Teacher's Guide & Print Instructions9-17-13

SunshineSunshineeeeeeeeeScripting Systems

d e v e l o p i n g f i n e m o t o r s k i l l s

“Oh, say can you ‘c’?”Teacher’s Guide

and

Printing Instructionsfor

Sunshine Script Handwriting Curriculum

Preschool, Kindergarten & 1st Grade

Jacqueline Sund, EdD Bon Vernarelli, MBAConcept Author/Designer Designer/Illustrator

www.SunshineScriptingSystems.com© Sunshine Scripting Systems

printed in Sunshine Script font

Table of ContentsWall Cards, Color 18Wall Cards, B&W 19Wall Cards, You-Color 20Wall Cards, ASL 21Demonstration Cards, Color 22Demonstration Cards, B&W 23Traffic Theme Poster 24Colors & Shapes, Wall Cards 25Classroom Labels 26

Desk Strips, Color 27Desk Strips, B&W 28Write-My-Name Exercise 29Beginner Tracing Booklets 1 30Tracing Workbook 2 31Scripting Workbook 3 32Phonics, My Alphabet Scrapbook 1 33Phonics Coloring Book 2 34Phonics Practice Book 3 35Recognizing Other Fonts 1 & 2 36Top-Middle-Bottom Exercise 37Colors & Shapes Exercise 38Start Like a C-R-U-L Exercise 39

Dry-Erase Books 40Writing Mat 41Flashcards, A-Z, 0-9 42Flashcards, ASL 43Flashcards, Numbers 44Colors & Shapes, Flashcards 45Bingo 1 Tracing, and Bingo 2 46Bingo 3 All-Teams 47

Take Home Sheet 48Type-Your-Own Worksheets 49Writing Lines 50Letter-Sound-Picture-Script Animation 51

Print & Use GuideCatalog Guide 12

Preschool VMI Assessment 13Kindergarten Assessment 14Progress Racetrack 15Certificate of Completion. 16Writer’s License 17

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Oh, say can you ‘c’?3 Sunshine Script3 Handwriting = Brain Power3 Starting Out ‘Right’ to Write4 Identifying Scripting Errors 4 Now, Let’s ‘c’5 Designing the Sunshine Script6 The Theme6 Identifying the Lines7 Rule of the Road7 Which Comes First?7 Let’s Hear It for the Little Guys8 Hear It, Say It, Write It9 “I Can Spell!”9 The Spelling Test9 Uppercase Letters, Please Sign In10 Review and Practice10 Spacing11 Time11 Jacqueline Sund, EdD11 Bon Vernarelli, MBA

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© Sunshine Scripting Systems 3



Teaching Guide to Sunshine Script

Sunshine Script

Aa Bb Cc Dd Ee Ff Gg Hh I i J j Kk L l Mm Nn Oo Pp Qq Rr Ss Tt Uu

Vv Ww Xx Yy Zz

Handwriting = Brain Power So, isn’t teaching handwriting to children

just the simple act of showing them how to script their letters? We used to think this was the case, but recent research has found handwriting plays a critical role in brain devel-opment and ties to all other disciplines, most importantly being reading and math.

There is an abundance of research on handwriting that verifies the importance of the acquisition of competent handwriting. Much of the research confirms that handwriting increases brain activity and develops fine motor skills in ways that electronic media cannot, and it is also a predictor of future academic success. Writing by hand strengthens the learning process. When writing by hand, our brains receive feedback from the motor action. Motor or muscle memory is stimulated. Neurological connections are made. This kind of feedback is significantly different from that which we receive when touching and typing on a keyboard.

When writing by hand, the movements involved leave a motor memory in the senso-rimotor part of the brain which helps us to recognize letters. Letters connect to words, and words are the beginning of reading.

The importance of neurological develop-ment relating to handwriting cannot be over stressed. No other school task requires as much synchronization. Handwriting requires cognitive, motor, and visual recall that with repetition becomes automatic.

The connection to reading and math competence has been reported in a research study by Professor Laura Dinehart. She found children who demonstrated fine motor skills in pre-K scored in the 59th percentile in the Reading SAT and in the 62nd percentile in the Math SAT while children with poor fine motor skills scored in the 38th percentile in reading and in the 37th percentile in math (J. Renaud, “Good Handwriting and Good Grades: FIU Researcher Finds New Links.” news/flu.edu/2012/01)

Starting Out ‘Right’ to Write More school children are referred to

occupational therapists because of poor hand-writing than for any other reason. Several experts have claimed this is not the result of some underlying neurological dysfunction but, rather, the result of inadequate instruction and

Oh, say can you ‘c’?


it should; the teacher sees the end product, not the process by which the letter is formed. By viewing the scripting process early on, scripting errors can be defined and remediated before the problem becomes deeply embedded.

Identifying Scripting Errors We are sure we don’t have to tell you

this as you have probably seen them all:

• Bottom to top scripting.• Overwriting – back and forth, around

and around, up and down – how do I get out of this letter?

• Additions – I know this doesn’t look right; oh, yes, it needs a flip on the end.

• Deletions – have you ever seen an ‘n’ that looks like a beehive?

• Misalignments – the lowercase ‘g’ that sits on the middle line, for example.

• Piecemeal scripting – a series of random strokes here and there which eventually may look like a letter.

• Reversals – is it a ‘b’, no it’s a ‘d’. Does an ‘s’ go this way or that way?

[For an expanded report of handwriting

research and its connection to brain develop-ment and other topics, request Printing Plain and Simple by Dr. Jacqueline Sund.]

Now, Let’s ‘c’And now about Sunshine Scripting. You will

find that our approach to handwriting is radi-cally different from other models.

We have thrown out conventional wisdom as being not based on fact, but rather a Henny Penny - the sky is falling tradition. People have said it for so long and repeated the same story so often, they think it is true. Well, we’re here to tell you IT ISN’T!

practice. We do not fault the teacher in this case. How can one teacher oversee twenty-five to thirty youngsters at once and try to observe their beginning scripting efforts. But think of the lost time, added educational expenses, and frustration to teacher and child in attempting to correct handwriting problems.

The sad fact is, once these bad habits are

kinesthetically fixed, they are very difficult to correct. That is why it is so important to get it ‘right’ from the beginning.

The handwriting sample below belongs to a 14-year-old diagnosed with dysgraphia - the impairment of writing ability.

We encourage a handwriting assessment as soon as possible in the school year. [Refer to Sunshine Scripting Systems Student Assessment Packet.] Usually the first few days are filled with activities to get children familiar with classroom and school procedures. This would be the ideal time for aides to take children, one at a time, and engage them in some simple scripting activities. Can they write their names? Do they recognize alphabet letters? Can they duplicate written text? and so on.

This assessment yields valuable informa-

tion for teachers and aides in identifying which students may require extra assistance in correcting scripting errors. In many cases the teacher may not even be aware there are scripting problems as often the letter looks as


Many handwriting programs begin their in-struction showing how to script ‘l’ and ‘i’ and ‘t’ and other linear letter symbols both upper and lower case. They suggest these letters are easier for children to write.

Our observations of hundreds of children as they wrote showed just the opposite. If a child can draw a circle and a straight line he/she is capable of scripting any letter. In fact, we found scripting even the more (so-called) complicated letters like ‘g’ and ‘d’ was not difficult following some simple instructions.

So, why do we start with the letter ‘c’? Of all the letters of the alphabet it is among the simplest of scripting elements and leads to scripting eight other letters.

Why not start with ‘o’, you ask? There is a problem with that - ‘o’ is a circle; there are an infinite number of places on the circle where a child could begin to script the letter. And there begins the majority of scripting er-rors.

Why didn’t we start with the uppercase stick letters? Some handwriting programs say these letters should be taught first as they are the first letters children can recognize – now where did that idea come from? The children we observed were able to identify let-ters equally as well if it were a stick letter, a fluid letter, an uppercase letter, or a lower-case letter – it made no difference (with the exception of distinguishing ‘b’ from ‘d’, as you might guess).

Designing the Sunshine ScriptHow is Sunshine Script different from other

manuscript models? We focused on neuro-logical organization through methodical motor/muscle memory integration. Our goal was to group letters in such a manner that motor/muscle memory was established by building on a basic letter stroke and subsequently adding to it to form the next letter.

Our observations of children scripting re-inforced the importance of getting the letter formation right from the beginning; once letter patterns are embedded they are extremely dif-ficult to change.

Also, we have adopted uppercase cursive letters that duplicate their lowercase partners: Aa, Mm, Nn, Ww, Yy, and added the cursive uppercase Ee. Children have an easier time scripting these letters as they are intact and fluid rather than made up of several uncon-nected, static strokes. Whether children prog-ress to cursive models is another story, but we asked - why have we been teaching two differ-ent letter symbols when there was a perfectly good letter model standing right beside it.

Children want to write and are not averse to trying over and over to get it ‘right’. Con-trary to some theories that claim children will rebel against practice, we have found they are willing to practice a letter any number of times. This is not to say it should become a tedious exercise, but four or five replications of a let-ter should start to kinesthetically fix the letter in the motor/muscle memory. A single duplica-tion of the letter simply will not do it. Through practice comes fluency and automaticity.


__Bb__

And, finally, there is the financial aspect. Many handwriting programs charge an exor-bitant amount of money to buy their products and services. We should all remember, hand-writing has been taught for centuries with very modest materials, and that is one tradition we hope to continue. Why deplete school resourc-es with expensive workshops and props when they are completely unnecessary, and many school districts are struggling to even pay their teachers!

The ThemeThe theme of Sunshine

Script relates to driving and to a traffic signal. In this case, the green light is on the top establishing that arrow symbol as always the place to start. The yellow light with its turned arrow is a caution; you may need to make a turn or back-up. Then there is the red stop sign, and that is where the let-ter ends. Arrows guide the let-ter path from start to finish.

Instead of presenting students with pre-colored examples, we encourage them to iden-tify these points themselves and color them ap-propriately.

This is a good time for class discussion about driving, traffic lights, and so on. Being careful when writing is the same as being care-ful when driving.

Identifying the LinesPlease identify the blank writing lines simply

as the top line, the middle line, and the bottom line. Often primary school paper has colored or dashed lines, but this will not always be the

case, whereas ‘top’, ‘middle’ and ‘bottom’ are adequate descriptions. We are emphatically opposed to gimmicky language used by some handwriting programs describing the top line as the ‘roof’ or the ‘head’ line. If the top line is described as the ‘roof’ the child has to

translate ‘roof’ to ‘top’, adding a layer of com-plexity to some-thing innately

simple. An occupational therapist shared her aggravation at the use of these unnecessary metaphors. She said the kids were looking all around the room and on their bodies trying to find those lines.

The Lingo In describing how to form letters, Sun-

shine Script uses terms that are simply direc-tional (up, down, around, turn) and specific (go, stop) and so on. Some handwriting pro-grams have their own ‘patter’ in describing how a letter is scripted. We won’t name names, but some of it gets pretty silly.

We agree with the icon of early childhood education, Maria Montessori, who emphasized conciseness, simplicity, and objectivity of les-sons: “. . . the carefully chosen words must be the most simple it is possible to find, and must refer to the truth.” (The Montessori Method, second edition. Fredrick A. Stokes Company. 1912, page 69)

We are also critical of teaching handwriting songs that take time away from scripting les-sons and practice. While such activities may be entertaining, the time can be better spent in actual handwriting practice - the only way to build neural connections and automaticity.


ONEWAY

Of course, you must make the words your own, but try to avoid confusing language and never talk down to children. In our multicul-tural society, word meaning can be tricky.

To quote a news item in Time magazine, “Children whose preschool teachers read with them more and talked to them using sophis-ticated vocabulary had better language and reading skills in fourth grade than kids whose teachers did not engage them.” (“The Building

Blocks of Language”, Sept. 5, 2011, p. 26.)

Rule of the RoadAs a general rule, letters are formed from

the top down, either from the top line or the middle line. In the case of c-group letters, as we will see, they begin just below the line, but the direction relative to the letter itself is top-down . Letters never start at the bottom line.

Here is poem (song) we use to help kids remember:

All letters start at the top and go down,Whether they’re straight

or curving around,Except ‘d’ and ‘e’

And just when they’re little, Breaking the rule,

like to start at their middle.

Which Comes First? After much debate and more research we

determined lowercase letters must come first. We show both upper and lower cases together in the example, but the emphasis and instruc-

tion is on the lower case letters for now. We think this is important so children will get a visual image of the spatial relationship between the two. However, let’s just concentrate on the lowercase letters first and return to include the uppercase later. It is entirely appropriate to talk about why there are two different sizes (and shapes, in many cases) for the same letter, but the reality is kids will use the lowercase letters many times more than uppercase, and we want to get them writing as soon as possible.

Let’s Hear It for the Little Guys The starting sequence is in lowercase and,

you guessed it, begins with the letter ‘c’.

A little trick we have found to be effective in engaging the younger kids (preschool and kindergarten) is to make a fist with your left hand and say, “I have a letter in my hand and you have one too.” Have them make a fist (be sure it is their left hand! You may want to take pieces of yarn to make little bracelets and place them on their left wrists). Then open your hand to form the letter ‘c.’ “It is the letter ‘c’.”

With their right index finger, have the children trace the shape of the ‘c’ as you tell them where to start – at the tip of your finger, and where to end – at the tip of their thumb. For lefties, make a photocopy of this hand image so they can trace with their left hand. This is the beginning of kinesthetically estab-lishing that motor/muscle memory connection to the brain.


“And that ‘c’ has a secret, it can turn itself into an ‘o’.” Honestly, kids will think you’re a magician.

It is easy, then, in the following lessons to remind them that the ‘c’ is going to lead them to the other letters of that group. It is a handy reminder for them, too, if they forget how to begin a letter in ‘Team c’.

Team C: c, o, a, g, q, d, s, e, and f. All these letters have a right to left, upward arc as the beginning stroke. For the letters ‘s’ and ‘f’ we say we are borrowing the top of the ‘c’ and for the letter ‘e’ we are starting our pen-cil line to catch up to the ‘c’. Always remind them, “we are starting with a nice round ‘c’ and then turning it into a (an) __.”

Then follows Team R: r, n, m, h, b, and p. All these letters have a left to right orienta-tion with a straight downward motion as the beginning stroke, followed by a straight line up and then an arc, ‘down, up and over’. You have to remind children they are not going all the way to the top before making the arc. For the letters ‘h’ and ‘b’ we say, now we are go-ing up to the top line to start our letter ‘h’; start another ‘h’ and turn it into a ‘b’. For the ‘p’ we are starting at the middle line then dropping below the bottom line to form the tail of the letter, then return to finish the loop to complete the letter.

Team U is next: u, w, y, and j. Letters ‘u’, ‘w’, and ‘y’ all have a left to right orienta-tion with the initial stroke being downward then arcing to the right, ‘down, under and up’. We say the ‘j’ is borrowing the last stroke of the ‘y’ – with the downward stroke that ends in the arc.

Finally is Team L: l, t, i, k, v, x, and z. These letters require very little instruction and that’s why we left them till last as they have probably been picked up during the course of other classroom lessons.

Every day it is important to review and prac-tice the previous days’ work to reawaken the motor/muscle memory path. Then proceed to the next letter to be introduced. It’s kind of a one-step-backward, two-steps forward sys-tem. Practice leads to fluency, fluency leads to automaticity.

Hear It, Say It, Write ItAuditory connections are another important

path to neurological organization. That’s why it’s important to say the letter name and what its sound is. This connection is critical to phonetic reading that is to come.

Some handwriting programs fail to make the connection between scripting letters and identifying their purpose. Letters have three functions – how they look, what their names are, and how they sound. As each letter is in-troduced you should say, “this is the letter ‘c’ and it makes the ‘ . . .’ sound.”

“What is the letter?” (Response)“What does it say?” (Response)

Then proceed with some words that have that beginning sound. “Can you think of any other words that have that sound?”

Some handwriting programs do not even con-sider the concept of the letter sound. What an important opportunity is missed! One program says just say a word that begins with that let-ter – another missed opportunity. Without iso-lating the individual letter sounds, what is the child to think?


We like to see this introduction to letter formation as a group activity with the children clustered around the teacher. (Demonstration Cards with the directed font). This is a good time to practice the Socratic Method of teach-ing. Teacher says, “Is this where I start?” pointing to an incorrect arrow. Then ask a child to come up and identify where the letter begins and what road it takes. Have him/her verbalize the directions. Kids can’t wait to have their turn at the ‘driving instructions’.

Then the teacher should take small groups of students aside to demonstrate again how the letter is formed and to watch as each child scripts the letter (Beginner Tracing Booklets or Tracing Workbooks). Correcting scripting errors early on will prevent embedding the im-proper technique in the motor/muscle memory. The children should voice the letter directions as they occur. For example: “I start here (top line, middle line), follow around, up, down, and stop.” This auditory prompt reinforces the kinesthetic process of scripting.

Repetition is important, but we discourage the practice of ‘rainbow writing’ as we have observed students spending too much time selecting their next color, thereby interrupting the kinesthetic flow.

One caution, make sure when children are forming the rounded letters o, a, g, q - that they close the letter form. You might want to tell them that, like a balloon, if there is a hole in it the letter will become flat.

“I Can Spell!”Probably no other activity thrills a child like

being able to spell a word. With the completion of ‘Team C’, enough letters have been intro-duced for children to begin spelling a few simple

words. Some handwriting programs suggest the introduction of spelling words should not oc-cur until all the letters, upper and lower cases, have been taught. How discouraging is that! By the time the poor child has scripted fifty-two individual letters we wonder if they even remember the first dozen.

The Spelling TestMake it simple, make it fail-safe. Say the

word, ‘dad’. Sound it out with emphasis: d - a - d. Oh, boy! 100% on my first spelling test.

Uppercase Letters, Please Sign InNow for the big letters. We have grouped

uppercase letters in sequences with similar patterns to build motor/motor memory.

Team ‘C’: we start with ‘C’ and follow with O, A, Q, G, S, and E. As before, these let-ters all have a right to left orientation with the beginning stroke being an upward arc and all continue to build on the motor/muscle memory theory.

You will note the uppercase ‘D’ and ‘F’ are not included in this group. ‘D’ has moved to the ‘R’ group and ‘F’ has moved to the ‘L’ group where the structures are more compatible.

Team ‘R’: ‘R’ is followed by, P, B, D, N, and M. These letters all have the initial stroke as a downward motion followed by an ascending right arc. The uppercase ‘H’ has moved to the ‘L’ group where it has a better fit.

Team ‘U’: ‘U’ is followed by W, Y, and J. These all have similar down and to the right arcing elements; the ‘J’ duplicates the final stroke of the ‘Y’.


Team ‘L’: These letters are all the linear letters – L, T, I, F, H, K, V, X, and Z - that are combinations of vertical, horizontal, and diagonal elements. The uppercase ‘F’ and ‘H’ now find their home in this group.

Review and PracticeAs we said, this shouldn’t become a te-

dious exercise, but it is so important. Practice should include both block and random patterns. The goal is to attain fluency and automaticity.

For block practice, sequence letters as they are in their groups:

c, o, a, g, q, d, s, e, fr, n, m, h, b, pu, w, y, jl, t, i, k, v, x, z Random practice can take a couple of dif-

ferent courses:

Letters that fall between the middle and bottom lines:

c, o, a, s, e, r, n, m, u, w, i, v, x, z, d. (We put ‘d’ with this group as it begins on

the middle line like the others, and to avoid the common confusion with ‘b’ which begins at the top line.)

Letters that drop below the line:

g, y, j, p, q

Letters that start tall:

f, h, b, l, t, k

In this practice, spatial relationship is re-inforced.

Another suggestion for random practice is to use the letter flash cards. Go around the room and have kids draw a card and announce the letter to be written. This is a fun activ-ity for kids and allows the teacher to casually stroll around the room to observe which child might need help.

SpacingThis is an issue that plagues many young

writers – how to establish the proper distance between words. We have seen a variety of sug-gestions, and, frankly, they create more prob-lems than they solve. We are against using Popsicle sticks, candies, Cheerios, paper clips, ‘spacemen’, and/or fingers as spacing tools. All this does is introduce another external item that must be manipulated, and, therefore, the flow of thoughts and script is interrupted.

In most cases, simply telling children there needs to be a space between words and two spaces at the end of the sentence is sufficient.

You can illustrate this by writing a sen-tence with each letter touching the next:

“Thequickredfoxjumpsoverthelazybrowndog.”

Now we don’t want to do that, do we!

If this continues to be a problem for some, they can fill a letter space with a line_drawn_between_words and two spaces at the end of the sentence._ _ Once they see this relation-ship, they can discontinue the technique.


TimeTime, the most valuable commodity in the

classroom, must be allowed everyday for hand-writing instruction. We know this is asking a lot, but no other skill is so essential for future academic success than handwriting.

If you have a volunteer roster, this would be a great time to call in parents, grand- parents, and/or retired folks to oversee the introduction to handwriting.

Remember, teaching handwriting isn’t hard, but it must be done consistently and system-atically, and practice is essential in developing fluency, legibility, and automaticity.

Good luck!

Dr. Jackie and Bon

Jacqueline Sund, EdD

Dr. Sund holds under-graduate and gradu-ate degrees from the University of Washington and a doctorate in educational leadership from Seattle University.

While her training is in the design field, she is an educator by profession. Before her retire-ment, Dr. Sund held faculty positions at West-ern Washington University and the University of Washington.

“It was during my volunteer work at an el-ementary school that I became aware of the problems young children were having learning to write. It has become my mission to re-vitalize handwriting education. To that end I established Sunshine Scripting Systems with my colleague, Bon Vernarelli, as a center for re-search and development of handwriting tech-niques.”

Bon Vernarelli, MBA

Bon Vernarelli holds a B.A. in design from Western Washington University and an M.B.A. in organizational leadership from City Univer-sity of Seattle.

As an artist, designer, metalsmith, and musician, Ms. Vernarelli fully appreciates the value of fine motor skills.

“Handwriting is the foundation for all fine motor skill development and is essential for success in other learning, creative expression, and many rewarding careers. When Dr. Sund alerted me to the trend away from handwriting education in public schools, and introduced her model and method emphasizing motor memory, I had to get involved.”

Printing Instructions, Related Resources, and Teaching Recommendations

Assessment and Progress

Classroom Environment

Curriculum

Learning Centers

Teacher Support


Categories:The colored bar at the bottom of each

page indicates resources in the following categories:


Projectable

RESIZABLEZ

Fillable Form:

B&W

Digital Files:All Sunshine Scripting System resources are

available as digital files: portable document files (PDFs}, Power Point Presentation slides and animation, and video for:

• Universal Access• Low Cost• Versatility

Use the following icons to identify at a glance the multiple ways to use these files:

Resizables: Blow up to poster size or

shrink to flashcard size.

Fillable Forms: PDFs with form fields for

customizing such as the Desk Strips and Write-My-Name worksheets.

Projectables: Files with primary or

secondary use with projectors, White, Smart, or Promethean Boards.

Black & White:Indicates a black & white

version is available.



Instructions for Printing & Use

© Sunshine Scripting Systems 13Assessment and Progress

Format:8.5 x 11. The VMI Assessment consists of

two files: (1) VMI Master Cards with Proctor Instructions, 9 pages, portrait, and (2) VMI Assessment Forms A & B, 2 pages, landscape.

Printing Instructions:Print in black & white, one set of Master

Assessment Cards on card stock (laminate). Print one set of VMI Assessment Forms A & B

for each student on plain paper, single-sided.

Teaching Recommendations:Use to assess children entering preschool

for scripting patterns already developed, and readiness to write. Emergent writing at this age begins to imprint motor memory in the brain. Patterns such as bottom-to-top scripting and clockwise motion circles, will have a negative effect when scripting instruction begins.

Step 1: Show the Master Cards one at a time, and ask the child to duplicate each geometric form in the numbered boxes on Form A with a soft marker.

Step 2: On Form B, proctors record starting points and scripting directions of all strokes.

Step 2: Ask the child to write his/her name below the boxes (Form A).

Step 3: Record handedness (L/R), gender (M/F) and any other observations.

Step 4: Staple Forms A & B together.This is a simple exercise; make it fun for the

children, and praise them for their skill.

Visual-Motor Integration Assessment - Preschool

Did You Know:“Children whose preschool teachers read

with them more and talked to them using sophisticated vocabulary had better language and reading skills in fourth grade than kids whose teachers did not engage them.”

Time magazine, The building blocks of language. (September 5, 2011, page 26)





©Sunshine Scripting Systems

Name: Date: Class:

www.SunshineScriptingSystems.comStudent Assessment - page 3 of 3

© Sunshine Scripting Systems

_______________________________________________________________________________________________________________________________________________

www.SunshineScriptingSystems.comStudent Assessment - page 2 of 3

Aa Bb Cc Dd Ee Ff Gg Hh IiJj Kk Ll Mm Nn Oo Pp Qq RrSs Tt Uu Vv Ww Xx Yy Zz

___________________________________________________________________________________________________________________________________

Name:________________________Teacher:____________Grade:____ L R

Format and Printing Instructions:Print 3 black & white pages, 8.5 x 11, land-scape, plain paper, for each student.

Teaching Recommendations:When administered properly, before and after

handwriting instruction, this tool provides very rich information. You will see where practice is needed, identify learning disorders, and evaluate the effectiveness of the handwriting program in use.

Observe students individually, as many scripting errors cannot be identified by examining the finished work. Proctors record on page 1, and students use pages 2 and 3.

Step 1: Have students demonstrate that they can recite the alphabet.

Step 2: Direct students to read the alphabet in reverse order, Z-A, demonstrating the ability to identify letters by sight - not recitation.

Step 3: Page 3, direct students to speak the sound and write the first letter of each word pictured, demonstrating the knowledge of letter sounds. Speak the word if the student needs help identifying the picture.

Step 4: Direct students to script the letters on the lines provided, upper and lowercase. Record any scripting errors.

Look for patterns in scripting errors and record any areas where attention is required.

Kindergarten Assessment

© Sunshine Scripting Systems Page 1 of 3 Proctor:___________________________________

L RName: Grade: Date:

pg 2 pg 3

UPPER LOWER UPPER LOWER UPPER LOWER UPPER LOWER UPPER LOWER UPPER LOWER UPPER LOWER

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

A a B b C c

G g H hD d E e F f

I iJ j K k L lM m N n O o

V v W w X x Z z

P p Q q R rS s T t U u

Y y

Handwriting Assessment

recite alphabet for

order

read letters backward for

ID

name letters by sound - pictures

SCRIPTING ERRORS - pg 2bottom to

topreversals additions omissions

mis-alignment

piecemeal scripting

over-writing




© Sunshine Scripting Systems 15Assessment and ProgressRESIZABLEZ


RrRr NN MM

hhBB

ppPPmmnn

bb

CcCc

AAOoOo gg

dd

SSee

ffQqQq

UuUuwwWWYY jjJJyy

L lL l

TtTtIiIikk

VvVv

XXZzZz

HH aassEEKKxx

GG

DD

dd

FF

Driver

Printing Instructions:The Progress Racetrack may be printed

oversized and laminated as a poster to record class progress, or printed 8.5 x 11, a page for each student. Landscape, plain paper.

Related Resources:Use with Tracing and Scripting Workbooks.

Progress Racetrack

Teaching Recommendations:Students can track their progress by

tracing the letters as they have complete with colored pencils or markers.

Coloring exercises are important as they are fun for students, and they develop fine motor skill and instrument control.




© Sunshine Scripting Systems 16Assessment and ProgressB&WFillable Form:

CongratulationsCongratulations!

for successfully completing the requirements of


School

Teacher

Date

Grade

www . S u n s h i n e S c r i p t i n g S y s t em s . c om

Printing Instructions:PDF fillable form, 8.5 x 11, landscape, color

or black & white, plain paper or card stock. Fill in general information, then type a student’s name and print. Delete name, type another, print and repeat for each student.

Related Resources:Use for completion of the Tracing and

Scripting Workbooks, and the Writer’s License.

Certificate of Completion

Teaching Recommendations:Learning to write by hand is a rite of

passage, and it requires determined practice. Recognize this accomplishment with a small classroom ceremony.





Sunshine ScriptingWRITER’S LICENSE

Name:

_________________________________

go

turn

stop

- handedRLLIC #:COAGQSE-RNMPBD-UWYJ-LTIFHKVXZ-0123456789

Restrictions: NONE

School: ___________________Grade: ___ Date: ____________

©Sunshine Scripting Systems 2013 www.SunshineScriptingSystems.com

pencil ink

CERTIFICATION:


Name:

_________________________________

go

turn

stop


Restrictions: NONE



pencil ink

CERTIFICATION:


Name:

_________________________________

go

turn

stop


Restrictions: NONE



pencil ink

CERTIFICATION:


Name:

_________________________________

go

turn

stop


Restrictions: NONE



pencil ink

CERTIFICATION:


Name:

_________________________________

go

turn

stop


Restrictions: NONE



pencil ink

CERTIFICATION:


Name:

_________________________________

go

turn

stop


Restrictions: NONE



pencil ink

CERTIFICATION:


Name:

_________________________________

go

turn

stop


Restrictions: NONE



pencil ink

CERTIFICATION:


Name:

_________________________________

go

turn

stop


Restrictions: NONE



pencil ink

CERTIFICATION:


Name:

_________________________________

go

turn

stop


Restrictions: NONE



pencil ink

CERTIFICATION:

Printing Instructions:PDF fillable form, 8 licenses per 8.5 x

11 page, portrait. Fill in school, grade and date on one license, and the rest will fill with the same information. Leave student’s name blank for them to fill with their own signature. Print on card stock. Cut into 8 licenses.

Related Resources:Use for completion of the Scripting

Workbooks and with the Certificate of Completion.

Writer’s License

Teaching Recommendations:The Writer’s License was the idea of a

kindergarten student in Yuma, Arizona. A continuation of the driving/traffic theme, the Writer’s License acknowledges an important rite of passage - learning to write by hand through determination and practice. Recognize this accomplishment with a small classroom ceremony. This is an opportune time to talk about signatures. Have students practice their signatures before signing their licenses.

SunshineSunshineScripting Systems



SunshineSunshineeeeeeeeeeeeeeScripting Systems



Classroom EnvironmentRESIZABLEZ

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AaAa

Format: 8.5x11, or blow up to 11x17 portrait, 36

pages. Vowels are in red. Pictures in the same basic colors that appear on student desk strips and Colors & Shapes materials.

Printing Instructions:Print on card stock in color. Laminate if

desired for more durable cards.

Related Resources:On the classroom wall, these cards can be

referenced in many ways and used with all other Sunshine Script resources.

Teaching Recommendations:These alphabet/numbers cards can be

posted along classroom walls and used as reference for letter/number names, alphabet and counting order, consonant and vowel sounds, and for familiarity with Sunshine Script letter and number forms.

As giant flashcards, Wall Cards can be used for class-time games and demonstrations.

Available with American Sign Language.

Did You Know: Brain scans show that learning by hand-

writing stimulates activity in the Broca’s area of the brain, whereas learning by keyboarding results in little to no activity.

Mozes, A. “Pen Mightier than Keyboarding for Making Imprint on Brain.” (February 21, 2011) Health Day.

Wall Cards, ColorAa-Zz and 0-9available in ASL









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© S

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______Aaant

Format: 8.5 x 11, landscape, 31 pages

Printing Instructions:Print on card stock in black and white.

Laminate if desired for more durable cards.






Did You Know: According to the National Academies of

Science, Institute of Medicine, the sloppy handwriting of doctors causes more than 7,000 deaths per year and another 1.5 million incidents of preventable medical and medication mistakes – all the results of illegible writing.

J. Kaplan (January 15, 2007) “Cause of death: sloppy doctors.” TimesHealth online.

Wall Cards, B&WAa-Zz and 0-9









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Pppig

Pp

Format: 8.5 x 11, portrait, 36 pages. Designed

for teachers who lack access to color printing, but who are able and willing to color the cards themselves. A shout-out to the resourceful teachers of Pecan Grove Elementary School, Yuma, Arizona for this idea.

Vowels and pictures are in white with black outlines to be colored by hand before laminating and posting.

Printing Instructions:Print on card stock in black and white. For

best results, color vowels and pictures in clear basic colors using the desk strips or Colors & Shapes Wall cards for reference. Colored sharpies work well. Laminate if desired for more durable cards.






Did You Know: Dr. Ned Sahin: “Our task involved both

reading and speaking, and we found that aspects of word identity, grammar, and pronunciation are all computed within the Broca’s area [of the brain].

“New Light on Nature of Broca’s Area: Rare Procedure Documents How Human Brain Computes Language.” (October 15, 2009) Science Daily

Wall Cards, You-Color

Aa-Zz and 0-9









© S

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Syst

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Aa

Format: 8.5 x 11, portrait, 26 pages.


Laminate if desired for more durable cards.

Related Resources:On the classroom wall, these cards can

be referenced in many ways and used with all other Sunshine Script resources. Other ASL resources currently include ASL versions of our Flashcards, Demonstration Cards, Tracing Workbooks and Phonics Scrapbook - with more to come.

Teaching Recommendations:These alphabet/sign language cards can

be posted along classroom walls and used as reference for letter names, alphabet order, American Sign Language hand signs, and for familiarity with Sunshine Script letter forms.


Sign language helps the hearing and non-hearing alike, reinforcing the letters with a hand sign in addition to their shapes, sounds and names.

Did You Know: Professor Jean-Luc Velay: “...the

movements involved when writing by hand support the visual recognition of letters.”

K. Okstad (February 21, 2011) “The critical voice among technology optimists.” University of Stavanger Uis.no/research/school_and_learning/article45172-79.html

Wall Cards, ASLB&WAa-Zz




© Sunshine Scripting Systems 22Classroom Environment

ProjectableRESIZABLEZ

Format: 8.5 x 11 or 11 x 17 portrait, 32 pages

Printing Instructions: Use the PDF file with Promethean or

Smart Board. Cards may also be printed and laminated for learning centers or individual activities.

Related Resources:Beginner Tracing Booklets, Tracing and

Scripting Workbooks, and Dry-Erase Books.

Teaching Recommendations:Designed at the request of kindergarten

teachers, Desert Mesa Elementary School, Yuma, Arizona, the PDF file works with Promethean or Smart Boards. The colored dots guide students for starting, turning and stopping in Sunshine Script letter formation of upper and lowercase letters and numbers 0-9.

Students may follow teacher demonstration in their Beginner Tracing Booklets, Tracing or Scripting Workbooks, or practice large body movement at the Promethean or Smart Board.

These cards may be posted along classroom walls and used as reference for letter/number names, alphabet and counting order, consonant and vowel sounds, and for familiarity with Sunshine Script letter and number forms.

Also available with American Sign Language.

Did You Know: “To whom is due this time honored idea that

the first sign to be traced must be the straight line? And why do we so avoid preparing for curves as well as angles.”

M. Montessori (1912, page 143) The Montessori Method, second edition. New York, Fredrick A. Stokes Company.

Demonstration CardsColor, in Directed Font

available with ASL

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© Sunshine Scripting Systems 23Classroom EnvironmentProjectable

© S

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Syst

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_Rr_R-1

ring

Format: 8.5 x 11, landscape, 32 pages


Laminate to make more durable cards for learning centers or individual activities. May be three-hole punched and kept in letter-team binders.

Related Resources:Beginner Tracing Booklets, Dry-Erase Books,

and the Tracing and Scripting Workbooks.

Teaching Recommendations:These large cards have the alphabet and

numbers 0-9 in our Directed Font showing starting, stopping and turning points and arrows for students to follow. They are ‘team-numbered’ and printed in Sunshine Script order, separating the letter teams for class demonstration of Beginner Tracing Booklets and Dry-Erase Book activities. The teacher can have the appropriate card on an easel or overhead projector as she/he describes the sequence of scripting. Students should have their Beginner Tracing Booklets in front of them to follow along.

These may also be posted along classroom walls and used as reference for letter/number names, alphabet and counting order, consonant and vowel sounds, and for familiarity with Sunshine Script letter and number forms.

Did You Know: The State of Michigan estimates it cost as

much as $1.15 billion a year to provide remedial education in schools and businesses because of poor handwriting and composition skills.

J. Green (August 31, 2000). “The Cost of Remedial Education: How Much Michigan Pays When Students Fail to Learn Basic Skills.” The Mackinac Center for Public Policy.

Demonstration Cards B&W in Directed Font and

Sunshine Script order







Classroom EnvironmentRESIZABLEZ

© Sunshine Scripting Systems___green green == go go

yellow yellow == turn turnred red == stop stop

G_______________________________________ © Sunshine Scripting Systems___green green == go go

yellow yellow == turn turnred red == stop stop

G___________________Traffic Theme Coloring Page

Format: 8.5 x 11, but may be enlarged without loss

of resolution to 11 x 17 or poster size 24 x 30. One page. Black and white version may be used as a you-color poster or a coloring page for students

Printing Instructions:Print in color or black and white on plain

paper or card stock. Laminate if desired.

Related Resources:On the classroom wall, this poster serves

as a reference and reminder of the Sunshine Script traffic theme used in all other resources.

Teaching Recommendations:The traffic light contains some of the first

symbols children are drawn to as they begin to learn the rules we live by. Any four-year- old will tell you, green means go, yellow means caution, red means stop.

Using this information as a key to forming letters, students can be self-directed and avoid forming bad habits while beginning to script their letters.

Bold, clean colors and simple graphics provide easy reference without cluttering classroom walls.

Traffic ThemePoster and Coloring Page





Format: 8.5 x 11 portrait, 12 pages.

Printing Instructions: Print in color on card stock, or plain paper

to be laminated. You may want to take this to a print shop as it will quickly deplete your color ink supply.

Related Resources:Colors & Shapes Flashcards and Colors &

Shapes Worksheets.

Teaching Recommendations:Attached to classroom walls or used for

demonstration, these cards are clean and free of distracting ‘dancing’ words and ambiguous colors. Clear primary, secondary, and important neutral colors are paired with basic shapes and names in Sunshine Script font to keep students focused on essential learning.

Did You Know: A hundred years ago, penmanship schools

were common. It was a sign of a person’s accomplishments that he or she had beautiful handwriting with flourishes and embellishments.

J. Siegel (2012) “Teaching of handwriting.” Retrieved 3/26/12. education.stateuniver-sity.com/pages/2027/Handwriting-Teaching.html.

Colors & ShapesWall Cards

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redred

circle

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orangeorange

oval

© S

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greengreen

triangle©

Sun

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riptin

g Sy

stem

s

blueblue

square

© S

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pinkpink

diamond

© S

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brownbrown

star

© S

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blackblack

hexagon

© S

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graygray

trapezoid

© S

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Scrip

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yellowyellow

heart

© S

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purplepurple

rectangle

© S

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whitewhite

pentagon

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beigebeige

crescent




© Sunshine Scripting Systems 26Classroom EnvironmentFillable Form:

Format: PDF fill-able form files, 8.5 x 11, landscape

and portrait. Files include 2-up, 4-up, 16-up labels.

Printing Instructions: Type words in the form fields, in Sunshine

Script plain font.Print in black and white on full sheet address

label stock, plain paper, or card stock, 8.5 x 11. Laminate if desired. Cut as needed. Large wall labels may be backed with a colored construction paper ‘frame’.

Teaching Recommendations:Clear black and white, straight-line printing

in Sunshine Script font - the same letter forms students will be scripting - helps eyes to track correctly (left to right on a straight line) for reading and writing.

These PDF fillable labels are quite versatile, and can be used in many ways to label classroom objects and organize storage.

Classroom Labels

www.SunshineScriptingSystems.com

pencils

rubber bandsdry-erase

colored pencilspaper

post-it notespaper clips

staplesstickers

erasers

markerscrayons

pens

glue sticks





Format: PDF fill-able form file, 8.5 x 11 or 14,

landscape, 2-sided, 1 page makes 2 strips. Type students names in the form field or mail merge with class list to produce individualized strips. Names, alphabet, and numbers 1-20 all in Sunshine Script Directed Font, plus the Sunshine Script traffic light, left and right hands, and basic colors and shapes.

Printing Instructions: Print in color on plain paper or card stock,

8.5 x 11 or 8.5 x 14, two sided. Laminate if desired and cut lengthwise into 2 strips.

Related Resources:Colors & Shapes Worksheets.

Teaching Recommendations:As a place card for student seating,

the Desk Strip will also help teachers learn student names. Use as a guide for name-writing practice in the first days of school and as a general desk top reference.

Did You Know:In 1913, the English calligrapher, Edward

Johnson, gave a lecture recommending a hand-writing style based on a simple, rounded letter form. From that lecture, a group of educators gathered to develop the style we now call manu-script and the ball and stick model.

J. Siegel (2012) “Teaching of handwriting” Retrieved 3/26/12. education.stateuniversity.com/pages/2027/Handwriting-Teaching.html.

Desk StripColor, 11” or 14”

_______________________________________________

_______________________________________________

________________________________________

________________________________________

© S

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1 2 3 4 5 6 7 8 9 10 1 1 12

1 2 3 4 5 6 7 8 9 10 1 1 12

13 14 15 16 17 18 19 20

13 14 15 16 17 18 19 20

one two three four five six seven eight nine ten eleven twelve

one two three four five six seven eight nine ten eleven twelve

thirteen fourteen fifteen sixteen seventeen eighteen nineteen twenty

thirteen fourteen fifteen sixteen seventeen eighteen nineteen twenty

left

circle oval heart triangle star pentagon hexagondiamondrectanglesquare

red orange yellowgreen

blue purple pink brown white black

trapezoid crescent

gray beige

circle oval heart triangle star pentagon hexagondiamondrectanglesquare

red orange yellowgreen

blue purple pink brown white black

trapezoid crescent

gray beige

right

left right

Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz

Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz© Sunshine Scripting Systems

Name


Name

Fillable Form:




© Sunshine Scripting Systems 28Classroom EnvironmentB&W

Format: PDF fill-able form file, 8.5 x 14, landscape,

makes one tri-fold strip. Type students names in the form field before printing, or mail merge with class list to produce individualized strips. Names, alphabet, and numbers 1-30 all in Sunshine Script Directed Font.

Printing Instructions: Print in black and white on plain paper or

card stock, 8.5 x 14, one side. Laminate if desired. Crease on guidelines. Tape or staple open seam to complete the triangle.

Related Resources:N/A

Teaching Recommendations:As a place card for student seating,

the Desk Strip will also help teachers learn student names. Use as a guide for name-writing practice in the first days of school and as a general desk top reference.

Did You Know:Dr. Virginia Berninger, University of

Washington, found handwriting differs from typing because it requires sequential strokes to form a letter whereas keyboarding involves selecting a whole letter by touching a key.

G. Bounds (October 5, 2010) “How Handwriting Trains the Brain.”

The Wall Street Journal.

Desk StripTri-fold, 14”


1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Name:


Fillable Form:




© Sunshine Scripting Systems 29Curriculum

© Sunshine Scripting SystemsWrite-My-Name Worksheet

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

George Washington

Format:8.5 x 11, landscape

Printing Instructions:Print in black and white.

Related Resources:Lines are the same scale as the Scripting

Workbook and the Writing Mat.

Teaching Recommendations:Writing-My-Name worksheet is a PDF

form. When opened in Adobe Reader, you can type the student’s name in the field, and it will appear in Sunshine Script directed font, guiding the student to form the letters in his or her own name. The form can be mail-merged with a class list to make a worksheet for every child. See your word-processor help menu for instructions on mail-merge.

Did You Know:Children spend 85% of their classroom day

performing handwriting and other fine motor activities in second grade.

K. McHale and S. S. Cernack (1992) “Fine motor activities in elementary school: prelimi-nary findings and provisional implications for children with fine motor problems.” American Journal of Occupational Therapy, 46, 898-903

Write-My-Nameexercise

Fillable Form:





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Suns

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ting

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______

______

Hh

Hh

Hh

HhHhR-4

R-4

hand

hand

Format: 8.5 x 11, portrait, 36 pages. Makes 2 sets

when pages are cut in half. May be laminated for use with erasable markers.

Printing Instructions:Print in black and white on plain paper. Cut

pages in half horizontally for 2 copies. Staple pages together into 4 Teams using the page numbers to create correct Sunshine Script order.

Related Resources:Teachers can use the large Demonstration

Cards to illustrate the lessons. Or use selected letters as a warm-up prior to the day’s Scripting Workbook lesson.

This is an appropriate time to begin phonics awareness with My Alphabet Scrapbook, as students are encouraged to identify letter symbols and sounds in their environment.

Teaching Recommendations:Students should have their booklets in hand

while the teacher gives the initial instruction with the Demonstration Cards. They color the arrows in the appropriate color: green for go, yellow for turn, red for stop. Then they return to their desks and practice, first with finger tracing, then with crayons or colored pencils (we prefer colored pencils).

Did You Know:Over 714 million pieces of mail cannot be

machine read because of poor handwriting; 1,900 people are employed by the United States Postal Service just to try to decipher those addresses.

B. Newman (November 3, 2011), “Poor Penmanship Spells Job Security for Post Office’s Scribble Specialists.” The Wall Street Journal.

Beginner Tracing Booklets 1





Format: 8.5 x 11 landscape, 36 pages. May be

used as paper worksheets for each student, or laminated for use with erasable markers, or projected for interactive use with Promethean or Smart Board.

Printing Instructions: Print in black and white on plain paper.

Staple covers and pages together into 4 Teams using the page numbers to create correct Sunshine Script order.

Related Resources:Sunshine Script Demonstration Cards can

be used to illustrate the lessons. Or selected letters may be used as a warm-up prior to the day’s scripting lesson.

This is an appropriate time to introduce the Phonics Coloring Book, expanding the opportu-nities for students to practice the sound and symbol of the day’s letter.

Teaching Recommendations:Students should have their workbooks in

hand while the teacher gives the initial instruc-tion with the Demonstration Cards. They color the arrows with the appropriate color: green for go, yellow for turn, red for stop.

(We prefer colored pencils over crayons, as they develop the same grip and control as finer writing implements.)

Available with American Sign Language.

Did You Know:Professor Jean-Luc Velay: “The motor

components of handwriting play an important role in learning the letters of the alphabet.”

K. Okstad (February 21, 2011) “The critical voice among technology optimists.” University of Stavanger. Uis.no/research/school_and_learning/article45172-70.html

Tracing Workbook 2available in ASL

C-1© Sunshine Scripting Systems K - Tracing Books

CcCc Cc Cc Cc Cc Cc Cc


CcCcCc Cc Cc Cc Cc Cc CcCc Cc Cc Cc Cc Cc Cc

cat





© Sunshine Scripting Systems 7 © Sunshine Scripting Systems 7C is for cat

___________________________________________________________________________________________________________________________

c c c c c c CCCCCC Cc Cc Cc

Cc CcCccat

c c c c c c c c c c c c CCCCCC CCCCCC Cc Cc Cc Cc Cc Cc

Cc CcCccat

Format:8.5 X 11, landscape, 50 pages

Printing Instructions:Print in black and white on standard copy

paper, 3 hole-punched. Needs a report cover or three-ring binder. May be broken into four ‘team’ books and stapled. (See Table of Contents in the Scripting Workbook.)

Related Resources: Use Writing Lines for more scripting

practice on the same line scale. This is an appropriate time to introduce

the Phonics Practice Book for further scripting practice and for reinforcing the sound/symbol connection.

Teaching Recommendations:Appropriate for second semester kinder-

garten or first semester 1st grade, or for older students who need more practice to refine skill and gain speed in scripting. Letter size is scaled down with emphasis on repetition and speed, encouraging refinement and automaticity.

While it is important that children associate upper and lower case forms of the same letter, at this stage of learning, we focus on muscle/motor memory development which is achieved

by the repetition of similar direction and stroke patterns. Sunshine Script presentation order suspends the usual A-Z and, instead, groups letters and numbers into four ‘teams’ by their similar forming patterns. You will notice that upper and lowercase ‘Dd’, ‘Ff’, and ‘Hh’ are introduced separately, because they belong to different teams.

Did You Know:“The correlation between reading skill and

fluency at printing alphabet letters in kinder-garten and first-grade is readily apparent.”

R. Rose (2004) The Reading/Writing Connection. Unpublished research.

Scripting Workbook 3





Format: 8.5 x 11 portrait, 27 pages

Printing Instructions: Print on plain paper in black and white.

Three-hole punched and assemble in a notebook.

Related Resources:Beginner Tracing Booklets, Phonics Practice

Book and My Alphabet Scrapbook. Internet searching, and digital photography for tech-nology literacy requirements.

Teaching Recommendations:Letter pages are arranged A-Z and

have a cover to color with colored pencils. Children are to cut and paste pictures and words that begin with each letter, developing colorful collages. Be creative with sources for pictures: junk mail, magazines and newspa-pers, food labels, as well as student digital photography and Internet searches such as Google Images. Not only does this exercise reinforce letter and sound recognition, it also encourages interaction with the child’s daily environment as they scan for pictures and words - and it makes great homework and show-and-tell activities too!.

Also available with American Sign Language.

Did You Know: “Since 1940, across all groups in all states

we spent about four times as much on education, and the result was a quadrupling of illiteracy.”

T. Wallace (September 5, 2011) “Reading the handwriting on the wall.”

TimesLeaderOnline.com

My AlphabetScrapbook 1

available in ASL


MyMyAlphabetAlphabetScrapbookScrapbook

by

ABCABC





Format: 8.5 x 11 portrait, 27 pages


May be three-hole punched and assemble in a notebook or used with Promethean or Smart Board. May be adjusted to Sunshine Script sequence, rather than A-Z as needed.

Related Resources:Tracing Workbooks, Phonics Practice Book

and My Alphabet Scrapbook.

Teaching Recommendations:As teachers read these tongue-twisting

sentences, student hear letter sounds used in rich vocabulary. Tracing the letters and coloring the imaginative illustrations by artist, Rylee Stearnes, will engage and entertain young minds.

Did You Know:Professor Karen James: “It seems there

is something really important about manually manipulating and drawing out two-dimensional things we see all the time.”

G. Bounds (October 5, 2010) “How hand-writing trains the brain.”


Phonics Coloring Book 2

______ ____________ ______

Letter-Sound Coloring Pages 1© Sunshine Scripting Systems

AAsk aany aalligaator aabout aan aappetite for aapples.

Aa 1. Repeat the sentence listening for the ‘A’ sound. 2. Find and trace all the ‘A’s in the sentence. 3. Color the picture carefully with colored pencils.

Name:_________________________________________

RED





Format: 8.5 x 11 portrait, 97 pages.


Related Resources:Phonics Coloring Book, My Alphabet

Scrapbook, Scripting Workbook.

Teaching Recommendations:Presented in Sunshine Script order,

phonics assignments coordinated with the Scripting Workbook, reinforcing the goals of the handwriting program in three dimensions: that letters have shapes, they have names,

and they have sounds. Three pages for each letter, plus frequent review, address these three goals as students work to differentiate them. Worksheets encourage writing, coloring, cutting and pasting along with phonics to build strong neurological connections in the brain between reading, writing, speaking and hearing.

Did You Know: “. . . military draftees [in World War II]

who were educated during the hard scrabble years of the Great Depression had a literacy rate of 96 to 98%.”

T. Wallace (June 11, 2011) “Reading the handwriting on the wall.”

TimesLeaderOnline.com

PhonicsPractice Book 3


Name:

Sunshine Script Kindergarten Phonics 18

RED

‘D‘ Find & Write the Letter

1 2 3 4 1 2 3 4

DD dd

1. Find and circle the upper and lowercase designated letter. 2. Write the letters on the lines below. 3. Color the picture.

d

p

f

d

D

D

D

db

R

B

P

qd

Dd

g

DdDd 1. Color the ‘D‘ pictures and say the letter sound. 2. Cut and paste them into My Alphabet Scrapbook.

19

Name:

RED

20© Sunshine Scripting Systems ‘D’ Write the Letter

Name:

Sunshine Script Kindergarten Phonics

1. Circle the ‘D‘ pictures and say the letter sound. 2. Write the upper and lower-case ‘Dd‘ on the lines below.

Dd Dd





Format: 8.5 x 11 landscape, 26 pages for each - 1

and 2.


May be projected from Promethean or Smart board or other overhead projector for group work.

Related Resources:My Alphabet Scrapbook

Teaching Recommendations:Children are expected to recognize many

fonts in their daily environment. While we want students to learn to script letters in one practiced and efficient manner, they must recognize many others. These pages introduce nine other fonts ranging from block to script. The student goes on a ‘treasure hunt’ to locate them amongst other letter symbols. In the beginning worksheet, student learn by matching. For the advanced worksheet, they must identify upper and lowercase letters without help.

This exercise prepares students for My Alphabet Scrapbook activities where they will be looking for letters and words in their environment.

Did You Know: Dr. Laura Dinehart: “People should take

a second look at how important handwriting might actually be. And public schools should rethink how much they focus on handwriting in the classroom and how those skills can really improve reading and math.”

J. Renaud (1/18/2012) “Good hand-writing and good grades: FIU researchers finds new links.” Retrieved 4/3/12. news.flu.edu/2012/01/good-handwriting-and-good-grades-fiu-research-finds-new-links/34934

Recognizing Other Fonts (1 & 2)


Aa

AaAa Aa Aa Aa Aa Aa Aa Aa

Below the line, find a match for each style letter pair. Circle, and draw a line between them.

Name:

Recognizing Other Fonts 1

Dd

Aa

Aa

Oo

Aa

Aa

BbAa

Cc

Aa

Ff

Aa

Aa

Gg

Aa

© Sunshine Scripting Systems Recognizing Other Fonts 2

Aad

A

a

o

a

A

a

B

a c

a

fA

g

a

D

a

A

O

A

b

A

AF

a

G

A

Find and circle 16 upper and lowercase:

Name:





Format: 8.5 x 11 landscape, 1 page.


May be projected from Promethean or Smart board or other overhead projector for group work.

Related Resources:Scripting Workbook

Teaching Recommendations:This exercise groups letters by their

position relative to the top, middle and bottom lines, and also by their teams.

Students should work across the page from left to right, tracing, then scripting the letters.

Remind them of:Team Mottos:• Team C: start like a ‘c’• Team R: rebound, down up and over• Team U: under and up• Team L: lots of little lines Rule of the Road (one way, top down), and

the special rule for ‘d’ and ‘e’.

Top-Middle-Bottomexercise

Team C Team R Team U Team L

Which letters start at the middle line and stop at the bottom line? Which letters start at the middle line and extend below the bottom line? Which letters start at the top line?

Name:

© Sunshine Scripting SystemsTop-Middle-Bottom Worksheet

c o a s e_ _____ ____ g _q ______ __ ______d f ______ ___ __

r n m___________ p _ ___________ h b____________

u w _________ y j__________

i v x z_________

l t k __________

ONEWAY

Trace, then script.

Remember the special rule for ‘d’.

Remember the special rule for ‘e’.




© Sunshine Scripting Systems 38CurriculumProjectable

Format: 8.5 x 11 landscape, 12 color projec-

tion pages and 12 student black and white worksheets.

Printing Instructions: Print student worksheets in black and white

on plain paper. Project color pages, one at a time, from Promethean or Smart board or other overhead projector.

Related Resources:Color Desk Strips, Colors & Shapes Wall

Cards, Colors & Shapes Flashcards.

Teaching Recommendations:Each color projection is made from simple

colored shapes. On the worksheet, students dissect the drawing, identifying and writing the numbers, shapes and colors used in its composition. Students learn the beginnings of how to compose a drawing while counting and writing shape and color names. Have the students make their own drawing on the back of their worksheets in colored pencil using their own choice of shapes and colors.

Did You Know: “French primary schools believe that by

teaching children to write in a formal manner, they equip them with the skills to express them-selves creatively, unimpeded by poor writing.”

France - Teaching Handwriting, Promethean Planet 2007

Colors & Shapesexercise

© Sunshine Scripting Systems fish Sunshine Script Shapes & Colors

1. Identify and count the shapes used to create the picture.2. Write the word, numbers, color names and shapes. 3. Turn the page over and draw your own picture. 4. Show your drawing and talk about the colors and shapes you used.

fish

Name: RED

© S

unsh

ine

Scrip

ting

Syst

ems

2 red crescents.

fish

The fish has

The body is

The fins are

The eye is made of

and

The bubbles are




© Sunshine Scripting Systems 39Curriculum Learning Centers

Format: 8.5 x 11, portrait 7 pages.

Printing Instructions: Print in black & white on plain paper.May be laminated for a Learning Center

activity with dry-erase markers.

Related Resources:Tracing and Scripting Workbooks.

Teaching Recommendations:These worksheets provide extra motor

memory practice by grouping letters in their ‘teams’ for repetition of motion.

Assign as homework, extra credit, tutor work, review, or as an additional classroom assignments.

Start Like a ‘C-R-U-L’exercise


cc cc ccc c cc c cc c cc c cc c cc c cc c cc c c

c c c co o o oa a a ag g g gq q q qd d d de e e es s s sf f f f

TEAM C: “Start like a ‘c ’”


rr rr rrr r rr r rr r r

r r rr r r

r r r rn n n nm m m mp p p p

h h h hb b b b

Start like an ‘r ’.

Find the ‘r’, but start from the top line.

“Rebound! Down, Up and Over.”TEAM R:

Keep going and fill the line.




© Sunshine Scripting Systems 40Learning Centers

green = go, start

yellow = caution, turn

red = stop

Sunshine ScriptTeam CTeam C

___© Sunshine Scripting Systems Book 1

CCC

Format: 8.5 x 11, landscape, 37 pages. Purchase

four, 1/2” three-ring view binders or use 12 book rings for another option.

Printing Instructions:Print in color on plain paper, or card stock

for increased durability. Laminate for use with wet or dry erase markers, and three-hole punch letter pages (Do not punch the 4 team cover pages). Pages 37 is four colored strips to be cut for the spines of the four view binders; laminating will help them slide in. Assemble books in Sunshine Script order using the ‘team’ page numbering on each page (C-1, C-2 etc., then R-1, R-2...).

Related Resources:Wall Cards, Demonstration Cards

Teaching Recommendations:Once kids understand the traffic light

metaphor, they will be able to work in these books with little supervision, making them an excellent choice for preschools and kinder-garten learning centers. The large print allows students to better see the direction of the letter path. Colored arrows for starting and

turning, stop signs for stopping, and directional arrows guide young ‘drivers’ along the correct road for Sunshine Script letter formation, in preparation for finer motor skill development.

Did You Know:“Most Americans don’t receive any formal

handwriting instruction beyond the third grade, so how we learned to write then is more or less what we are stuck with for the rest of our lives.”

M. Glabman (December 2009) “Death by Handwriting.” Trustee magazine

Dry-Erase Books4 team books





Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm

Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz

Once upon a time... I remember when... I wonder why... I am excited because...

When I grow up I will... The thing I like best is... Knock, knock... Sometimes I wish...

01234

56789


Format:OVERSIZE, 11 x 17, landscape, color.

Printing Instructions:Unless you have an oversize printer, you will

need to take (or send) this file to a printer or copy shop for color copying and laminating.

Related Resources:Scripting Workbook for letter-forming

practice.

Teaching Recommendations:The Writing Mat allows student to advance

from forming letters to composition. The beginning story lines will help them think of what to write. The directed letters are there as helpful reminders. Handwriting must become automatic before composition can flow. The ease of erasing this mat removes the fear of making mistakes.

Did You Know:The process of handwriting “promotes

the visual recognition of letters and words, suggesting the two seemingly separate acts of reading and writing are, in fact, linked.”

Mozes. (February 21, 2011) “Pen Mightier than Keyboard for Making Imprint on Brain.” Health Day. Retrieved February 2012. Medicinenet.com/script/main/art.asp?articlekey+125031

Writing Mat(oversize)




42© Sunshine Scripting Systems Learning CentersB&W

© Sunshine Scripting Systems © Sunshine Scripting Systems


Aa Bb

Cc Dd

ant

dog cat

ball

fan egg

hat gas

Format:8.5 x 11, landscape, 9 pages

Printing Instructions:Side A is black & white letters Aa-Zz and

numbers 0-9. For side B, choose from black & white or color pictures. Print on card stock. Because every printer feeds differently, when printing the second side be sure your pages are in correct order, and make sure you feed them in the right direction so that front and back flashcard images are matched. Laminate for more durable cards. Cut in half vertically and horizontally to make 36 cards.

Related Resources:Pair with any Sunshine Script writing or

phonics resource to associate letter symbols with letter name and sound recognition.

Teaching Recommendations:For preschoolers and kindergartners and

remedial instruction, use as a drill for random recognition of letter names and sounds.

FlashcardsAa-Zz and 0-9




43© Sunshine Scripting Systems Learning Centers



Aa Bb

Cc Dd

Format:8.5 x 11, landscape, 9 pages

Printing Instructions:Print in black and white on card stock.

Because every printer feeds differently, when printing the second side be sure your pages are in correct order, and make sure you feed them in the right direction so that front and back flashcard images are matched. Laminate for more durable cards. Cut in half vertically and horizontally to make 36 cards.

Related Resources:Pair with any Sunshine Script writing

resources to associate letter symbols with American Sign Language signs.

Teaching Recommendations:For all students. Sign language can be

a valuable learning tool for the hearing and non-hearing alike. Use as a drill for random recognition of letter names and signs.

Flashcards ASLAa-Zz





0 12 34 5


one zero

three two

five four




Format:8.5 x 11, portrait, 17 pages

Printing Instructions:Side A: Numbers. Side B: Number names.

Print on card stock in black and white. Because every printer feeds differently, when printing the second side be sure your pages are in correct order, and make sure you feed them in the right direction so that front and back images are matched. Laminate for more durable cards. Cut pages in half vertically (4-1/4”) and in thirds horizontally (3-2/3”), making 6 cards per page.

Related Resources:May be used with the Scripting Workbook.

Workbook Numbers Pages direct students in Sunshine Script formation of numerals 0-9 and letters for spelling number names.

Teaching Recommendations:Numbers 1-10 can be introduced to

preschoolers as a recognition drill, adding larger numbers as the student is ready.

Did You Know:MRI pictures show that sequential finger

movements activate massive regions of the brain involved in thinking, language, and working

memory, whereas use of the keyboard produced relatively little activity.

G. Bounds (October 5, 2010) “How Handwriting Trains the Brain.”


Flashcards Numbers 0-101





Format: 8.5 x 11 landscape, 36 pages, double-

sided. 3 pages (12 shapes) for each of 12 colors.

Printing Instructions: Print in color on card stock, or plain paper.

Because every printer feeds differently, when printing the second side be sure your pages are in correct order, and make sure you feed them in the right direction so that front and back flashcard images are matched.

You may want to take this to a print shop as it will quickly deplete your color ink supply.

Laminate for durability. Cut in half verti-cally and horizontally to make 4 cards per page.

Related Resources:Colors & Shapes Wall Cards and Colors &

Shapes Worksheets.

Teaching Recommendations:Integrate colors and shapes into math,

art projects, word recognition, color identity, shape identity, memory games and various other classroom and center activities.

Did You Know:Handwriting strengthens the learning

process, whereas keyboarding may impair this process. When writing by hand, our brains receive feedback from the motor action. Motor or muscle memory is stimulated. Neurological connections are made. This kind of feedback is significantly different from those we receive when touching and typing on a keyboard.

Dr. Jacqueline Sund, unpublished research, 2012

Colors & ShapesFlashcards



redredcirclecircle

redredsquaresquare

redredtriangletriangle

redredovaloval





Format:8.5 x 11. Bingo Tracing 1 and Bingo Scripting

2 are 26 pages, landscape.

Printing Instructions:Print enough pages so that each player

gets one or more of the 6 different pages for each letter team.

Print black & white (you-color) or color version on plain paper or card stock. Color letter teams as follows: C=green, R=yellow, U=red, and L=blue. Laminate pages for repeat use with dry-erase markers. Cut the letters squares apart on the last 2 pages. Blank squares are for replacements when letters are lost or damaged.

Related Resources:Bingo Tracing 1 coordinates with the

Tracing Workbook, Bingo Scripting 2 with the Scripting Workbook.

Bingo Tracing 1 and Scripting 2

Teaching Recommendations:The game can be played with 2 to 6 players,

or up to an entire classroom if extra pages are printed. It is an excellent exercise for tutors to play with students who need extra scripting practice.

Bingo is played in the traditional way where letters are randomly drawn and read aloud, while players search for the letters on their sheets. Instead of marking the bingo matches, students trace or script letters. A winner (bingo!) is determined when a column or row is completed.

Practice one or more letter teams at a time, or all teams at once, based on student need.

B&W





Format:8.5 x 11, 12 pages, portrait.

Printing Instructions:Print enough pages so that each player

gets one or more of the 10 different pages. Print black & white (you-color) or color

version on plain paper or card stock. Color letter teams as follows: C=green, R=yellow, U=red, and L=blue. Laminate pages for repeat use with dry-erase markers. Cut the letters squares apart on the last 2 pages. Blank squares are for replacements when letters are lost or damaged.

Bingo 3 - All Teams

Related Resources:Use after completing the Tracing Workbook

- after all letter teams have been introduced.

Teaching Recommendations:The game can be played with 2 to 6 players,

or up to an entire classroom if extra pages are printed. It is an excellent exercise for tutors to play with students who need extra scripting practice.

Bingo is played in the traditional way where letters are randomly drawn and read aloud, while players search for the letters on their sheets. Instead of simply marking the bingo matches, students trace or script the letters for additional practice. A winner (bingo!) is determined when a column or row is completed.

B&W




48© Sunshine Scripting Systems Teacher Support

© 2013 Sunshine Scripting Systems

www.SunshineScriptingSystems.com

c o a g q d s e fC O A G Q S E

r n m h b pR N M B P Du w y j

U W Y Jl t i k v x zL T I F H K V X Z

Team C: Team C: start l i ke a ‘c ’start l i ke a ‘c ’

Team R: Team R: down, up and overdown, up and over

Team U: Team U: under and upunder and up Team L: Team L: lots of l itt le l ineslots of l itt le l ines

0 6 8 9

2 3 5

1 4 7

go

turn

stop







0 6 8 9

2 3 5

1 4 7

© 2013 Sunshine Scripting Systemswww.SunshineScriptingSystems.com

Somali

soco

leexo

joog

© 2013 Sunshine Scripting Systemswww.SunshineScriptingSystems.com







0 6 8 9

2 3 5

1 4 7

Russian

начало

поворот

стоп

Dear Parents,

We are excited to share with you the new handwriting curriculum that has been adopted in our school.

Achieving competent handwriting skill is a critical component to success in your child’s education. Researchers have found that the act of handwriting contributes enormously to brain development and that the neurological connections made through handwriting tie directly to reading and mathematics ability.

In an effort to give our students every opportunity to succeed, we have chosen Sunshine Scripting Systems for our curriculum. You will see some differences in this program from those we have traditionally used. First, certain uppercase letters have been changed to reflect their cursive and/or lowercase counterparts. This has two advantages: fewer letter forms to be learned and a jump toward cursive handwriting that is to come.

Second, letters are grouped together that have similar motions for their construction and are introduced in an order that builds stroke upon stroke as muscle (motor) memory is established and skill increases. Rather than in A-Z steps, the Sunshine Script begins with ‘c’, then ‘o’, then ‘a’. You can see the natural progression that occurs in such a pattern.

There are many other components to the Sunshine Script; we have touched upon just a few of them. We hope to see a great improvement in handwriting education as these young students progress through school. Please help your child in this process as practice will make handwriting automatic.

This letter is printed in Sunshine Script. To learn more visit www.SunshineScriptingSystems.com

Sincerely,

Format:8.5 x 11, landscape, 2 pages in English, 1

page in other languages.

Printing Instructions:Print in color on plain paper.

Related Resources:Send home with students when beginning

Sunshine Script handwriting instruction.

Teaching Recommendations:This sheet and accompanying letter

introduce parents to Sunshine Script and will guide them in helping students with handwriting at home. The simple traffic light theme is easy to follow even for non-English-speaking parents. Currently available in English and Spanish, Russian, Somali, Vietnamese, French, Cambodian. Other languages available on request.

Take Home Sheetchoice of language

B&W




© Sunshine Scripting Systems 49Teacher SupportFillable Form:

This is a fill-able worksheet. Delete this text and type your own. Use the space bar or underscore key to add blank lines.

This is a fill-able worksheet. Delete this text and type your own.

This is a fill-able worksheet. Delete this text and type your own. Use the space bar or the underscore key to add blank lines. __________________________________________________________________________________

red orange blue yellow green pink ______ black white________ purple beige brown grey

Format:8.5 x 11, landscape or portrait.


Related Resources:Lines are 72pt. - the same scale as the

Scripting Workbook and the Writing Mat.

Teaching Recommendations:Type-Your-Own worksheets are PDF fill-able

forms and, as such, are quite versatile. Open in Adobe Reader and type anything in the full-page field. Choose from three Sunshine Script fonts: plain, plain with lines, and directed with lines (in gray for tracing words and letters). Use your imagination and create spelling lists (sample below), forms to accompany other lessons, personalized notes, or create custom-ized sheets for individual tutoring.

Type-Your-Ownworksheets




© Sunshine Scripting Systems 50Teacher Support

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name:


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________© Sunshine Scripting Systems

Fillable Form:

Format:8.5 x 11, landscape or portrait (See file

name for which is which.)


Related Resources:Lines are the same scale as the Scripting

Workbook, Phonics Practice Book and the Writing Mat.

Teaching Recommendations:Writing Lines can be used for all formal and

informal writing assignments.

Did You Know:In a national survey of writing instruction

in primary grades, it was found that typically only 46 minutes per week were devoted to teaching handwriting, down from an hour and twenty minutes thirty years ago.

L. Cutler and S. Graham (2008). “Primary Grade Writing Instruction: National Survey.” Journal of Educational Psychology, vol. 100, no. 4, 907-919.

Writing Lineslandscape or portrait




51© Sunshine Scripting Systems CurriculumRESIZABLEZ

C c cat

_c o a g q d s e f _C O A G Q S E_

_0_6_8_9

TTEAM

MOTTO:

“Start like a C”

MOTTO

Format:Microsoft PowerPoint Slide Show (.ppsx

format), 37 animated color slides are advanced by the teacher. Video version (Windows Media Video .wmv format) runs continuously.

Related Resources:Use this multi-sensory exercise alone or as

a warm-up to any Sunshine Script handwriting activity.

Teaching Recommendations:The slides first introduce the traffic light

start-turn-stop colors, then the top-middle-bottom lines, and then reviews the Rule of the Road (all letters start at the top and go down...).

The letter ‘team’ is introduced with its motto [e.g. Start Like a ‘C’]

Upper and lowercase letters fly in (upper left of each slide) as students say [letter name][letter sound] followed by the picture [word]. Then the animated letter appears on the lines. Students repeat the letter-team motto. The starting point flashes (green) and the arrows turn blue in succession along the stroke path. Turning points light up (yellow) as needed, and finally comes to a stop (red) where the letter completes.

Students follow along with a large motion in the air, or if they are using a small device,

Letter-Sound-Picture-Script

animation

with a stylus or finger on the screen.This exercise helps students associate letter

names and sounds, and leads them toward motor memory development in a top-down, left-to-right pattern, which helps build automaticity in writhing. It is not a substitution for actual writing. Have students put pencil to paper as often as possible!

Projectable