- March 13, 2017 at 5:48 PM #8927
While I personally do not see the need for more than an introduction to cursive writing, I realize that many educators feel that it should be taught and used regularly. I teach CLE Language Arts, which introduces cursive writing in Grade 2. I find this to be frustrating for some students who are still developing printing skills. I’m hoping to push off teaching cursive until at least Grade 3 (and another teacher). Is this a good idea?
- March 15, 2017 at 6:36 AM #8938
I would highly encourage the Peterson Method. It gives the artistic tools needed to make handwriting fun. It gives the students something to go on to really improve their cursive. CLP shows you the letters, but doesn’t really give the details needed to do it well. BUT Peterson needs to be taught in detail…holding pencils properly, muscle memory, etc. I have my teachers skip the cursive in CLP Language Arts and spend time each morning using the Peterson work books. There are lots of reproducible practice sheets from them.
We begin using this method the same time it is introduced in Language Arts, in second grade, but I think you could wait until 3rd grade. It is simple and fun (if the teacher makes it fun:)) and so young students can enjoy it. Peterson first teaches printing in Grades 1 and 2. Their 3rd level is where cursive begins. It has worked for us to use it starting with Level 3.
- March 18, 2017 at 1:39 PM #12322
Myron says, “I personally do not see the need for more than an introduction to cursive writing.” I think he has a point. There seems to be little question that learning good handwriting gives students an advantage in other areas. But so did the skill of memorization before the proliferation of printed materials. Is cursive a dead horse? The New York Times ran a debate on the issue a few years ago. What do you think?
- December 14, 2017 at 10:00 PM #41617
Gary L. Horst@gary
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- December 16, 2017 at 3:48 PM #41649
Is cursive a dead horse? Well, maybe it will become obsolete just like Roman numerals but I for one am not ready to consign it to the compost heap. I can see value in the cursive script beyond just the ability to put in on a page. For one thing, many of the letters lend themselves to easy connections when one is quickly scribbling notes. My mostly cursive font is the quickest way to put something on paper with a pencil. Then there is all the brain activity that goes on with cursive writing–various learning development programs incorporate a type of cursive fluidity in their therapy.
There are many different opinions about when in the optimum time to teach cursive. I think I learned it in the later months of first grade but that’s been a long time ago. We teach it in second grade with the CLE Language Arts and yes, it can be hurdle for some students to cross. At the same time, they are usually enthused about learning cursive. Many of them have been experimenting with it for a long time. (Which is a problem in itself, because often they are drawing the letters without being shown proper formation and then have bad habits to correct.) Second graders are not usually required to write much besides penmanship in cursive.
I am not an advocate for teaching cursive along with learning to read as some programs do but that’s just my opinion. But waiting too long to introduce cursive may mean that students don’t get enough practice for it to become practical.
- January 7, 2018 at 7:27 PM #42866
The years I taught grades 1-2 certainly grant me a foundation for understanding Myron’s frustration with trying to teach cursive to second grade. With that in mind, our 1st -2nd grade teacher, who also uses the CLE program, and I have an agreement that she is welcome to “push off” the teaching of cursive till third grade. It seems to me that third grade is a good time for them to learn the cursive. Although we use the Pentime books I make them be my servant and not my master — such as I actually discourage them from doing the fancy loops like at the beginning of the M, N, etc. In the past I found that doing them frustrated students. I introduce them making both the correct form and then several highlighting common errors where they point out what is wrong, followed by them always practicing the letter on the board before writing in their books. Once they are forming words, they always read the words to me — or to a 4th grader. This feels like an important step to me, otherwise the students may be able to copy the words beautifully without being able to read them.
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