PR-2888IRE New Wave Handwriting Teachers Guide - Junior and Senior Infants

FOREWORD 

The New Wave Handwriting Teachers Guide provides a comprehensive resource to support the full-colour handwriting pupil 

books for Junior and Senior Infants. The Teachers Guide provides general background information about handwriting and 

a plethora of teaching resources to enhance the teaching and learning of handwriting. 

GENERAL INFORMATION ........................... 2–97 

About the Series .....................................2–4 

Introduction to Handwriting ............................5–7 Dot-to-dot Pictures ...............................109–110 

A Whole-school Approach to Handwriting .................8–10 

Lesson Plan for Handwriting .............................11 

Weekly Teaching Plan Sample ...........................12 

Teaching Strategies for Handwriting ....................13–15 

Mechanics of Handwriting ...........................16–20 

Handwriting Lines .....................................21 

The Handwriting Font ...............................22–27 

Handwriting Skills ..................................28–30 

Assessment and Recording ..........................31–34 

Class Checklists ...................................35–36 

Left-handed Writers ................................37–38 

Vision-impaired Writers ................................38 

Remediation .....................................39–42 

Differentiation and Handwriting ..........................43 

Warm-up Exercises .................................44–45 

Finger Plays and Action Rhymes .......................46–51 

Multisensory Activities ..............................52–54 

Physical Development Activities .......................55–58 

Flash Cards ......................................59–71 

Alphabet Tracing Sheets .............................72–77 

Verbal Cues for Letter Formations ......................78–85 

Mini Posters ......................................86–94 

JUNIOR INFANTS SUPPORTING MATERIALS. ........... 95–141 

Individual Checklist ...................................95 

Assessment—Letter Size And Positioning ................96–97 

Assessment—Lowercase Letters .........................98 

Differentiated Assessment ..........................99–102 

Joined Digraph Practice ...........................103–106 

CONTENTS 

Colouring Picture ....................................107 

Tracing Picture ......................................108 

Mazes ........................................111–112 

Patterns and Pattern Pictures .......................113–137 

Character Poster .....................................138 

Desk Chart .........................................139 

Character Spacing Guides .............................140 

SENIOR INFANTS SUPPORTING MATERIALS. .......... 144–193 

Individual Checklist ..................................145 

Class Checklist ......................................146 

Pupil Self-Assessment ................................147 

Assessment—Lower-case Letter Size and Positioning .....148–149 

Assessment—Lower-case Letters ........................150 

Assessment—Upper-case Letters ........................151 

Differentiated Assessment .........................152–155 

Assessment—Pangram ...............................156 

Joined Digraph Practice ...........................157–160 

Colouring Picture ....................................161 

Tracing Picture ......................................162 

Dot-to-dot Pictures ...............................163–164 

Maze .............................................165 

Patterns and Pattern Pictures .......................166–190 

Character Poster .....................................191 

Desk Chart .........................................192 

Character Spacing Guides .............................193 

GLOSSARY 194–196 

Review sample 

Prim-Ed Publishing www.prim-ed.com 978-1-84654-938-0 NEW WAVE HANDWRITING TEACHERS GUIDE JUNIOR AND SENIOR INFANTS 1

ABOUT THE SERIES 

The New Wave Handwriting series consists of five full-colour pupil books for pupils in Junior Infants to 3rd Class; two 

comprehensive teachers guides for Junior Infants and Senior Infants, and 1st, 2nd and 3rd Class; and three teacher 

resource books with photocopiable pages for 4th, 5th and 6th Class. For teachers of pre-school pupils, New Wave Prewriting 

Patterns is also available, to develop pre-writing skills, directionality and handwriting mechanics in young pupils 

through tracing and colouring activities. 

PUPIL BOOKS 

In Junior Infants, pupils develop their fine motor skills to 

grip and control their pencil correctly, while learning to write 

letters with correct formation, size and positioning. Pupils 

trace and copy patterns, lower-case letters and simple 

words for each letter of the alphabet and for digraphs. 

letter. They are introduced to diagonal and horizontal joins. 

Throughout the skill pages, pupils continue to trace and 

copy patterns, lower- and upper-case letters, words and a 

sentence for each letter. Pupils then apply their handwriting 

skills to complete various cross-curricular activities. 

In Senior Infants, pupils continue to develop their fine motor 

skills to grip and control their pencil correctly, while learning 

to write letters with correct formation, size and positioning. 

Throughout the skill pages, pupils trace and copy patterns, 

lower- and upper-case letters, simple words for each letter 

of the alphabet or digraphs, and simple sentences. 

The sequence of introduction of letters in the Junior and 

Senior Infants pupil books follow the introduction of the 

sequence of sounds for Jolly Phonics . This includes 

digraphs. Words practised for each letter or digraph are 

high-frequency words. 

In 1st Class, pupils are introduced to cursive handwriting. It 

is linked to the script learned in Junior and Senior Infants. 

Entry and exit strokes are also introduced as pupils ready 

themselves for joined handwriting. They revise body; head 

and body; body and tail; and head, body and tail letters. 

Pupils learn to identify and classify letters as anticlockwise, 

clockwise or downstroke letters, based on the initial or 

predominant directional movement used when forming the 

TEACHER RESOURCE BOOKS 

In 4th Class, pupils revise anticlockwise, clockwise and 

downstroke letters; capital letters; and horizontal and 

diagonal joins. Body; head and body; body and tail; and 

head, body and tail letters are also revised. They become 

aware of the need for fluency and speed while writing in 

cursive. Throughout the skill pages, pupils continue to trace 

and copy lower- and upper-case letters, words, sentences 

and more complex texts, with consistent slope, letter sizing 

and spacing. Pupils then apply their handwriting skills to 

complete various cross-curricular activities. 


downstroke letters; capital letters; and diagonal and 

horizontal joins. Body; head and body; body and tail; and 

head, body and tail letters are also revised. Throughout the 

skill pages, pupils continue to trace and copy lower- and 

upper-case letters, words, sentences and more complex 

texts, with consistent slope, letter sizing and spacing. Pupils 

practise writing texts with fluency, speed and legibility. Pupils 

then apply their handwriting skills to complete various 

cross-curricular activities. 

In 2nd Class, pupils revise anticlockwise, clockwise and 


horizontal joins. Throughout the skill pages, pupils continue 

to trace and copy patterns, lower- and upper-case letters, 

words and sentences. They practise joined and unjoined 

capital letters in words and sentences. They revise body; 

head and body; body and tail; and head, body and tail 

letters. Pupils then apply their handwriting skills to complete 

various cross-curricular activities. 

In 3rd Class, pupils revise anticlockwise, clockwise and 

downstroke letters; capital letters; and joins. They revise 

body; head and body; body and tail; and head, body and 

tail letters. Throughout the skill pages, pupils trace and copy 

various letter combinations and words that use diagonal 

and horizontal joins. They identify capital letters that don’t 

join and learn to choose the correct join for different letter 

combinations. Pupils then apply their handwriting skills to 

complete various cross-curricular activities. 



horizontal joins. Body; head and body; body and tail; and 

head, body and tail letters are also revised. Throughout the 

skill pages, pupils continue to trace and copy lower- and 

upper-case letters, words, sentences and more complex 

texts, with consistent slope, letter sizing and spacing. Pupils 

practise writing texts with fluency, speed and legibility. Pupils 

then apply their handwriting skills to complete various 

cross-curricular activities. They are also exposed to writing 

without handwriting lines. 

Review sample 

For 3rd to 6th Class, 

the words chosen to 

practise letters and 

joins in words and 

sentences are taken 

from the spelling lists 

for that year level in 

Sounds in Focus. 

2 NEW WAVE HANDWRITING TEACHERS GUIDE JUNIOR AND SENIOR INFANTS 978-1-84654-938-0 Prim-Ed Publishing www.prim-ed.com

JUNIOR INFANTS 

The New Wave Handwriting pupil book for Junior Infants 

concentrates on providing activities to allow pupils 

to develop the fine and gross motor skills, and the 

handwriting mechanics and skills required for legible, 

fluent and fast writing. 

The pages in this book contain: 

• line patterns and pattern pictures 

• letter formation groups that link to letter sounds as 

they are introduced in the Jolly Phonics phonics 

teaching programme 

• a single-page spread for each letter that encourages 

pupils to trace and copy lower-case letters 

• letter sizing and positioning 

• exposure to upper-case letters 

• exposure to words relating to each digraph 

• revision pages at the conclusion of each group of 

sounds 

• pictures for colouring 

It is recommended that teachers provide adequate time 

for the development of pupils' fine and gross motor 

skills. A range of physical development activities have 

been provided on pages 55–58. 

SENIOR INFANTS 

The New Wave Handwriting pupil book for Senior Infants 

builds on the introductory fine motor skills from Junior 

Infants to further develop pupils' handwriting skills. 

These pages contain: 

• line patterns and pattern pictures 

• letter formation groups that link to letter sounds as they 

are introduced in the Jolly Phonics phonics teaching 

programme 

• letter formation practice for each letter that uses 

anticlockwise, clockwise, downstroke and zigzag lines 

• a single-page spread for each letter that encourages 

pupils to trace and copy lower-case letters 

• letter sizing and positioning 

• practice tracing and copying upper-case letters 

• practice tracing and copying high frequency sight 

words, some relating to digraphs, and sentences 

• revision pages at the conclusion of each group of 

sounds 

• pictures for colouring 

These two books use the same simple, unjoined 

handwriting font and differ from the cursive font introduced 

and developed for 1st to 6th Class pupils. 

ABOUT THE SERIES 

Review sample 

1 


A WHOLE-SCHOOL APPROACH TO HANDWRITING 

USING A WHOLE-SCHOOL APPROACH 

A whole-school approach is vital to maintaining a consistent approach to the teaching and learning of handwriting from 

1st Class to 6th Class. 

For a whole-school approach to be effective, certain 

documents need to be prepared prior to implementation. 

These include: 

• a handwriting policy outlining the font, time allocations, 

expectations of the programme and of pupils, how 

the programme will be implemented and evaluated, 

teaching strategies and differentiation, and assessment 

requirements. 

• a progressive teaching and learning sequence within 

each year level and across the school, with a list of 

handwriting terminology with relevant explanations 

and examples. See pages 194–196 for a glossary of 

handwriting terminology. 

• a document outlining the handwriting line sizing and 

the writing implements to be used in each year level. 

See page 21 for recommended line sizing. 

• any relevant forms that teachers may need to access 

regarding referrals to specialists. 

WHOLE-SCHOOL POLICIES AND PROGRAMMES 

Once all relevant documents have been prepared, they must 

be shared with all relevant members of staff and discussed 

at staff meetings, until all expectations of the programme 

are clear to everyone. Training and/or mentoring should 

be provided where necessary, to ensure all teaching staff 

feel confident to teach handwriting, according to the new 

whole-school policy. 

Before implementation begins, explain to parents the 

importance of handwriting in today’s society, and inform 

them of any changes that have been made to the school's 

handwriting programme. Explain any new expectations of 

pupils or parents, and encourage parents/carers to become 

involved in their child’s handwriting. See page 9 for more 

information about parental involvement. 

When a whole-school programme is clearly outlined 

using appropriate documentation, and implemented 

systematically by all staff, pupils are better equipped to 

transfer their handwriting knowledge and skills from one 

year level to the next, without having to learn a ‘new way’ 

of writing. This allows pupils to develop and extend their 

handwriting skills as they progress through schooling. 

When developing a whole-school policy, it is important to: 

• examine pupils' past performance records to identify general strengths and weaknesses across each year level within 

the school. 

• reflect on previous handwriting policies and practices to identify possible improvements. 

• establish clear school aims and objective targets for the new handwriting programme. 

• establish clear expectations of the school administration staff, teaching staff, pupils and parents when implementing 

and using the new handwriting programme. 

• outline time allocations. 

When establishing a whole-school approach, it is 

important that all teachers demonstrate a positive attitude 

towards handwriting and understand its importance in 

a contemporary classroom. All terminology should be 

explained to teachers, parents and pupils so that pupils' 

understanding can be supported and transferred through 

different contexts effectively. 

When implementing the programme, it is important that 

all teachers are held accountable for the teaching and 

assessing of pupils' handwriting skills, according to the 

whole-school policy. Teachers should be supported to 

use effective assessment tools that provide accurate and 

reliable evidence of pupils' abilities. They should also be 

supported to use these assessments when differentiating 

their lessons, so they can provide targeted instruction to 

meet each pupil's needs. 

Throughout the year, teachers should moderate their pupil 

assessments to ensure the expectations of pupils are 

consistent within each year level. These should also be 

moderated across the school to ensure the programme 

is effective. At the end of each school year, pupil's 

assessments and any individual education programmes 

should be passed on to the next teacher, to ensure pupils 

develop their handwriting skills progressively throughout 

their schooling. 

Review sample 

The programme and policies should then be evaluated and 

updated to ensure they are meeting the needs of the pupils 

and the school staff. 


FONT INTRODUCTION 

THE HANDWRITING FONT 

The handwriting font was designed to facilitate a smooth transition for pupils switching between print and cursive 

handwriting. The two styles used in the New Wave Handwriting series connect to each other smoothly since they are 

similar. The 1st Class book, which is the first to move from print to cursive style, links both scripts. 

OVERVIEW OF THE FONT STYLES 

The print script is designed to teach pupils to write using 

unjoined writing with basic letter formation. See page 23 for 

the print script character set. 

USING FONT STYLES 

NEW WAVE HANDWRITING SERIES 

Junior Infants—introduces Print script 

Senior Infants—reinforces Print script 

1st Class—introduces Cursive script 

2nd Class—reinforces Cursive script 

3rd Class—reinforces Cursive script 

4th Class—revises Cursive script 



The cursive script is designed to teach pupils to write with 

joined handwriting. The letters are written with a different 

formation as the print script, with letters joined by connecting 

and overlapping the exit of one letter to the entry of another. 

Letters are joined using diagonal and horizontal joins, with 

some capital letters left unjoined because of the way they 

are formed and finish. See page 23 for the cursive script 

character set. 

Research shows that pupils who learn to form letters using a print script in their foundational years often revert back to this 

method when writing under pressure in later years. 

Print script is useful for learning the basic formation and shape of each letter, but does not allow pupils to write effectively 

with fluency and speed, which is often required during writing tasks. Based on this research, the New Wave Handwriting 

series contains the print and cursive script; and introduces cursive script early in the pupils’ education so that cursive style 

is firmly entrenched by the time pupils need to write extensive blocks of text in later years. 

Review sample 



PRINT SCRIPT 

UPPER-CASE LETTERS 

A B C D E F G H I 

J K L M N O P Q 

R S T U V W X Y Z 

LOWER-CASE LETTERS 

a b c d e g h i j 

k l m n o p q r s t 

u v w x y z 

CURSIVE SCRIPT 


A B C D E F G H I J K L M 

Review sample 

N O P Q R S T U V W X Y Z 


a b c d e f g h i j k l 

m n o p q r s t u v w 

x y z 




Lower case is the most commonly used letter case in the written representation of the English language. It is used to write 

every letter that does not require capitalisation, in every word. Some lower-case letters are smaller versions of the uppercase 

letter, such as vV or wW, and some lower-case letters look very different to the corresponding upper-case letter, such 

as aA or rR. Some lower-case letters have different representations of the same letter depending on the font of the writing. 

It is important to teach pupils how to recognise different versions of a letter, regardless of the font being taught, so they are 

better equipped to read texts written in different fonts. 

Lower-case letters in the English language are written using different sizing and directional movements. All lower-case print 

letters can be classified into three groups of similar-sized letters—body letters; and head and body letters. These sizes 

allow for easier recognition of letters and words when reading and are important when writing on single-lined or blank 

paper. They can also be classified into four groups based on the initial direction or main movement used when forming the 

letter, such as anticlockwise, clockwise, downstroke or zigzag letters. 

a b c d e 


g h i j 

k l m n o p q r s 

u v w x y z 

Upper case is one of two letter cases used in the written representation of a language. The use of upper-case letters in 

a piece of writing depends on the grammatical conventions of the language. In the English language, the first letter of a 

word is written in upper case if that word marks the beginning of a sentence or if the word is a proper noun. Upper-case 

letters are also used when writing acronyms, such as NASA (National Aeronautics and Space Administration) or R.S.V.P 

(Répondez s’il vous plait, French for ‘respond, if you please’); when referring to oneself as ‘I’ in a piece of writing; when 

writing abbreviated units of measurement, such as litres (L); or at the beginning of lines of poetry. 

All upper-case letters are written using equal sizing. They sit on the baseline and extend up to the top line. The head and 

body of the character will be coloured to show the size of an upper-case letter and its position on the line. 

Review sample 

A B C D E F G H I 

J K L M N O P Q 

R S T U V W X Y Z 


ASSESSMENT AND RECORDING METHODS 

OBSERVATIONS 

ASSESSMENT AND RECORDING 

Observations are a quick and easy assessment method that can be used at any time and for 

any purpose. Observing pupils as they write helps teachers identify elements of handwriting 

including posture; paper position, management and control; pencil grip; seating arrangement; 

fluency of writing movement; writing speed; overall comfort when writing; the ability to write for 

extended periods of time (writing endurance); the amount of pressure applied to the implement 

when writing; and the techniques used to form letters. 

Digital cameras, smartphones or tablets can be used to record observations using photographs 

or videos. 

CHECKLISTS 

Checklists provide an efficient method of recording specific information about pupils’ handwriting 

mechanics and skills. They allow teachers to monitor pupils' progress against specific learning 

criteria in a format that is easy to read and analyse, so that teachers can make an informed 

opinion of pupils' progress that is supported by data. 

Class checklists are efficient at recording general data about pupils' handwriting skills; however, 

if pupils are displaying handwriting difficulties, it is recommended that a more detailed individual 

assessment be carried out using resources, such as the samples on pages 35 and 36 and 

page 146. 

ANECDOTAL NOTES 

Anecdotal notes are an efficient method of recording observations during different handwriting 

activities, to provide reminders of pupils' individual needs and progress, or for future planning 

to assist pupils. Anecdotal notes can become time-consuming if used extensively. It is 

recommended that teachers only use anecdotal notes to record specific information observed, 

for particular pupils, as required. 

PUPIL/TEACHER DISCUSSIONS 

Review sample 

Pupil/teacher discussions about a pupil's handwriting or class writing activities allows the 

teacher to discover information about the pupil’s attitude to, and concerns about, handwriting; 

and their understanding and use of handwriting terminology. During pupil/teacher writing 

conferences, pupils develop an awareness of handwriting as an integral part of the writing 

process. Pupil/teacher discussions, especially those with pupils who display handwriting 

difficulties, should be conducted in privacy to ensure pupils do not develop negative emotions, 

such as shame or frustration, towards handwriting. 


DIFFERENTIATION AND HANDWRITING 

Differentiation is the practice of using a variety of teaching techniques and adapting lessons to suit a diverse group of 

pupils in one classroom. 

All pupils are different—they learn in different ways and at different rates, they deal with learning tasks differently and they 

have different interests. Pupils have varying ‘prior learning’ experiences and varying degrees of motivation and engagement 

in learning. 

Differentiation requires teachers to present lessons and concepts at a number of different difficulty levels based on the 

different ability levels of pupils. Differentiation matches pupil characteristics to instruction and assessment. 

DIFFERENTIATION INVOLVES TEACHERS MODIFYING: 

• practice (the way they deliver instruction to pupils) 

• process (how the lesson is designed for the pupils) 

• products (the kind of work pupils are expected to 

complete) 

• content (the reading or materials pupils study) 

• assessment (how teachers measure what pupils have 

learnt) 

• groupings (the arrangement of pupils in the classroom) 

DIFFERENTIATION FOR LESS CAPABLE HAND WRITERS 

Pupils having difficulty in an area of handwriting can be 

supported using the following techniques: 

• Provide additional practice forming and joining letters in 

a variety of different formats and contexts. 

• Use slope cards to assist pupils who have difficulty 

sloping letters. 

• Use highlighted paper or raised line paper (available 

commercially) to reinforce letter size differentiation. 

• Use small smiley face stickers as word spacers. Visit 

to read about the idea. 

• Find an online resource where pupils can practise their 

handwriting on an iPad ® . 

• Provide additional gross motor and fine motor skills. 

Refer to pages 55–58 for some suggestions. 

• Adjust the handwriting task so pupils only have to 

practise some, but less, handwriting than their more 

capable counterparts until they become more proficient. 

• Use specific language or visual clues to support letter 

formation or joining techniques. 

• Provide larger writing utensils or wider-spaced lines for 

handwriting. 

• Provide multisensory activities so a variety of different 

learning styles are being catered for. 

• Provide one-on-one, paired or small group 

demonstrations of letter formations. 

• Revise handwriting patterns necessary for letter 

formation. Refer to pages 116–140 and 

pages 166–190. 

DIFFERENTIATION MAY TAKE ON ONE OR MORE OF 

THE FOLLOWING CLASSROOM TECHNIQUES: 

• creating lessons based on the different learning styles 

of pupils 

• grouping pupils by common interests or abilities 

• formative assessment 

• creating a safe and supportive classroom environment 

• ongoing assessment and adjustment of lessons to 

meet the needs of the pupils 

DIFFERENTIATION FOR THOSE PUPILS WHO NEED 

HANDWRITING EXTENSION 

Consider using these ideas for additional handwriting 

practice to extend more capable pupils and those who are 

‘quick finishers’. 

• Provide longer handwriting practice sheets with more 

exercises to complete than less capable counterparts. 

• Ask pupils to add patterns or more details to practice 

sheets where applicable for additional fine motor skill 

practice. Colouring sheets may also be used. Refer to 

pages 110 and 161 for examples. 

• Consider having pupils reflect on their own handwriting 

by writing a sentence or two of self-assessment. 

• Ask pupils to select and copy a sentence or two of text 

from a picture book or a paragraph from a book with 

more words. 

• Substitute a handwritten activity for one often completed 

using a computer. 

• Provide opportunities for pupils to choose their own 

handwriting task. 

Review sample 

Differentiated assessment for Junior and Senior Infants 

can be found on pages 102–105 and pages 152–155. 

A variety of remediation suggestions for specific handwriting 

problems can be found on pages 39–42. 


ASSESSMENT – JUNIOR INFANTS 

LETTER SIZE AND POSITIONING—ALL LOWER-CASE LETTERS—1 

Colour each Betty Bird to show the size of each letter. 

a 

b 

c 

d 

g 

j 

e 

h 

k 

Review sample 

i 

l 

m 

n 

o 


ASSESSMENT – LOWER-CASE LETTERS 

Trace and copy. 


a b c d e 

g h i j k 

l m n o p 

q r s u v 

w x y z 

Review sample 


DIFFERENTIATED ASSESSMENT – JUNIOR INFANTS 

ANTICLOCKWISE LETTERS 

Copy. 

Copy. 

s a c d 

Copy. 

as 

dog 

Review sample 

INSTRUCTION: Use the top third for the least capable pupils, the top two sections for more capable pupils and all three sections for the most capable pupils. 


DOWNSTROKE LETTERS 

Copy. 


Copy. 

i l 

j u y 

Copy. 

i 

jug 

Review sample 



ZIGZAG LETTERS 

Copy. 



Copy. 

v w x z 

Copy. 

web 

zip 

ox 

Review sample 


JOINED DIGRAPH PRACTICE 

Review sample 


MAZES – JUNIOR INFANTS 

BETTY BIRD 

home 

Review sample 


PATTERNS – JUNIOR INFANTS 

DOWNSTROKE – 2 

Review sample 



ZIGZAG – 2 

Review sample 



HORIZONTAL – 2 

Review sample 


SENIOR INFANTS 

SUPPORTING MATERIALS 

INDIVIDUAL CHECKLIST 143 

CLASS CHECKLIST 144 

PUPIL SELF-ASSESSMENT 145 

ASSESSMENT—LOWERCASE LETTER SIZE AND POSITIONING 146–147 

ASSESSMENT—LOWERCASE LETTERS 148 

ASSESSMENT—UPPERCASE LETTERS 149 

DIFFERENTIATED ASSESSMENT 150–153 

ASSESSMENT–PANGRAM 154 

JOINED DIGRAPH PRACTICE 155–158 

COLOURING PICTURE 159 

TRACING PICTURE 160 

DOT-TO-DOT PICTURES 161–162 

MAZE 163 

PATTERNS AND PATTERN PICTURES 164–188 

CHARACTER POSTER 189 

DESK CHART 190 

CHARACTER SPACING GUIDES 191 

Review sample 


CLASS CHECKLIST 


KEY 

✔ DEMONSTRATED 

• DEVELOPING 

• NOT 

DEMONSTRATED 

— NOT ASSESSED 

HANDWRITING SKILLS 

Forms upper-case letters with correct formation, sizing, slope and positioning on the line. 

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z 

COMMENTS 

Review sample 

Displays correct handwriting 

mechanics 

Writes legibly with increasing 

fluency and speed 

Uses spaces and slope correctly 

PUPILS' NAMES 


ASSESSMENT – SENIOR INFANTS 

LETTER SIZE AND POSITIONING—ALL LOWER-CASE LETTERS—2 

Colour each Cathy Cat to show the size of each letter. 

p 

q 

r 

s 

v 

y 

Colour a face to show how you did. 

w 

z 

Review sample 

u 

x 


ASSESSMENT – LOWER-CASE LETTERS 



a b c d e 

g h i 

j k l m n o p q r 

Write your name. 

Trace. 

s u v w x y z 

Review sample 

Colour a face to show how you did. 


ASSESSMENT – UPPER-CASE LETTERS 



A B C D E F G 


H I J K L M N 

O P Q R S T U 

V W X Y Z 

Review sample 

I see Mum. 


DOWNSTROKE LETTERS 

Copy. 

DIFFERENTIATED ASSESSMENT – SENIOR INFANTS 

Copy. 

i l 

j u y 

Copy. 

li 

you 

jam 

Review sample 



JOINED DIGRAPH PRACTICE 

Review sample 


MAZE – SENIOR INFANTS 

CATHY CAT 

Review sample 


PATTERNS – SENIOR INFANTS 

CLOCKWISE – 2 

Review sample 


PATTERNS – SENIOR INFANTS 

HORIZONTAL – 2 

Review sample 


CHARACTER SPACING GUIDES – SENIOR INFANTS 

Instructions: Create enough copies of the page for pupils to have one circle each. Cut out the 

circles and give one to each pupil to colour the character and write their name on the back. 

Laminate the coloured circles and cut out each one again. Attach the circle to the bottom of a 

regular lollipop stick and write the pupil's name on the lollipop stick. 

Use: Pupils hold the character and use the opposite end of the lollipop stick as a spacing guide. 

The use of spacing guides should gradually be reduced as pupils learn to space letters and words 

correctly. 

Review sample 


GLOSSARY 

KEY HANDWRITING TERMINOLOGY 

ANTICLOCKWISE: 

movement in the opposite direction to the way in which the hands of a clock move 

ASCENDERS: 

letters that sit on the baseline and extend up to the second dotted line; also called body and 

head letters. Ascenders can be lower-case letters such as l, and include all upper-case letters 

BASELINE: 

a solid line on which the majority of letters sit; the line on, under and above which all letters 

are positioned 

CLOCKWISE: 

movement in the direction in which the hands of a clock move 

CROSSBAR: 

a small line drawn from left to right on letters such as t and f; usually horizontal or nearly 

horizontal 

CURSIVE: 

a type of writing in flowing strokes with successive letters joined together; running writing 

DESCENDERS: 

letters that sit on the baseline and have a tail that extends to the dotted line below; body and 

tail letters 

DIAGONAL STROKE: 

a line drawn in a diagonal direction 

DIRECTIONALITY: 

of or indicating direction 

HANDWRITING LINES 

a set of four lines dividing a space into thirds that follow the pattern—lighter line at the top, 

followed by a second lighter line below it, then the baseline, with another divided line below 

(which also serves as the top line on a lined page) 

TOP LINE 

MIDDLE LINE 

BASELINE 

BOTTOM LINE 

DOUBLE LETTER: 

two identical letters used in a word; for example, bb in bubble, ll in chilly 

DOWNSTROKE: 

a line movement in a downward direction from top to bottom; letters classified as downstroke 

letters have a downstroke movement as the initial or predominant movement 

ENTRY: 

short, left-to-right line movements TO a letter that starts just below the first dotted line and 

move upward to the first dotted line into the letter 

EXIT: 

short left-to-right line movements FROM a letter; exits can be diagonal or horizontal; used on 

letters to prepare pupils for cursive handwriting 

FINE MOTOR SKILLS: 

movements that use the small muscles of the fingers, toes, wrists, lips, and tongue; used in 

actions such as picking up small objects, using a spoon or manipulating a pencil to write 

FINGER SPACE: 

the distance between single letters or words written in a line 

or in a sentence; created by placing the index finger between 

each letter or word after writing 

FINGER SPACE

PR-2888IRE New Wave Handwriting Teachers Guide - Junior and Senior Infants

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