Occupational Therapy: Children, Young People & Families Department

5: Handwriting –
Letter formation
Intervention Programme for Schools

Occupational Therapy: Children, Young People and Families Department

4/1/2016
Intervention programme 5: Handwriting – letter formation

Schools use different handwriting models, and there is no clear evidence that one
handwriting style is easier to learn than other. Rather than asking you to change the
handwriting programme your school uses, this handwriting intervention is aimed to
be used alongside your existing model alphabet, whether you use printed, cursive or
continuous cursive script.

If you have your own handwriting programme in place, you can use this instead.
Please ensure that you document the sessions so that if you do need to refer to OT
you can show that the child has had an appropriate amount of intervention. For letter
formation, we would particularly recommend the Handwriting Without Tears
programme (www.hwtears.com/hwt), which has specific resources for different ages.
Printing Like A Pro is also a useful programme for children learning to print. The
resources are free and can be downloaded from:
www.childdevelopment.ca/SchoolAgeTherapy/SchoolAgeTherapyPLaPWorksheets

Both Handwriting Without Tears and Printing Like A Pro have been developed
from an Occupational Therapy perspective and have been researched for their
effectiveness.

Evidence base

Handwriting is a complex skill and there is no consensus on the best intervention

approach. The best evidence we have (from systematic reviews) can be summarised
as:

 Short, frequent sessions of practice are more effective than longer, less
frequent sessions (15 minutes a day is good to aim for).
 About 20 sessions are needed in order to see results.
 Fewer than 2 sessions per week was ineffective.
 To improve handwriting, you need to practice handwriting itself (rather than
other skills such as in-hand manipulation or improving the sense of touch or
hand movement).
 Multi-sensory approaches (making letters out of different materials, drawing in
sand trays, etc) seem to work better for younger children, but are not as
effective with older children.

Handwriting – Letter Formation 02/2016

  Cognitive strategies (such as the ones used in this booklet) work well with
older children.
 Visual cues (such as direction arrows on the letters) gave good results.
 Tracing was not effective in improving handwriting.
 Legibility and letter formation need to be worked on before speed, and
separately from speed, otherwise legibility will deteriorate.

(Hoy, M. M. P., Egan, M. Y., & Feder, K. P. (2011). A systematic review of

interventions to improve handwriting. Canadian Journal of Occupational Therapy, 78,
13-25.)

Using the programme

Focusing on the correct formation of the letters is really important, as this will help
with legibility and, eventually, speed. Often children form the letters incorrectly (for
example in the wrong direction), but because the resulting letter looks okay, it isn’t
noticed. However, when they start trying to join letters or speed up their writing, this
poor letter formation becomes more noticeable.

Use whatever handwriting style your school has adopted. If you are using continuous
cursive, give consideration to whether this is appropriate for that individual child.
While it does have benefits for many children, some really seem to struggle with the
changes of direction and are more suited to a printed style, perhaps with some basic
cursive flicks for joining letters.

Before you start…

- Complete the “Which Programme?” Fine Motor Skills screening form to
make sure you are choosing the appropriate programme for the child
- Fill in the Baseline Assessment (see back of booklet) to get an idea of how
the child is performing now.
- Review the child’s pencil grip. Is it functional? Is it comfortable? Do they
fatigue or experience pain when writing? Give them the opportunity to
experiment with different writing tools and pen grips.

Remember…
- To fill in the Session Completion list to keep track of which sessions the
child has completed.
- To re-do the Baseline Assessment (see back of booklet) at the end to see
how much progress the child has made.

Further information
You can find more information and resources on our website:
http://cyp.swft.nhs.uk/occupational-therapy.aspx

Handwriting – Letter Formation 02/2016

Overview

Week 1 Warm up Main activities

Session 1: Arm wake-up routine Straights: l,i
Handwriting patterns (straight
lines)
Session 2: Wall push-ups Straights: t,f
Pencil aerobics
Session 3: Shoulder spirals Straights:revising and using
Rubber band stretch in context
Week 2 Warm up Main activities
Session 1: Arm wake-up routine Anti-clockwise: c,o,e
Handwriting patterns (curves and
circles)
Session 2: Wall push-ups Anti-clockwise: a,d
Pencil aerobics
Session 3: Shoulder spirals Anti-clockwise:revising and
Rubber band stretch using in context
Week 3 Warm up Main activities
Session 1: Arm wake-up routine Special curves: s,u
Handwriting patterns (swirls and
curves)
Session 2: Wall push-ups Special curves:revising and
Pencil aerobics using in context
Session 3: Shoulder spirals Curves: r,n,m
Handwriting patterns (humps)
Week 4 Warm up Main activities
Session 1: Arm wake-up routine Curves: h,b
Rubber band stretch
Session 2: Wall push-ups Curves: revising and using
Pencil aerobics in context
Session 3: Shoulder spirals Descenders:j,g,
Handwriting patterns (loops)
Week 5 Warm up Main activities
Session 1: Arm wake-up routine Descenders:q,p
Rubber band stretch
Session 2: Wall push-ups Descenders: revising and
Pencil aerobics using in context
Session 3: Shoulder spirals Sliders: v,w,y,
Handwriting patterns (zigzags)
Week 6 Warm up Main activities
Session 1: Arm wake-up routine Sliders: x,z,k
Rubber band stretch
Session 2: Wall push-ups Sliders: revising and using
Pencil aerobics in context
Session 3: Shoulder spirals Revision
Rubber band stretch Handwriting project

Handwriting – Letter Formation 02/2016

Week 1: Session 1

Resources:
 Model alphabet for each child, with numbered arrows (a copy of the alphabet
printed out in your chosen handwriting font)
 A variety of writing materials (pencils, crayons, marker pens, chalks) and
paper
 A chalkboard, chalks and a sponge/paper towels
Warm-up:
Arm wake-ups
 Shrug your shoulders to your ears then back down.
 Touch the sky, keeping your shoulders down.
 Touch your shoulders – hand to same shoulder
 Touch your shoulders – hand to opposite shoulder
 Push down on the desk
 Hold your hands out, palm up, then palm down
 Push palms together
 Pull hands apart
 Link your hands together and circle your wrists, one way then the other
 Make a fist, thumbs up and give them a wiggle
 Touch each finger to your thumb, one at a time, making a big circle.
 Shake your hands out – you’re ready to begin!

Handwriting patterns: straight lines

Attach some lined paper to the wall, or use a chalkboard or whiteboard with lines
marked on them.
Draw vertical straight lines between the lines. Try to space them evenly, keep them
at the same angle and try to start and stop on the line. If you do not have enough
wall space, do this at the desk. You may want to use writing slopes to help with the
feeling of “up” and “down”.
 If it is difficult to keep within the lines, try using narrow strips of paper, or
cutting out a “window” from card to work within.
 Try forming the pattern with eyes open and with eyes closed, encouraging
children to “feel” the movement.

Handwriting – Letter Formation 02/2016

Main activities:
Straights: l,i
Follow the format below for each letter in turn, starting with ‘l’.

1) Present the model alphabet to the children and ask them to circle the letter.

2) Modelling:
Demonstrate how to form the letter using a chalkboard or white board.
Emphasise the starting point and include numbered arrows to show correct
letter formation.

3) Self-Talk:
Encourage the children to say out loud the directions for forming the letter,
focusing on the starting point and movement. Verbally model the self-talk and
prompt the student to talk out loud, repeating the same set of directions each
time.

4) Chalkboard Practice:
Now practice the letter in a range of writing tools.
- Start by drawing the letter in the air – remember to say the movements as
you do it.
- Next, draw the letter on a chalkboard with a small, wet sponge.
- Now draw the letter with a wet fingertip.
- Dry the letter with a bit of scrunched up paper towel.
- Finally, draw the letter with chalk.

5) Paper practice
Next, practice the letter on paper. Remember to say the movements as you
draw the letter.
- Firstly, trace a copy of the letter with numbered arrows
- Next trace 3 copies of the letter without numbered arrows
- Finally, copy the letter ten times.

6) Self Evaluation:
Now ask the children to look at what they have written on paper and compare
it to the target letter.
Ask them to circle their three “best” letters and discuss with them why they are
good.

Handwriting – Letter Formation 02/2016

Week 1: Session 2

Resources:
 Model alphabet for each child, with numbered arrows (a copy of the alphabet
printed out in your chosen handwriting font)
 A variety of writing materials (pencils, crayons, marker pens, chalks) and
paper
 A chalkboard, chalks and a sponge/paper towels

Warm-up:
Wall push-ups
Stand in front of a wall about arm’s
length away from it. Lift your arms
up to shoulder level and place your
hands on the wall so they are a little
bit wider than your shoulders.
Breathe in as you slowly bend your
elbows to lean into the wall.
Breathe out as you push to straighten your arms.
Start with five and see if you can build that up. Don’t rush the move!
A lot of children have “bendy” elbows – in this case, try not to “lock” your elbows
when you straighten them. Instead, don’t straighten your arms all the way.

Pencil aerobics
 Hold onto the pencil as if you were going to write – using your fingers only,
walk up the pencil! And when you get to the end walk back down. Try this 5
times.
 Put your pencil down facing right, pick it up and be ready to write.
 Put your pencil down facing left, pick it up and be ready to write.
 Don’t forget, only use one hand – try this 3 times each side.
 Place your palm facing up with your pencil on it. Roll your pencil from your
palm into your fingertips 10 times – using movement of your fingers and wrist
only.
 Pick up the pencil so you’re ready to write. Draw a dot on the paper. Now,
using just that hand, turn the pencil round and rub out the dot. Repeat five
times.

Handwriting – Letter Formation 02/2016

Main activities:
Revision of l,i
Revise the letters you learnt in the last session (l,i) – where do they start, what
direction does the movement go in? Draw them in the air or on paper to make sure
the learning has carried over.

Straights:t,f
Now introduce today’s letters: t, and f.
Follow the format below for each letter in turn, starting with ‘t’.

1) Present the model alphabet to the children and ask them to circle the letter.

2) Modelling:
Demonstrate how to form the letter using a chalkboard or white board.
Emphasise the starting point and include numbered arrows to show correct
letter formation.

3) Self-Talk:
Encourage the children to say out loud the directions for forming the letter,
focusing on the starting point and movement. Verbally model the self-talk and
prompt the student to talk out loud, repeating the same set of directions each
time.

4) Chalkboard Practice:
Now practice the letter in a range of writing tools.
- Start by drawing the letter in the air – remember to say the movements as
you do it.
- Next, draw the letter on a chalkboard with a small, wet sponge.
- Now draw the letter with a wet fingertip.
- Dry the letter with a bit of scrunched up paper towel.
- Finally, draw the letter with chalk.

5) Paper practice
Next, practice the letter on paper. Remember to say the movements as you
draw the letter.
- Firstly, trace a copy of the letter with numbered arrows
- Next trace 3 copies of the letter without numbered arrows
- Finally, copy the letter ten times.

6) Self Evaluation:
Now ask the children to look at what they have written on paper and compare
it to the target letter.
Ask them to circle their three “best” letters and discuss with them why they are
good.

Handwriting – Letter Formation 02/2016

Week 1: Session 3

Resources:
 Selection of rubber bands
 Model alphabet for each child, with numbered arrows (a copy of the alphabet
printed out in your chosen handwriting font)
 A variety of writing materials (pencils, crayons, marker pens, chalks) and
paper
 A chalkboard, chalks and a sponge/paper towels

Warm-up:

Shoulder spirals
Hold both arms out horizontally to the side and start to circle
them, initially making small circles but gradually getting
larger until the circles are as large as possible, (this should
take about 5 rotations).
Keep the circles controlled – don’t rush them! Try some in
slow motion.
When the circles have reached full size, change direction
and gradually reduce the circles, (again taking about 5
rotations) to get back to the smallest size.
Start by trying to complete 3 spiral sequences then gradually
build up the number you can do. Aim to do 10 spiral sequences comfortably.

Rubber band stretch

Place a rubber band around the fingers and thumb. Now slowly stretch the fingers
out and then relax them back in. Start with five and then build up to ten. Add extra
bands or thicker bands if it is too easy.
A loop of playdough can be used instead of rubber bands.

Main activities:
Straights: revision and using in practice
Revise the letters: l,i,t,f. Can the children pick them out from the alphabet? Where do
they start, what direction does the movement go in? Draw them in the air or on paper
to make sure the learning has carried over.

Handwriting – Letter Formation 02/2016

Week 2: Session 1

Resources:
 Model alphabet for each child, with numbered arrows (a copy of the alphabet
printed out in your chosen handwriting font)
 A variety of writing materials (pencils, crayons, marker pens, chalks) and
paper
 A chalkboard, chalks and a sponge/paper towels

Warm-up:
Arm wake-ups
 Shrug your shoulders to your ears then back down.
 Touch the sky, keeping your shoulders down.
 Touch your shoulders – hand to same shoulder
 Touch your shoulders – hand to opposite shoulder
 Push down on the desk
 Hold your hands out, palm up, then palm down
 Push palms together
 Pull hands apart
 Link your hands together and circle your wrists, one way then the other
 Make a fist, thumbs up and give them a wiggle
 Touch each finger to your thumb, one at a time, making a big circle.
 Shake your hands out – you’re ready to begin!

Handwriting patterns: curves and circles

Attach some lined paper to the wall, or use a chalkboard or whiteboard with lines
marked on them.
Practice curved patterns between the lines. Try to space them evenly, keep them at
the same angle and try to start and stop on the line. If you do not have enough wall
space, do this at the desk. You may want to use writing slopes to help with the
feeling of “up” and “down”.
 If it is difficult to keep within the lines, try using narrow strips of paper, or
cutting out a “window” from card to work within.
 Try forming the pattern with eyes open and with eyes closed, encouraging
children to “feel” the movement.

Handwriting – Letter Formation 02/2016

Main activities:
Anti-clockwise: c,o,e
Follow the format below for each letter in turn, starting with ‘c’.

1) Present the model alphabet to the children and ask them to circle the letter.

2) Modelling:
Demonstrate how to form the letter using a chalkboard or white board.
Emphasise the starting point and include numbered arrows to show correct
letter formation.

3) Self-Talk:
Encourage the children to say out loud the directions for forming the letter,
focusing on the starting point and movement. Verbally model the self-talk and
prompt the student to talk out loud, repeating the same set of directions each
time.

4) Chalkboard Practice:
Now practice the letter in a range of writing tools.
- Start by drawing the letter in the air – remember to say the movements as
you do it.
- Next, draw the letter on a chalkboard with a small, wet sponge.
- Now draw the letter with a wet fingertip.
- Dry the letter with a bit of scrunched up paper towel.
- Finally, draw the letter with chalk.

5) Paper practice
Next, practice the letter on paper. Remember to say the movements as you
draw the letter.
- Firstly, trace a copy of the letter with numbered arrows
- Next trace 3 copies of the letter without numbered arrows
- Finally, copy the letter ten times.

6) Self Evaluation:
Now ask the children to look at what they have written on paper and compare
it to the target letter.
Ask them to circle their three “best” letters and discuss with them why they are good.

Handwriting – Letter Formation 02/2016

Week 2: Session 2

Resources:
 Model alphabet for each child, with numbered arrows (a copy of the alphabet
printed out in your chosen handwriting font)
 A variety of writing materials (pencils, crayons, marker pens, chalks) and
paper
 A chalkboard, chalks and a sponge/paper towels

Warm-up:
Wall push-ups
Stand in front of a wall about arm’s
length away from it. Lift your arms
up to shoulder level and place your
hands on the wall so they are a little
bit wider than your shoulders.
Breathe in as you slowly bend your elbows to lean into the wall.
Breathe out as you push to straighten your arms.
Start with five and see if you can build that up. Don’t rush the move!
A lot of children have “bendy” elbows – in this case, try not to “lock” your elbows
when you straighten them. Instead, don’t straighten your arms all the way.

Pencil aerobics
 Hold onto the pencil as if you were going to write – using your fingers only,
walk up the pencil! And when you get to the end walk back down. Try this 5
times.
 Put your pencil down facing right, pick it up and be ready to write.
 Put your pencil down facing left, pick it up and be ready to write.
 Don’t forget, only use one hand – try this 3 times each side.
 Place your palm facing up with your pencil on it. Roll your pencil from your
palm into your fingertips 10 times – using movement of your fingers and wrist
only.
 Pick up the pencil so you’re ready to write. Draw a dot on the paper. Now,
using just that hand, turn the pencil round and rub out the dot. Repeat five
times.

Handwriting – Letter Formation 02/2016

Main activities:
Revision
Revise the letters: c,o,e. Can the children pick them out from the alphabet? Where
do they start, what direction does the movement go in? Draw them in the air or on
paper to make sure the learning has carried over.

Anti-clockwise: e,a
Follow the format below for each letter in turn, starting with ‘a’.

1) Present the model alphabet to the children and ask them to circle the letter.

2) Modelling:
Demonstrate how to form the letter using a chalkboard or white board.
Emphasise the starting point and include numbered arrows to show correct
letter formation.

3) Self-Talk:
Encourage the children to say out loud the directions for forming the letter,
focusing on the starting point and movement. Verbally model the self-talk and
prompt the student to talk out loud, repeating the same set of directions each
time.

4) Chalkboard Practice:
Now practice the letter in a range of writing tools.
- Start by drawing the letter in the air – remember to say the movements as
you do it.
- Next, draw the letter on a chalkboard with a small, wet sponge.
- Now draw the letter with a wet fingertip.
- Dry the letter with a bit of scrunched up paper towel.
- Finally, draw the letter with chalk.

5) Paper practice
Next, practice the letter on paper. Remember to say the movements as you
draw the letter.
- Firstly, trace a copy of the letter with numbered arrows
- Next trace 3 copies of the letter without numbered arrows
- Finally, copy the letter ten times.

6) Self Evaluation:
Now ask the children to look at what they have written on paper and compare
it to the target letter.
Ask them to circle their three “best” letters and discuss with them why they are good.

Handwriting – Letter Formation 02/2016

Week 2: Session 3

Resources:
 Model alphabet for each child, with numbered arrows (a copy of the alphabet
printed out in your chosen handwriting font)
 A variety of writing materials (pencils, crayons, marker pens, chalks) and
paper
 A chalkboard, chalks and a sponge/paper towels

Warm-up:
Shoulder spirals
Hold both arms out horizontally to the side and start to circle
them, initially making small circles but gradually getting
larger until the circles are as large as possible, (this should
take about 5 rotations).
Keep the circles controlled – don’t rush them! Try some in
slow motion.
When the circles have reached full size, change direction
and gradually reduce the circles, (again taking about 5
rotations) to get back to the smallest size.
Start by trying to complete 3 spiral sequences then gradually
build up the number you can do. Aim to do 10 spiral sequences comfortably.

Rubber band stretch

Place a rubber band around the fingers and thumb. Now slowly stretch the fingers
out and then relax them back in. Start with five and then build up to ten. Add extra
bands or thicker bands if it is too easy.
A loop of playdough can be used instead of rubber bands.

Main activities:
Anti-clockwise: revision and using in practice

Prepare a short list of words containing the letters c,o,e. Print them out in the model
alphabet. Can the children copy these words with good letter formation? What about
when you read out the words for them to write down? Can they think of their own
words with these letters in?

Handwriting – Letter Formation 02/2016

Week 3: Session 1

Resources:
 Model alphabet for each child, with numbered arrows (a copy of the alphabet
printed out in your chosen handwriting font)
 A variety of writing materials (pencils, crayons, marker pens, chalks) and
paper
 A chalkboard, chalks and a sponge/paper towels

Warm-up:
Arm wake-ups
 Shrug your shoulders to your ears then back down.
 Touch the sky, keeping your shoulders down.
 Touch your shoulders – hand to same shoulder
 Touch your shoulders – hand to opposite shoulder
 Push down on the desk
 Hold your hands out, palm up, then palm down
 Push palms together
 Pull hands apart
 Link your hands together and circle your wrists, one way then the other
 Make a fist, thumbs up and give them a wiggle
 Touch each finger to your thumb, one at a time, making a big circle.
 Shake your hands out – you’re ready to begin!

Handwriting patterns: straight lines

Attach some lined paper to the wall, or use a chalkboard or whiteboard with lines
marked on them.
Draw swirls and curves handwriting patterns between the lines. Try to space them
evenly, keep them at the same angle and try to start and stop on the line. If you do
not have enough wall space, do this at the desk. You may want to use writing slopes
to help with the feeling of “up” and “down”.
 If it is difficult to keep within the lines, try using narrow strips of paper, or
cutting out a “window” from card to work within.
 Try forming the pattern with eyes open and with eyes closed, encouraging
children to “feel” the movement.

Handwriting – Letter Formation 02/2016

Main activities:
Special curves: s,u
Follow the format below for each letter in turn, starting with ‘s’.

1) Present the model alphabet to the children and ask them to circle the letter.

2) Modelling:
Demonstrate how to form the letter using a chalkboard or white board.
Emphasise the starting point and include numbered arrows to show correct
letter formation.

3) Self-Talk:
Encourage the children to say out loud the directions for forming the letter,
focusing on the starting point and movement. Verbally model the self-talk and
prompt the student to talk out loud, repeating the same set of directions each
time.

4) Chalkboard Practice:
Now practice the letter in a range of writing tools.
- Start by drawing the letter in the air – remember to say the movements as
you do it.
- Next, draw the letter on a chalkboard with a small, wet sponge.
- Now draw the letter with a wet fingertip.
- Dry the letter with a bit of scrunched up paper towel.
- Finally, draw the letter with chalk.

5) Paper practice
Next, practice the letter on paper. Remember to say the movements as you
draw the letter.
- Firstly, trace a copy of the letter with numbered arrows
- Next trace 3 copies of the letter without numbered arrows
- Finally, copy the letter ten times.

6) Self Evaluation:
Now ask the children to look at what they have written on paper and compare
it to the target letter.
Ask them to circle their three “best” letters and discuss with them why they are
good.

Handwriting – Letter Formation 02/2016

Week 3: Session 2

Resources:
 Model alphabet for each child, with numbered arrows (a copy of the alphabet
printed out in your chosen handwriting font)
 A variety of writing materials (pencils, crayons, marker pens, chalks) and
paper
 A chalkboard, chalks and a sponge/paper towels

Warm-up:
Wall push-ups
Stand in front of a wall about arm’s
length away from it. Lift your arms
up to shoulder level and place your
hands on the wall so they are a little
bit wider than your shoulders.
Breathe in as you slowly bend your
elbows to lean into the wall.
Breathe out as you push to straighten your arms.
Start with five and see if you can build that up. Don’t rush the move!
A lot of children have “bendy” elbows – in this case, try not to “lock” your elbows
when you straighten them. Instead, don’t straighten your arms all the way.

Pencil aerobics
 Hold onto the pencil as if you were going to write – using your fingers only,
walk up the pencil! And when you get to the end walk back down. Try this 5
times.
 Put your pencil down facing right, pick it up and be ready to write.
 Put your pencil down facing left, pick it up and be ready to write.
 Don’t forget, only use one hand – try this 3 times each side.
 Place your palm facing up with your pencil on it. Roll your pencil from your
palm into your fingertips 10 times – using movement of your fingers and wrist
only.
 Pick up the pencil so you’re ready to write. Draw a dot on the paper. Now,
using just that hand, turn the pencil round and rub out the dot. Repeat five
times.

Handwriting – Letter Formation 02/2016

Main activities:

Special curves: revision

Revise the letters: s,u. Can the children pick them out from the alphabet? Where do
they start, what direction does the movement go in? Draw them in the air or on paper
to make sure the learning has carried over.

Special curves: using in practice

Prepare a short list of words containing the letters s,u. Print them out in the model
alphabet. Can the children copy these words with good letter formation? What about
when you read out the words for them to write down? Can they think of their own
words with these letters in?

Handwriting – Letter Formation 02/2016

Week 3: Session 3

Resources:
 Model alphabet for each child, with numbered arrows (a copy of the alphabet
printed out in your chosen handwriting font)
 A variety of writing materials (pencils, crayons, marker pens, chalks) and
paper
 A chalkboard, chalks and a sponge/paper towels

Warm-up:
Shoulder spirals
Hold both arms out horizontally to the side and start to circle
them, initially making small circles but gradually getting
larger until the circles are as large as possible, (this should
take about 5 rotations).
Keep the circles controlled – don’t rush them! Try some in
slow motion.
When the circles have reached full size, change direction
and gradually reduce the circles, (again taking about 5
rotations) to get back to the smallest size.
Start by trying to complete 3 spiral sequences then gradually
build up the number you can do. Aim to do 10 spiral sequences comfortably.

Handwriting patterns: humps

Attach some lined paper to the wall, or use a chalkboard or whiteboard with lines
marked on them.
Draw “hump” patterns between the lines. Try to space them evenly, keep them at the
same angle and try to start and stop on the line. If you do not have enough wall
space, do this at the desk. You may want to use writing slopes to help with the
feeling of “up” and “down”.
 If it is difficult to keep within the lines, try using narrow strips of paper, or
cutting out a “window” from card to work within.
 Try forming the pattern with eyes open and with eyes closed, encouraging
children to “feel” the movement.

Main activities:
Curves: r,n,m

Follow the format below for each letter in turn, starting with ‘r’.

1) Present the model alphabet to the children and ask them to circle the letter.

Handwriting – Letter Formation 02/2016

2) Modelling:
Demonstrate how to form the letter using a chalkboard or white board.
Emphasise the starting point and include numbered arrows to show correct
letter formation.

3) Self-Talk:
Encourage the children to say out loud the directions for forming the letter,
focusing on the starting point and movement. Verbally model the self-talk and
prompt the student to talk out loud, repeating the same set of directions each
time.

4) Chalkboard Practice:
Now practice the letter in a range of writing tools.
- Start by drawing the letter in the air – remember to say the movements as
you do it.
- Next, draw the letter on a chalkboard with a small, wet sponge.
- Now draw the letter with a wet fingertip.
- Dry the letter with a bit of scrunched up paper towel.
- Finally, draw the letter with chalk.

5) Paper practice
Next, practice the letter on paper. Remember to say the movements as you
draw the letter.
- Firstly, trace a copy of the letter with numbered arrows
- Next trace 3 copies of the letter without numbered arrows
- Finally, copy the letter ten times.

6) Self Evaluation:
Now ask the children to look at what they have written on paper and compare
it to the target letter.
Ask them to circle their three “best” letters and discuss with them why they are
good.

Handwriting – Letter Formation 02/2016

Week 4: Session 1

Resources:
 Selection of rubber bands
 Model alphabet for each child, with numbered arrows (a copy of the alphabet
printed out in your chosen handwriting font)
 A variety of writing materials (pencils, crayons, marker pens, chalks) and
paper
 A chalkboard, chalks and a sponge/paper towels

Warm-up:
Arm wake-ups
 Shrug your shoulders to your ears then back down.
 Touch the sky, keeping your shoulders down.
 Touch your shoulders – hand to same shoulder
 Touch your shoulders – hand to opposite shoulder
 Push down on the desk
 Hold your hands out, palm up, then palm down
 Push palms together
 Pull hands apart
 Link your hands together and circle your wrists, one way then the other
 Make a fist, thumbs up and give them a wiggle
 Touch each finger to your thumb, one at a time, making a big circle.
 Shake your hands out – you’re ready to begin!

Rubber band stretch

Place a rubber band around the fingers and thumb. Now slowly stretch the fingers
out and then relax them back in. Start with five and then build up to ten. Add extra
bands or thicker bands if it is too easy.
A loop of playdough can be used instead of rubber bands.

Main activities:
Curves: revision
Revise the letters: r,n,m. Can the children pick them out from the alphabet? Where
do they start, what direction does the movement go in? Draw them in the air or on
paper to make sure the learning has carried over.

Follow the format below for each letter in turn, starting with ‘h’.

1) Present the model alphabet to the children and ask them to circle the letter.

2) Modelling:

Handwriting – Letter Formation 02/2016

 Demonstrate how to form the letter using a chalkboard or white board.
Emphasise the starting point and include numbered arrows to show correct
letter formation.

3) Self-Talk:
Encourage the children to say out loud the directions for forming the letter,
focusing on the starting point and movement. Verbally model the self-talk and
prompt the student to talk out loud, repeating the same set of directions each
time.

4) Chalkboard Practice:
Now practice the letter in a range of writing tools.
- Start by drawing the letter in the air – remember to say the movements as
you do it.
- Next, draw the letter on a chalkboard with a small, wet sponge.
- Now draw the letter with a wet fingertip.
- Dry the letter with a bit of scrunched up paper towel.
- Finally, draw the letter with chalk.

5) Paper practice
Next, practice the letter on paper. Remember to say the movements as you
draw the letter.
- Firstly, trace a copy of the letter with numbered arrows
- Next trace 3 copies of the letter without numbered arrows
- Finally, copy the letter ten times.

6) Self Evaluation:
Now ask the children to look at what they have written on paper and compare
it to the target letter.
Ask them to circle their three “best” letters and discuss with them why they are
good.

Handwriting – Letter Formation 02/2016

Week 4: Session 2

Resources:
 Model alphabet for each child, with numbered arrows (a copy of the alphabet
printed out in your chosen handwriting font)
 A variety of writing materials (pencils, crayons, marker pens, chalks) and
paper
 A chalkboard, chalks and a sponge/paper towels

Warm-up:
Wall push-ups
Stand in front of a wall about arm’s
length away from it. Lift your arms
up to shoulder level and place your
hands on the wall so they are a little
bit wider than your shoulders.
Breathe in as you slowly bend your elbows to lean into the wall.
Breathe out as you push to straighten your arms.
Start with five and see if you can build that up. Don’t rush the move!
A lot of children have “bendy” elbows – in this case, try not to “lock” your elbows
when you straighten them. Instead, don’t straighten your arms all the way.

Pencil aerobics
 Hold onto the pencil as if you were going to write – using your fingers only,
walk up the pencil! And when you get to the end walk back down. Try this 5
times.
 Put your pencil down facing right, pick it up and be ready to write.
 Put your pencil down facing left, pick it up and be ready to write.
 Don’t forget, only use one hand – try this 3 times each side.
 Place your palm facing up with your pencil on it. Roll your pencil from your
palm into your fingertips 10 times – using movement of your fingers and wrist
only.
 Pick up the pencil so you’re ready to write. Draw a dot on the paper. Now,
using just that hand, turn the pencil round and rub out the dot. Repeat five
times.

Main activities:
Curves: revision
Revise the letters: r,n,m,h,b. Can the children pick them out from the alphabet?
Where do they start, what direction does the movement go in? Draw them in the air
or on paper to make sure the learning has carried over.

Handwriting – Letter Formation 02/2016

Curves: using in practice
Prepare a short list of words containing the letters: r,n,m,h,b. Print them out in the
model alphabet. Can the children copy these words with good letter formation? What
about when you read out the words for them to write down? Can they think of their
own words with these letters in?

Handwriting – Letter Formation 02/2016

Week 4: Session 3

Resources:
 Model alphabet for each child, with numbered arrows (a copy of the alphabet
printed out in your chosen handwriting font)
 A variety of writing materials (pencils, crayons, marker pens, chalks) and
paper
 A chalkboard, chalks and a sponge/ paper towels

Warm-up:
Shoulder spirals
Hold both arms out horizontally to the side and start to circle
them, initially making small circles but gradually getting
larger until the circles are as large as possible, (this should
take about 5 rotations).
Keep the circles controlled – don’t rush them! Try some in
slow motion.
When the circles have reached full size, change direction
and gradually reduce the circles, (again taking about 5
rotations) to get back to the smallest size.
Start by trying to complete 3 spiral sequences then gradually
build up the number you can do. Aim to do 10 spiral sequences comfortably.

Handwriting patterns: loops

Attach some lined paper to the wall, or use a chalkboard or whiteboard with lines
marked on them.
Draw looped patterns between the lines. Try to space them evenly, keep them at the
same angle and try to start and stop on the line. If you do not have enough wall
space, do this at the desk. You may want to use writing slopes to help with the
feeling of “up” and “down”.
 If it is difficult to keep within the lines, try using narrow strips of paper, or
cutting out a “window” from card to work within.
 Try forming the pattern with eyes open and with eyes closed, encouraging
children to “feel” the movement.

Main activities:
Descenders: j,g
Follow the format below for each letter in turn, starting with ‘j’.

1) Present the model alphabet to the children and ask them to circle the letter.

2) Modelling:

Handwriting – Letter Formation 02/2016

 Demonstrate how to form the letter using a chalkboard or white board.
Emphasise the starting point and include numbered arrows to show correct
letter formation.

3) Self-Talk:
Encourage the children to say out loud the directions for forming the letter,
focusing on the starting point and movement. Verbally model the self-talk and
prompt the student to talk out loud, repeating the same set of directions each
time.

4) Chalkboard Practice:
Now practice the letter in a range of writing tools.
- Start by drawing the letter in the air – remember to say the movements as
you do it.
- Next, draw the letter on a chalkboard with a small, wet sponge.
- Now draw the letter with a wet fingertip.
- Dry the letter with a bit of scrunched up paper towel.
- Finally, draw the letter with chalk.

5) Paper practice
Next, practice the letter on paper. Remember to say the movements as you
draw the letter.
- Firstly, trace a copy of the letter with numbered arrows
- Next trace 3 copies of the letter without numbered arrows
- Finally, copy the letter ten times.

6) Self Evaluation:
Now ask the children to look at what they have written on paper and compare
it to the target letter.
Ask them to circle their three “best” letters and discuss with them why they are
good.

Handwriting – Letter Formation 02/2016

Week 5: Session 1

Resources:
 Model alphabet for each child, with numbered arrows (a copy of the alphabet
printed out in your chosen handwriting font)
 A variety of writing materials (pencils, crayons, marker pens, chalks) and
paper
 A chalkboard, chalks and a sponge/ paper towels

Warm-up:
Arm wake-ups
 Shrug your shoulders to your ears then back down.
 Touch the sky, keeping your shoulders down.
 Touch your shoulders – hand to same shoulder
 Touch your shoulders – hand to opposite shoulder
 Push down on the desk
 Hold your hands out, palm up, then palm down
 Push palms together
 Pull hands apart
 Link your hands together and circle your wrists, one way then the other
 Make a fist, thumbs up and give them a wiggle
 Touch each finger to your thumb, one at a time, making a big circle.
 Shake your hands out – you’re ready to begin!

Rubber band stretch

Place a rubber band around the fingers and thumb. Now slowly stretch the fingers
out and then relax them back in. Start with five and then build up to ten. Add extra
bands or thicker bands if it is too easy.
A loop of playdough can be used instead of rubber bands.

Main activities:
Descenders: revision
Revise the letters: j,g. Can the children pick them out from the alphabet? Where do
they start, what direction does the movement go in? Draw them in the air or on paper
to make sure the learning has carried over.

Follow the format below for each letter in turn, starting with ‘q’.

1) Present the model alphabet to the children and ask them to circle the letter.

Handwriting – Letter Formation 02/2016

2) Modelling:
Demonstrate how to form the letter using a chalkboard or white board.
Emphasise the starting point and include numbered arrows to show correct
letter formation.

3) Self-Talk:
Encourage the children to say out loud the directions for forming the letter,
focusing on the starting point and movement. Verbally model the self-talk and
prompt the student to talk out loud, repeating the same set of directions each
time.

4) Chalkboard Practice:
Now practice the letter in a range of writing tools.
- Start by drawing the letter in the air – remember to say the movements as
you do it.
- Next, draw the letter on a chalkboard with a small, wet sponge.
- Now draw the letter with a wet fingertip.
- Dry the letter with a bit of scrunched up paper towel.
- Finally, draw the letter with chalk.

5) Paper practice
Next, practice the letter on paper. Remember to say the movements as you
draw the letter.
- Firstly, trace a copy of the letter with numbered arrows
- Next trace 3 copies of the letter without numbered arrows
- Finally, copy the letter ten times.

6) Self Evaluation:
Now ask the children to look at what they have written on paper and compare
it to the target letter.
Ask them to circle their three “best” letters and discuss with them why they are
good.

Handwriting – Letter Formation 02/2016

Week 5: Session 2

Resources:
 Model alphabet for each child, with numbered arrows (a copy of the alphabet
printed out in your chosen handwriting font)
 A variety of writing materials (pencils, crayons, marker pens, chalks) and
paper
 A chalkboard, chalks and a sponge/ paper towels

Warm-up:
Wall push-ups
Stand in front of a wall about arm’s
length away from it. Lift your arms
up to shoulder level and place your
hands on the wall so they are a little
bit wider than your shoulders.
Breathe in as you slowly bend your elbows to lean into the wall.
Breathe out as you push to straighten your arms.
Start with five and see if you can build that up. Don’t rush the move!
A lot of children have “bendy” elbows – in this case, try not to “lock” your elbows
when you straighten them. Instead, don’t straighten your arms all the way.

Pencil aerobics
 Hold onto the pencil as if you were going to write – using your fingers only,
walk up the pencil! And when you get to the end walk back down. Try this 5
times.
 Put your pencil down facing right, pick it up and be ready to write.
 Put your pencil down facing left, pick it up and be ready to write.
 Don’t forget, only use one hand – try this 3 times each side.
 Place your palm facing up with your pencil on it. Roll your pencil from your
palm into your fingertips 10 times – using movement of your fingers and wrist
only.
 Pick up the pencil so you’re ready to write. Draw a dot on the paper. Now,
using just that hand, turn the pencil round and rub out the dot. Repeat five
times.

Main activities:

Descenders: revision
Revise the letters j,g,q,p. Can the children pick them out from the alphabet? Where
do they start, what direction does the movement go in? Draw them in the air or on
paper to make sure the learning has carried over.

Handwriting – Letter Formation 02/2016

Descenders: using in practice
Prepare a short list of words containing the letters: j,g,q,p. Print them out in the
model alphabet. Can the children copy these words with good letter formation? What
about when you read out the words for them to write down? Can they think of their
own words with these letters in?

Handwriting – Letter Formation 02/2016

Week 5: Session 3

Resources:
 Model alphabet for each child, with numbered arrows (a copy of the alphabet
printed out in your chosen handwriting font)
 A variety of writing materials (pencils, crayons, marker pens, chalks) and
paper
 A chalkboard, chalks and a sponge/ paper towels

Warm-up:
Shoulder spirals
Hold both arms out horizontally to the side and start to circle
them, initially making small circles but gradually getting
larger until the circles are as large as possible, (this should
take about 5 rotations).
Keep the circles controlled – don’t rush them! Try some in
slow motion.
When the circles have reached full size, change direction
and gradually reduce the circles, (again taking about 5
rotations) to get back to the smallest size.
Start by trying to complete 3 spiral sequences then gradually
build up the number you can do. Aim to do 10 spiral sequences comfortably.

Handwriting patterns: zigzags

Attach some lined paper to the wall, or use a chalkboard or whiteboard with lines
marked on them.
Draw zigzag patterns between the lines. Try to space them evenly, keep them at the
same angle and try to start and stop on the line. If you do not have enough wall
space, do this at the desk. You may want to use writing slopes to help with the
feeling of “up” and “down”.
 If it is difficult to keep within the lines, try using narrow strips of paper, or
cutting out a “window” from card to work within.
 Try forming the pattern with eyes open and with eyes closed, encouraging
children to “feel” the movement.

Main activities:
Sliders: v,w,y,
Follow the format below for each letter in turn, starting with ‘v’.

1) Present the model alphabet to the children and ask them to circle the letter.

2) Modelling:

Handwriting – Letter Formation 02/2016

 Demonstrate how to form the letter using a chalkboard or white board.
Emphasise the starting point and include numbered arrows to show correct
letter formation.

3) Self-Talk:
Encourage the children to say out loud the directions for forming the letter,
focusing on the starting point and movement. Verbally model the self-talk and
prompt the student to talk out loud, repeating the same set of directions each
time.

4) Chalkboard Practice:
Now practice the letter in a range of writing tools.
- Start by drawing the letter in the air – remember to say the movements as
you do it.
- Next, draw the letter on a chalkboard with a small, wet sponge.
- Now draw the letter with a wet fingertip.
- Dry the letter with a bit of scrunched up paper towel.
- Finally, draw the letter with chalk.

5) Paper practice
Next, practice the letter on paper. Remember to say the movements as you
draw the letter.
- Firstly, trace a copy of the letter with numbered arrows
- Next trace 3 copies of the letter without numbered arrows
- Finally, copy the letter ten times.

6) Self Evaluation:
Now ask the children to look at what they have written on paper and compare
it to the target letter.
Ask them to circle their three “best” letters and discuss with them why they are
good.

Handwriting – Letter Formation 02/2016

Week 6: Session 1

Resources:
 Selection of rubber bands
 Model alphabet for each child, with numbered arrows (a copy of the alphabet
printed out in your chosen handwriting font)
 A variety of writing materials (pencils, crayons, marker pens, chalks) and
paper
 A chalkboard, chalks and a sponge/ paper towels

Warm-up:
Arm wake-ups
 Shrug your shoulders to your ears then back down.
 Touch the sky, keeping your shoulders down.
 Touch your shoulders – hand to same shoulder
 Touch your shoulders – hand to opposite shoulder
 Push down on the desk
 Hold your hands out, palm up, then palm down
 Push palms together
 Pull hands apart
 Link your hands together and circle your wrists, one way then the other
 Make a fist, thumbs up and give them a wiggle
 Touch each finger to your thumb, one at a time, making a big circle.
 Shake your hands out – you’re ready to begin!

Rubber band stretch

Place a rubber band around the fingers and thumb. Now slowly stretch the fingers
out and then relax them back in. Start with five and then build up to ten. Add extra
bands or thicker bands if it is too easy.
A loop of playdough can be used instead of rubber bands.

Main activities:
Sliders: revision
Revise the letters v,w,y. Can the children pick them out from the alphabet? Where do
they start, what direction does the movement go in? Draw them in the air or on paper
to make sure the learning has carried over.

Sliders: x,z,k
Follow the format below for each letter in turn, starting with ‘x’.

1) Present the model alphabet to the children and ask them to circle the letter.

Handwriting – Letter Formation 02/2016

2) Modelling:
Demonstrate how to form the letter using a chalkboard or white board.
Emphasise the starting point and include numbered arrows to show correct
letter formation.

3) Self-Talk:
Encourage the children to say out loud the directions for forming the letter,
focusing on the starting point and movement. Verbally model the self-talk and
prompt the student to talk out loud, repeating the same set of directions each
time.

4) Chalkboard Practice:
Now practice the letter in a range of writing tools.
- Start by drawing the letter in the air – remember to say the movements as
you do it.
- Next, draw the letter on a chalkboard with a small, wet sponge.
- Now draw the letter with a wet fingertip.
- Dry the letter with a bit of scrunched up paper towel.
- Finally, draw the letter with chalk.

5) Paper practice
Next, practice the letter on paper. Remember to say the movements as you
draw the letter.
- Firstly, trace a copy of the letter with numbered arrows
- Next trace 3 copies of the letter without numbered arrows
- Finally, copy the letter ten times.

6) Self Evaluation:
Now ask the children to look at what they have written on paper and compare
it to the target letter.
Ask them to circle their three “best” letters and discuss with them why they are
good.

Handwriting – Letter Formation 02/2016

Week 6: Session 2

Resources:
 Model alphabet for each child, with numbered arrows (a copy of the alphabet
printed out in your chosen handwriting font)
 A variety of writing materials (pencils, crayons, marker pens, chalks) and
paper
 A chalkboard, chalks and a sponge / paper towels

Warm-up:
Wall push-ups
Stand in front of a wall about arm’s
length away from it. Lift your arms
up to shoulder level and place your
hands on the wall so they are a little
bit wider than your shoulders.
Breathe in as you slowly bend your elbows to lean into the wall.
Breathe out as you push to straighten your arms.
Start with five and see if you can build that up. Don’t rush the move!
A lot of children have “bendy” elbows – in this case, try not to “lock” your elbows
when you straighten them. Instead, don’t straighten your arms all the way.

Pencil aerobics
 Hold onto the pencil as if you were going to write – using your fingers only,
walk up the pencil! And when you get to the end walk back down. Try this 5
times.
 Put your pencil down facing right, pick it up and be ready to write.
 Put your pencil down facing left, pick it up and be ready to write.
 Don’t forget, only use one hand – try this 3 times each side.
 Place your palm facing up with your pencil on it. Roll your pencil from your
palm into your fingertips 10 times – using movement of your fingers and wrist
only.
 Pick up the pencil so you’re ready to write. Draw a dot on the paper. Now,
using just that hand, turn the pencil round and rub out the dot. Repeat five
times.

Sliders: revision
Revise the letters v,w,y,x,k,z. Can the children pick them out from the alphabet?
Where do they start, what direction does the movement go in? Draw them in the air
or on paper to make sure the learning has carried over.

Handwriting – Letter Formation 02/2016

Sliders: using in practice
Prepare a short list of words containing the letters: v,w,y,x,k,z p. Print them out in the
model alphabet. Can the children copy these words with good letter formation? What
about when you read out the words for them to write down? Can they think of their
own words with these letters in?

Handwriting – Letter Formation 02/2016

Week 6: Session 3

Resources:
 Model alphabet for each child, with numbered arrows (a copy of the alphabet
printed out in your chosen handwriting font)
 A variety of writing materials (pencils, crayons, marker pens, chalks) and
paper
 A chalkboard, chalks and a sponge

Warm-up:

Shoulder spirals
Hold both arms out horizontally to the side and start to circle
them, initially making small circles but gradually getting
larger until the circles are as large as possible, (this should
take about 5 rotations).
Keep the circles controlled – don’t rush them! Try some in
slow motion.
When the circles have reached full size, change direction
and gradually reduce the circles, (again taking about 5
rotations) to get back to the smallest size.
Start by trying to complete 3 spiral sequences then gradually
build up the number you can do. Aim to do 10 spiral sequences comfortably.

Rubber band stretch

Place a rubber band around the fingers and thumb. Now slowly stretch the fingers
out and then relax them back in. Start with five and then build up to ten. Add extra
bands or thicker bands if it is too easy.
A loop of playdough can be used instead of rubber bands.

Main activities:

Alphabet game
Give each child their preferred size of lined (or squared) paper.
Prepare a set of alphabet cards. Draw these cards out at random and call out the
letter. The children must produce 5 well-formed letters.

Sample sentence
Copy out the same sentence that you copied at the beginning of the intervention
programme.

Handwriting – Letter Formation 02/2016

Write something special
This final task gives the children the opportunity to put all their learning into practice.
Set the task of writing something special, depending on the abilities of the children.
Using their preferred paper and pen or pencil, they could write:
 a wish list of Christmas or birthday presents
 an invitation to a party
 a letter (to a friend, to Santa)

Encourage them to decorate their work with pictures or stickers.

Now, ask the children to compare their writing with a sample of writing from the
beginning of the treatment plan. What has changed? What is really good about their
writing? What do they need to work on next?

Handwriting – Letter Formation 02/2016

 5: Handwriting – letter formation
Baseline and outcome assessment
Child’s name ……………………………………………. Date of birth ……………………………………….

Class ………………………………………………………… Date of assessment …………………………………….

Fill in this table to rate the child’s performance before and after the block of intervention
sessions.

Before intervention After intervention

Area of difficulty A lot of Some No A lot of Some No
difficulty difficulty difficulty difficulty difficulty difficulty
Holds pencil in a functional
grasp (with/without a pen
grip)
Maintains a good sitting
posture for duration of task
Steadies paper with helper
hand
Able to copy pre-writing
shapes (see attached)
Can distinguish between b/d,
u/v, m/n, r/n, n/h, p/q/g
Able to write without letter
reversals
Consistent letter sizing
Spacing between
words/letters is consistent
Letters placed on the writing
line
Able to maintain alignment
with margin
Letters formed correctly
Letters joined correctly
Legibility of writing
Clear ascending strokes on
b,d,k,t
Clear descending strokes on
g,j,p,q,y
Consistent slant of ascender
and descender strokes
Able to write with a
consistent rhythm
Appropriate level of pressure
(not too light or too heavy)
Able to complete written
work at similar pace to peers

Handwriting – Letter Formation 02/2016

Advice for adminstration
Holds pencil in a functional Does the child hold their pen or pencil in an efficient, comfortable
grasp (with/without pencil grasp? It does not have to be a tripod grasp, but it should not be a “fist”
grip) grasp or a fingertip grasp.
Maintains a good sitting Is the child able to sit straight-on to the desk, and maintain a fairly
posture for duration of task upright sitting posture, without hooking their feet around the chair legs
or falling off the side of their chair?
Steadies paper with helper Does the child use their non-writing hand to keep the paper still when
hand writing?
Able to copy pre-writing Can the child copy the pre-writing shapes attached?
shapes
Can distinguish between b/d, From your existing knowledge of the child, or by presenting them with
u/v, m/n, r/n, n/h, p/q/g letter flashcards – can they tell the difference between these letters?
Able to write without Look at a typical sample of handwriting: does the child frequently
letter/number reversals reverse letters or numbers (beyond the age of 7)?
Consistent letter sizing In a typical sample of handwriting, is the child performing similarly to
their peers in terms of keeping the letters the same size, and spacing
them evenly?
Spacing between In a typical sample of handwriting, is the child performing similarly to
words/letters is consistent their peers in terms of spacing between letters and words?
Letters placed on the writing In a typical sample of handwriting, are letters placed on the line? Do
line they consistently sit above or below the line, or is there are a lot of
variation?
Able to maintain alignment In a typical sample of handwriting, does the writing start in the top left
with margin and work across to the right? Does the writing gradually slope away
from the margin?
Letters formed correctly Are letters formed correctly (for example, in the correct direction)?
Letters joined correctly Are letters joined correctly, appropriately to the style of writing taught?
For example, ‘o’ joined from the top, not the bottom, joins added as part
of the letter formation, not added on afterwards.
Legibility of writing Looking at a typical sample of handwriting,how much of it is easily
legible?
Letters placed on the writing In a typical sample of handwriting, are letters placed on the line? Do
line they consistently sit above or below the line, or is there are a lot of
variation?
Clear ascending strokes on Is the child able to form clear ascenders?
b,d,k,t
Clear descending strokes on Is the child able to form clear descenders?
g,j,p,q,y
Consistent slant of ascender Are the strokes of ascenders and descenders consistent in the direction
and descender strokes of their slant?
Able to write with a consistent Observe the child writing – does their writing flow or is it hesitant, with
rhythm pauses in letter formation and when joining letters?
Appropriate level of pressure Does the child press very heavily when writing, or very lightly?
(not too light or too heavy)
Able to complete written work Is the child noticeably slower than their peers in completing written
at similar pace to peers work?

Handwriting – Letter Formation 02/2016

Handwriting – letter formation

Baseline and outcome assessment

Name: Class: Date:

1) Write out the alphabet, in lower case letters, below:

2) Write out the numbers 1 to 10, below:

3) Copy out the following sentence in your normal handwriting:

The five boxing wizards jump quickly.

Handwriting – Letter Formation 02/2016

4) Copy out each shape in the box below:

Handwriting – Letter Formation 02/2016

Session completion record

Child’s name ……………………………………………. Date of birth ……………………………

Class ………………………………………………………… Date of assessment ………………….

Write in the name of the programme you have carried out with the child and then the date
when you carried out each session. If you have carried out additional activities, add these in
the final column.

Name of programme

Session 1 Session 2 Session 3 Additional activities? Comments on performance

(difficulties and
achievements).
Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Handwriting – Letter Formation 02/2016

Handwriting self-assessment checklist

Name:

Class: Date:

Before writing Yes No

I feel comfortable with the chair and table

I sit correctly
I position the paper correctly
I hold the pen/pencil correctly
I steady the paper with the other hand

During and after writing Yes No

I form the letters correctly

The letters sit correctly on the line
The tall letters are the correct height
The letters with tails are the correct length
The mid-zone letters (for example, a,c,e,i,m, etc) are the same
size
The slant of my letters is regular
The spacing between my letters is even
The spacing between my words is even
The letters with curves are nicely rounded
I use capital letters correctly
The horizontal joins are correct
The diagonal joins are correct
I form the numbers correctly

Handwriting – Letter Formation 02/2016

Resources
Example of model alphabets with numbered arrows:

Handwriting – Letter Formation 02/2016