LEADER 04406nam 2200685 a 450 001 9910810096603321 005 20241226110039.0 010 $a9786611794538 010 $a9780761943105 010 $a0761943102 010 $a9781281794536 010 $a1281794538 010 $a9781847877567 010 $a1847877567 035 $a(CKB)1000000000408775 035 $a(EBL)334415 035 $a(OCoLC)476142011 035 $a(SSID)ssj0000168719 035 $a(PQKBManifestationID)11170274 035 $a(PQKBTitleCode)TC0000168719 035 $a(PQKBWorkID)10193353 035 $a(PQKB)11315335 035 $a(MiAaPQ)EBC334415 035 $a(OCoLC)809968243 035 $a(StDuBDS)EDZ0000067568 035 $a(OCoLC)51872127 035 $a(FINmELB)ELB138638 035 $a226102 035 $a(EXLCZ)991000000000408775 100 $a20021115d2003 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aHandwriting $ethe way to teach it /$fRosemary Sassoon 205 $a[2nd ed.]. 210 $aLondon $cPaul Chapman Pub. ;$aThousand Oaks, Calif. $cSage Publications$d2003 215 $a1 online resource (vi, 118 p.) $cill., facsim 300 $aDescription based upon print version of record. 311 08$a9781446215562 311 08$a1446215563 311 08$a9780761943112 311 08$a0761943110 327 $aCover; Contents; Part I: Planning handwriting across the whole school; 1 - The priority for handwriting in the curriculum; 2 - The relationship between the skill of handwriting and other subjects; 3 - When to introduce handwriting in the reception class; 4 - The choice of a handwriting model; 5 - Balancing movement and neatness; 6 - How much emphasis on joining; 7 - Display writing - both by teachers and pupils; 8 - Liaison with pre-school groups, parents and other schools; 9 - A policy for left-handers; 10 - A policy for special needs; 11 - A policy for newcomers from other schools 327 $a12 - Terminology13 - Assessment and record keeping; Part II: Classroom management; 14 - Layout of the classroom; 15 - Balancing whole class instruction with one-to-one attention; 16 - Posture; 17 - Appropriate furniture; 18 - Paper position and its effect on posture; 19 - Penhold; 20 - Materials: pencils and pens, paper size and lines; 21 - Making children aware of the importance of all these ideas; Part III: A system for teaching letters; 22 - The vital early stages; 23 - The concepts behind our writing system; 24 - Different approaches to teaching 327 $a25 - Explaning the act of writing in a logical sequence26 - Introducing letters in stroke-related families; 27 - Teaching the first letter family; 28 - Teaching the second letter family; 29 - Teaching the round letters; 30 - Complex letters and emerging problems; 31 - Name writing; 32 - Designing exercises; 33 - Starting to use letters; 34 - Lines; 35 - Drawing with writing; 36 - Remedial work often begins on day one; 37 - Joining as soon as possible; 38 - Personal letters lead to efficiency and speed; 39 - What handwriting problems may indicate; 40 - Layout for practice cards 327 $a41 - Recommendations from research into children's handwriting42 - Some personal comments; Part IV: A new way of looking at handwriting problems; 43 - Handwriting as a diagnostic tool; 44 - Problems that show through handwriting; 45 - Specific problems for left-handers; 46 - Problems with directionality; 47 - Perceptual problems; 48 - Observing, assessing and dealing with tremors; 49 - Fatigue; 50 - Gaps in learning; 51 - Posture as an indicator, as well as a cause of problems; 52 - An attitude of understanding; Index 330 8 $aCovering all aspects of the subject, Sassoon presents examples and imaginative ideas to make learning to write more effective and interesting for children and for teachers. This edition includes material on problems which children can have with handwriting, and how to diagnose and remedy them. 606 $aPenmanship$xStudy and teaching (Elementary) 615 0$aPenmanship$xStudy and teaching (Elementary) 676 $a372.62/3 700 $aSassoon$b Rosemary$01623752 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910810096603321 996 $aHandwriting$94091585 997 $aUNINA