Teaching Handwriting, Research Paper Example

  1. Develop a set of guidelines to use in selecting a handwriting teaching program.


Guidelines Rationale
Provide instructions on Peterson handwriting grade one There are different forms of printing; I would like to teach Peterson handwriting.
Provides step by step instruction in teaching Peterson handwriting. Teachers may not have done a course in handwriting. Thus, step-by- step instruction will allow the teacher to learn the process prior to teaching the students.
Provide step by step instruction in teaching  cursive handwriting Teachers may not have taken a course in cursive handwriting, therefore sep -by -step instruction will enable the teacher to
Provide example assessment for Peterson handwriting. There may be no literature available for the chosen program but examples will allow the teacher to determine student’s success.
Provide practice worksheets for Peterson handwriting. Students will be able to use the worksheets to practice their letters, words and sentences. The students will become more proficient in handwriting once they are sufficiently guided and supervised when practicing.


  1. C. Lesson plan


General information


Subject: Peterson handwriting


Topic or Unit of Study: Four Basic Strokes of Peterson handwriting


Grade/Level: First Grade


Instructional Setting: Class of 30 students, classroom, and students are seated in 6 clusters of 5.




Core Curriculum/Student Achievement Standard(s): Students in Wisconsin will write clearly and effectively.

Lesson Objectives:

  1. Students will be instructed and learn about the four basic strokes of Peterson handwriting
  2. Students will practice the four basic strokes and be able to draw the strokes at 80% and above accuracy.




Instructional Materials:

  • Whiteboard,
  • dry erase pen,
  • lines on board,
  • lined paper,
  • pencil,
  • lined 4 Strokes worksheets
  • Handwriting paper with middle dotted line.


Resources: Peterson handwriting Course




Sequence of Instructional Procedures/Activities/Events

  1. Identification of Student qualification Skills Needed for Lesson: The first activity before I will begin the lesson is to identify if the students have the prerequisites needed for the lesson. Without assuming that the Students have learned to print their names and recite the alphabet, I will ask them if they have learned how to print their name. I will also ask the students if any of them can write the letters of the alphabet.


  1. Presentation of New Information or Modeling: I will inform the students that we are going to learn something very exciting. I tell them that we are going begin the process of learning how to write. I will tell the students that in order to write correctly, we need to learn the basics. I will inform the students that what I am about to teach them is Peterson handwriting. I ask the students if they know what Peterson handwriting is, then I show them the letters that I have above the whiteboard. I clarify that the letters are written in Peterson handwriting and that we are going to learn them. But first, we need to learn the four basic strokes of Peterson handwriting. I will go to the whiteboard and I will model by drawing two vertical lines, while I draw the lines I say “top to bottom and bottom to top.” I will inform the students that the vertical line is the first stroke that they need to learn. I will then draw two horizontal lines, while I draw it I say “left to right and right to left.” I will proceed and draw two circles, as I am drawing the circles I will say “clockwise and counter clockwise.” Finally, I will draw a forward slash saying “top to bottom and bottom to top.” When I have finished drawing all of the strokes, I will review the strokes with the students. I will then tell them that they just have learned all of the strokes that they will need to write letters in Peterson style.


  1. Guided Practice: I hand out the 4 Strokes worksheet. I stand at the board again and draw another vertical line, while I am drawing it, I say top to bottom. I instruct the students to trace the example vertical line on their worksheets. I then tell them to draw lines just like the one that they traced, making sure that they stay on the center line, just as I did.  As they draw the lines, I am walking around the classroom to make sure that the lines are on the middle line. They will repeat this until firm.


  1. I then draw a horizontal line, I instruct the students to trace the horizontal line on their worksheet. I tell them to make sure that the line is straight left and right, not slanted. I also tell the students to stay within the lines. I tell them to practice the horizontal line by copying the example. As the students are writing their lines, I am walking around to the groups to make sure that all of the students are keeping their lines straight and not going out of the lines. I correct students as soon as I see errors.


  1. I go to the board and draw a circle saying the direction I am going while I draw it. I instruct the students to trace their circle and practice on the lines, reminding them to stay within the lines. Again, I walk around the room.


  1. Finally, I draw a forward slant and a backward slant, giving direction as I am drawing. I have the students trace their slants then practice their slants. Walking around as the students work to check on their progress and to find errors or to compliment a job well done.


  1. I tell the students that I am very excited that they have just learned the basics of handwriting. I ask the students if they have any questions.


  1. Independent Student Practice: Students are given another worksheet of the same strokes to complete independently. As the students are working on the strokes, I remind them to stay within the lines, to keep the horizontal line on the center line, to keep the vertical lines straight, to keep the circles in the lines. I tell them to be very careful because I am going to grade their papers. I will walk around the room to make sure that students understand the correct method. I will supervise to make sure that students are not making any errors. If a student makes an error, I point out the error and have the student repeat the stroke. I will correct the errors immediately


  1. When students have completed their worksheets, I have them exchange the worksheet with a partner within their cluster. I instruct the students to look over their partner’s worksheet for errors. If they see an error, I instruct the students to call me over so that I can review and instruct the proper procedure.


  1. When I am sure that all of the students understand the four basic strokes, I collect the worksheets.


  1. Culminating or Closing Procedure/ Activity: I review the four basic strokes with the class. I ask them how they liked the lesson. I inform them that this is only the beginning to Peterson handwriting, that tomorrow we will learn a letter!


Pedagogical Strategy (or Strategies):

Direct instruction, cooperative learning groups

Direct instruction method of teaching will be used in pedagogy. But it will be different depending on the student’s abilities both physical and mental. After teaching the students by use of direct instructions, they will pair up in groups of five so as to practice drawing the four strokes of Peterson handwriting as a group. During this time each student will be given a chance to draw at least one stroke. I will pass around each group to give reinforcement and complement as well as corrections where necessary. Students then will work individually after group study.

Rationale for these methods

Direct instruction enables the student to master the concepts individually in a quick manner. Cooperative learning will enable the teacher o use class time more efficiently and also enable the many students to learn at the same time.

Differentiated Instruction:

  • ELL students: I would provide instructions in student’s native language (if available), students should be able to complete the worksheet.
  • Hearing impaired students: I will provide them with a printed instruction sheet, if a FM auditory device is available, that would be provided also.
  • Learning disabled students: I will provide them with the same worksheet (printed instruction sheet).
  • Physically disabled students: I will provide each student with instructions depending on their disability. Gifted/accelerated students will follow the above instructions for the time being. They need to learn the basics.

Student Assessment/Rubrics:

Pre-assessment took place when I asked the students if they knew what Peterson handwriting is. An informal assessment took place while I was walking around the room to see how the students were progressing with their initial worksheets. A formative assessment took place when I had the students complete the worksheets independently. A summative assessment will take place the preceding day. Students will be given blank lined paper, and will be required to draw the strokes from off head. Students will be graded on the four strokes, whether they stay on the center line fro horizontal lines, stay within the lines while drawing vertical lines, circles and slants, and if the students vertical lines are straight up and down. Students must achieve 80% to pass.