weeks to convince her that the tails on letters aren't just decorative, that you can't just do most of the letter and add the tails after the fact!) But you can't print very well or efficiently that way, and it's sure to tire you eventually. Of course, there was no convincing her until she had enough letters in cursive that she could write real words and see and feel the difference doing it right makes.
Ana's teacher has 24 students. I don't know how she teaches penmanship, or if she has time to do so in her day, or if she's able (or willing) to correct things like grip when the kids are writing in class, or... any of this. But if I really felt Ana were being taught to write properly, in a comfortable and efficient way (printing is writing), I would never have ended up doing cursive with her.
(Ana's cursive letters are lovely, btw. Her bs are a bit sloppy, and sometimes her ws or us are a bit looser than I'd like, but she's just learning. If only I could get her to write on the line...! Do you think raised line paper would help?)
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Date: 2009-11-03 02:58 am (UTC)no subject
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Date: 2009-11-03 03:38 am (UTC)