To implement the project I first completed an implementation plan to work with.
I looked at and then sourced information and resources such as: handwriting programme, handwriting booklets, the best spelling programme I sourced – SNIP Literacy Programme (Spelling), physical resources to use such as pen holders, timers, plasticine and so forth.
I went into classrooms to observe my potential students (candidates suggested by their teachers and TAs). Once I confirmed the actual students, I took photos of their work as the benchmark for their starting point and I completed a survey on each with regards to their writing’s effect on their confidence and self-esteem. This survey will be completed again at the end of the intervention to confirm whether the handwriting and spelling intervention has been a success for them – Improving their writing and spelling and installing or improving their confidence and self-esteem.
For their first intervention lesson I implemented an initial spelling test using high frequency words (HFW) from the SNIP 1 Literacy Programme as a further benchmark. In addition to this, students were asked to write an initial first piece of writing to display their handwriting ability prior to the commencement of their intervention. The spelling test to be repeated at the completion of the handwriting and spelling intervention, plus observation and assessment of the students improved handwriting and spelling prowess.
For the second lesson and thereafter, lessons were planned on an hourly basis. The hour, being broken down into 3-4 main segments of: basic handwriting practise in their letters handwriting booklet, written work in their handwriting book, a SNIP session from the SNIP Literacy Programme, finally either a timed writing game or a recall writing and spelling game to end the last ten minutes on. This way it kept their interest and executed and performed the set criteria in the most advantageous way for them.
For their final piece of work I provided them with a concluding piece of writing in order to showcase their improved handwriting.
The spelling test was then repeated at the completion of the handwriting and spelling intervention, in addition to an assessment and comparison of the student’s enhanced handwriting and spelling improvements. Photos were once more taken to document this.