sngltr.htm/21DEC2001

C-A-T = Cat : Mona McNee Teaches Reading, Writing, Spelling and Pronunciation Using Phonics

Single Letters

Before the pupil starts to write, make sure that they have the correct pencil grip the first time they hold a crayon or pencil. The thumb and side of the long (middle) finger do the gripping, with the index finger sitting loosely on top. PREVENT bad habits. If pencil grip is a problem, you can get a good, cheap plastic, triangular pencil‑grip from N.E.S. Arnold of Nottingham or Taskmaster of Leicester. Left‑handed writers will probably need to have their paper more slanted (left side higher) than the right‑handed people.

Show how letters are made up of straight lines and parts of a circle:

Straight lines: l x v w z Circle (or part of): o c s and combinations of both.

A b is a line and circle. An s is most of a circle drawn backwards and then most of another circle going the other way. You can take letters to pieces: an h is a straight line down then up, a small semi‑circle over the top and then straight down to the line; and so on. On the blackboard we can draw a large square of 12 small squares, with a letter in each box, and then have ready the same letters on (blank playing cards) letter cards, and ask for a volunteer to find on the blackboard the letter she displays. This will attract the concentration of the class, and can go on until the children grasp the idea and have experienced success ‑ and PRAISE.

Working with one individual child, a similar process is used with pencil and paper, and smaller cards.

There will be two lines ready drawn on the blackboard about 6" or 15 cm apart (or on a sheet of paper, for individual teaching), one to write on and the other to show the height of the small letters. Does the pupil know what "top" and "bottom" mean?

Direction

Show that the letters "sit on a line", and that you begin on the left side. If a young child has not yet learned LEFT and RIGHT, put a marker of some kind (a paper clip?) on the left side of the paper or a marker by the blackboard, and say, "You start at this side." If this left‑right direction is pointed out at the start, and a finger points out the letters or words as you work, it is usually no trouble. Prevention of confusion with saw/was, of/for/from depends on what you do at the beginning: the left‑right direction becomes automatic. Trouble arises from starting with "whole words" or "whole books".

To start with c show how you draw back‑up to the top line then keep going round to the bottom line and then up a bit, 3/4 of a circle. Show on a round clock how C starts not at the top, not at 12 o'clock, but at 2 o'clock, and goes BACK‑UP and round to 6 and up to 4. Have all the class "draw a C in the air", swinging their arms from the shoulder. Have one or two pupils come out and go over the C with chalk, themselves, and then have the whole class draw a C in the air again and say "kuh". Ideally we would try to sound the k sound without the -uh bit, but it is not easy, and the extra sound does not bother most people.

For the a say "We start with a C, the same movement, again, but this time we keep going, right round and then straight up to the top guide‑line and down to the bottom line, and this is an a. Have the pupils draw it in the air saying "a", the short vowel sound as in cat.

For a t show how there are two beginnings, first a downward one, then a left‑right one, and the cross on the t is the same height as the top guide‑line. With two guide‑lines, the tall letters (except d) start above the top line, and the 'tails' go below the bottom line. When you use the dot‑to‑dot sheet, show how the letter starts at the big black dot, goes the way the arrow points (and explain how arrows work), and when the dots change to dashes the line goes there‑and‑back. If there is only one arrow, the whole letter is completed before lifting the pencil from the page, as in c and a, but t has two starts.

Parents can happily and usefully be involved in this.

Let the pupil go over each letter many times, with his finger, with a pale‑coloured crayon or felt pen, then darker pen. Let him practise on scrap paper. He must go over a letter, look at it, sound it, hear it, all at the same time

Let the pupil go over and over the letters until he knows them.