Year 3 English Medium Term Plans...
Transcript of Year 3 English Medium Term Plans...
Year 3 English Medium Term Plans
2018-2019
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Themes Seaside Holidays The Stone Age Science Fiction
Nature and the Environment
Ancient Egypt Folk Tales
Fertile Question
How does knowledge of different places and traditions help us?
What is better: old or new?
Can you believe in things that you cannot see?
If the environment could speak, what would it say?
What did Ancient Egyptians find important?
Can we be rich and poor at the same time?
Texts Tales of Wisdom and Wonder- 1st tale: Monkey and Papa God (PoR sequence) 1 week Oliver and the Seawigs (PoR sequence) 5 weeks
Ug: Boy Genius of the Stone Age (PoR sequence) 3 weeks The Pebble in my Pocket (PoR sequence) 2-3 weeks
Leon and the place between- Angela McAllister (PoR sequence) 4 weeks
The Tin Forest (PoR sequence) 6 weeks
The Miraculous Journey of Edward Tulan (PoR sequence) 3-4 weeks
Pea Boy and other Stories from Iran by Elizabeth Laird (PoR sequence) 2 weeks
Genres
Poetry- free-verse poem, haiku 1 week Stories with a familiar setting 5 Weeks
Letter writing 1 week Report 1 week Discussion 1 week Adventure story writing 2 weeks Explanation Text 2 Weeks Recount of school trip- 1 day linked to History topic
Science fiction/ fantasy setting 3 Weeks
Play scripts 3 Weeks
Writing in role Diary Entry Persuasive Writing Environmental poem Information text- (Link to theme- Plant lifecycle) 6 weeks
Adventure stories Instruction Texts Auto-biographies 6 weeks
Folktales Persuasive poster Information leaflet 6 weeks
Educational Visits
Science Museum
Natural History Museum
Science workshops on
Forces
Library visit/ Religious leader
visit
Ancient Egyptian workshop
African drumming
Power of Reading (PoR) Text
Writing Outcomes
Poetry
Story maps
Fact files
Instructions
Writing in role
Narrative descriptions
Book making _____________________
Writing in role
Note writing
Message
Character profile
Diary entry
Chants
Instruction writing
Dictionary definitions
Leaflets
Poetry
Argument
Role on the wall
Message in a bottle
Storymapping
Story writing
Letter
Report
Discussion/ debate
Poetry
Story maps
Fact files
Instructions
Writing in role
Narrative descriptions
Book making
Diary entry
Notes on a story scene
Speech / Thought bubbles
Written predictions
List poems
Performance reading
Creating a descriptive piece about characters and events
Creating a new picture book spread
Persuasive poster
Writing in role as a character
Creative writing – poem, news report, playscript, story narrative
Storymaps
Parallel Narrative
Writing in role
Diary entry
Poetry
Descriptive Writing
Letter writing
Book Reviews
Creative Writing
Poetry
Story maps
Instructions
Writing in role
Character descriptions
Narrative descriptions
Diary entry
Autobiography
Creating a descriptive piece about characters and events
Persuasive poster/ information leaflet
Writing in role as a character
Play script of a new scene
Story writing
Note making
Diary entry
Autumn 1 Spoken
Language Speaking and
Listening
Pupils should be taught to:
ask relevant questions to extend their understanding and knowledge
give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.
Reading Guided reading daily sessions
Word reading Pupils should be taught to:
apply growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in Appendix 1, both to read aloud and to understand the meaning of new words they meet
read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.
Comprehension Maintain positive attitudes to reading and understanding of what they read by:
listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
reading books that are structured in different ways and reading for a range of purposes
using dictionaries to check the meaning of words that they have read. Understand what they read by:
drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence
identifying how language, structure, and presentation contribute to meaning
retrieving and record information from non-fiction.
Writing Genre features
Tales of Wisdom and Wonder- 1st
tale: Monkey and Papa God (PoR sequence) 1 week Poetry- free-verse poem, haiku 1 week Oliver and the Seawigs (PoR sequence) 5 weeks Stories with a familiar setting 5 Weeks
Transcription/ Spellings
Pupils should be taught to:
use further prefixes and suffixes and understand how to add them. (RWI –Unit 1 & 2) Further Spelling Guidance: Most prefixes are added to the beginning of root words without any changes in spelling, but see in– below. Like un–, the prefixes dis– and mis–have negative meanings. Rules and Guidance: The prefix in–can mean both ‘not’ and ‘in’/‘into’. In the words given here it means ‘not’ Example Words: dis–: disappoint, disagree, disobey/ mis–: misbehave, mislead, misspell (mis + spell)/ in–: inactive, incorrect
Grammar Vocabulary
Choose nouns or pronouns appropriately for clarity and cohesion and to avoid repetition. Grammar
Use conjunctions, adverbs and prepositions to express time and cause.
Use fronted adverbials. Text
Introduction to paragraphs as a way to group related material. Punctuation
Use and punctuate direct speech.
Composition Ongoing objectives that should be completed with every genre taught:
discuss writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar discussing and recording ideas
organise paragraphs around a theme in narratives, creating settings, characters and plot
in non-narrative material, using simple organisational devices
proof-read for spelling and punctuation errors. Please refer to genre guidance for further support Poetry features:
use at least two of the special poetic techniques we have studied, e.g rhyme, rhythm, alliteration, repetition, onomatopoeia
use some unusual combinations of two words to build interesting descriptions
is presented in an interesting shape that helps the reader imagine what I’m describing.
Stories with a familiar setting features:
story opening includes a setting using the time of day and/or time of year
described what the weather is like
described what you can see, hear, smell, touch, taste
use powerful verbs
use adjectives
use similes
story opening includes two named characters
use dialogue, with correct, punctuation
use powerful verbs after speech
write what the characters are doing (when they are speaking) using powerful verbs.
Handwriting Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined.
Increase the legibility, consistency and quality of their handwriting.
Autumn 2 Spoken
Language Speaking and
Listening
Pupils should be taught to:
participate in discussions, presentations, performances, role-play/ Improvisations and debates
gain, maintain and monitor the interest of the listener(s).
Reading Phonics programme- RWI Guided reading daily sessions
Word reading Pupils should be taught to:
apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in Appendix 1, both to read aloud and to understand the meaning of new words they meet
read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.
Comprehension Maintain positive attitudes to reading and understanding of what they read by:
preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
reading books that are structured in different ways and reading for a range of purposes. Understand what they read by:
drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence
identifying how language, structure, and presentation contribute to meaning
retrieving and record information from non-fiction
Writing Genre features
Ug: Boy Genius of the Stone Age (PoR sequence) 3 weeks Letter writing 1 week Report 1 week Discussion 1 week The Pebble in my Pocket (PoR sequence) 2-3 weeks Adventure story writing 2 weeks Explanation Text
Transcription/ Spellings
Pupils should be taught to:
use further prefixes and suffixes and understand how to add them. (RWI –Unit 2 & 3). Rules and Guidance: Sometimes the root word is obvious and the usual rules apply for adding suffixes beginning with vowel letters. Sometimes there is no obvious root word. – our is changed to –or before –ous is added. A final ‘e’ of the root word must be kept if the sound of ‘g’ is to be kept. If there is an /i:/ sound before the –ous ending, it is usually spelt as i, but a few words have e. /dʒ/ Example Words: poisonous, dangerous mountainous, famous, various tremendous, enormous, jealous humorous.
Grammar Vocabulary
Extend the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although.
Grammar
Use conjunctions, adverbs and prepositions to express time and cause.
Use powerful verbs and introduce the idea of a verb. E.g explain the concept of a verb and encourage children to use powerful verbs in their writing. Not: I Went out of the room but instead I stormed out of the room or I plodded out of the room.
Text
Use paragraphs as a way to group related material.
Use heading and subheading to aid presentation. Punctuation
Use commas after fronted adverbials. Introduce children to brackets, which can be used for stage directions.
Composition Ongoing objectives that should be completed with every genre taught:
discuss writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
discuss and record ideas
compose and rehearse sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures
2 Weeks Recount of school trip- 1 day linked to History topic
assess the effectiveness of their own and others’ writing and suggesting improvements. Please refer to genre guidance for further support Letter writing features:
opening contains a general classification
a description of their chosen subject
paragraphs about different aspects of the subject
conclusion
present tense
technical vocabulary relevant to the subject
descriptive and factual language
general language
third person. Non-chronological report features:
includes some facts from my notes that the reader will find interesting
is structured clearly to help the reader find information, e.g with headings and subheadings
includes extra information in diagrams and pictures with captions
includes conjunctions (and, so, but) to make the structure of my sentences varied, clear and interesting. Discussion text features:
ensure it is balanced (it includes statements that show I have thought about both sides of the argument)
ensure it shares information with the reader in clear sentences that make sense
show which is fact and which is opinion
include adverbs and adverbials to show that I am considering both sides of the argument e.g Some people think that, however, on the other hand, etc. Adventure story writing features:
a story in which the characters go somewhere exciting and dangerous
a chase or narrow escape. A battle might be fought
‘Goodies’ against ‘Baddies’. Usually makes us wonder if the characters will make it or not. Explanation text features
describe a process using clear and useful diagrams, with labels and symbols
use continuous prose to explain a process
can be used as part of a presentation, so I can share my understanding of a process in my class
includes adverbs of time and conjunctions to help the reader understand the sequence in which things happen (First, Then, Now) and cause and effect (so, therefore).
Recount features:
a ‘scene setting’ opening
recount of events as they occurred
in chronological order
a closing statement summing up the main points
past tense
first or third person
focus on specific people or events, not general topics.
Handwriting Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined.
Increase the legibility, consistency and quality of their handwriting.
Spring 1 Spoken
Language Speaking and
Listening
Pupils should be taught to:
articulate and justify answers, arguments and opinions
maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
speak audibly and fluently with an increasing command of Standard English
consider and evaluate different viewpoints.
Reading Phonics programme- RWI Guided reading daily sessions
Word reading Pupils should be taught to:
apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in Appendix 1, both to read aloud and to understand the meaning of new words they meet
read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.
Comprehension Maintain positive attitudes to reading and understanding of what they read by:
increasing their familiarity with a wide range of books, including fairy stories, science fiction, myths and legends, and retelling some of these orally
discussing words and phrases that capture the reader’s interest and imagination. Understand what they read by:
predicting what might happen from details stated and implied.
Writing Genre features
Leon and the place between- Angela McAllister (PoR sequence) 4 weeks Science fiction/ fantasy setting 3 Weeks
Play scripts 3 Weeks
Transcription/ Spellings
Pupils should be taught to:
use the suffix –ation, homophones and near homophones (RWI unit 6 and special focus). Rules and Guidance: The suffix –ation is added to verbs to form nouns. The rules already learnt still apply. Example Words: information, adoration, sensation, preparation, admiration Homophones: accept/except, affect/effect, ball/bawl, berry/bury, brake/break, fair/fare,
Grammar Vocabulary
Choose nouns or pronouns appropriately for clarity and cohesion and to avoid repetition. Grammar
Extend the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although.
Use co-ordination: using ‘and’, ‘or’ and ‘but’ (compound).
Use subordination: using a wider range of conjunctions to add subordinate clauses (complex). Extend children’s use of longer sentences in their writing, so they frequently use sentences with at least one subordinate clause.
Use joining words (conjunctions) such as: and, or, but, if, when, where, because, so, although, etc. Text
Use paragraphs as a way to group related material. Punctuation
Reinforce punctuation learnt from KS1and further work on punctuating direct speech.
Composition Ongoing objectives that should be completed with every genre taught:
discuss writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
organise paragraphs around a theme
propose changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences
assess the effectiveness of their own and others’ writing and suggesting improvements. Please refer to genre guidance for further support Science fiction/ fantasy setting features:
a story about imagined places and people. Not based on reality in any way
a whole other world with fantastical creatures and magic
extraordinary and beautiful events. Narrative features:
include a problem reaction and resolution
include dialogue that sounds convincing because it is based on what I know about the characters
show the characters reactions to new situations
include correct use of first person (I, We) for a short part which is written by a first person narrator. Play script features
script includes a cast list at the start
it has a narrator
the speakers’ names are on the left
speech marks have not been used
new speech starts on a new line
play script has scenes
stage directions in brackets
use adverbs and powerful verbs.
Handwriting Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined.
Increase the legibility, consistency and quality of their handwriting.
Spring 2 Spoken
Language Speaking and
Listening
Pupils should be taught to:
use relevant strategies to build their vocabulary
use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
select and use appropriate registers for effective communication.
Reading Phonics programme- RWI Guided reading daily sessions
Word reading Pupils should be taught to:
apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in Appendix 1, both to read aloud and to understand the meaning of new words they meet
read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.
Comprehension Maintain positive attitudes to reading and understanding of what they read by:
listening to and discuss a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action. Understand what they read by:
using dictionaries to check the meaning of words that they have read
recognising some different forms of poetry
identifying how language, structure, and presentation contribute to meaning.
Writing Genre features
The Tin Forest (PoR sequence) 6 weeks Writing in role Diary Entry Persuasive Writing Environmental poem Information text- (Link to theme- Plant lifecycle) 6 weeks
Transcription/ Spellings
Pupils should be taught to:
use further prefixes and suffixes and understand how to add them.(RWI Unit guidance Unit 9-11)
spell further homophones
spell words that are often misspelt
use the first 2 or 3 letters of a word to check its spelling in a dictionary. Rules and Guidance: Strictly speaking, the suffixes are –ion and –ian. Clues about whether to put t, s, ss or c before these suffixes often come from the last letter or letters of the root word. Homophones: In the pairs of words opposite, nouns end –ce and verbs end –se. Advice and advise provide a useful clue as the word advise (verb) is pronounced with a /z/ sound – which could not be spelt c. Example Words: advice/advise, device/devise, licence/license, practice/practise, prophecy/prophesy
Grammar
Vocabulary
Extend the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although.
Use fronted adverbials. Grammar
Use the forms a or an according to whether the next word begins with a consonant or a vowel.
Express time place or cause using conjunctions, adverbs and prepositions. Text
Use paragraphs as a way to group related material. Punctuation
Use commas after fronted adverbials.
Reinforce punctuation learnt from KS1.
Use apostrophes and recognising why they are used.
Composition Ongoing objectives that should be completed with every genre taught:
discuss writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
read their own writing aloud, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear
assess the effectiveness of their own and others’ writing and suggesting improvements. Please refer to genre guidance for further support Writing in role features:
writing from a character’s point of view
first person
focus on specific people or events, not general topics. Diary entry features:
a ‘scene setting’ opening
recount of events as they occurred
chronological order
a closing statement summing up the main points
past tense
first or third person
focus on specific people or events, not general topics. Persuasive writing features
often begin with a question
clear presentation of the point being argued
arguments
summary of the arguments followed by a restatement of the opening argument
present tense
use temporal conjunctions
exaggeration and flattery
catchy names and slogans. Environmental poem features:
use at least two of the special poetic techniques we have studied, e.g rhyme, rhythm,, alliteration, repetition, onomatopoeia
use some unusual combinations of two words to build interesting descriptions
is presented in an interesting shape that helps the reader imagine what I’m describing. Information text features:
title (which includes the words ‘How . . .’ or ‘Why. . .’) shows what I am writing about
opening statement introduces the topic and addresses the reader
a series of logical steps explains how or why something happens
include a diagram.
concluding summary or statement relates the subject to the reader
additional information in boxes
use the present tense
use time and causal connectives
glossary explains technical language.
Handwriting Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one
another, are best left unjoined.
Increase the legibility, consistency and quality of their handwriting.
Summer 1 Spoken
Language Speaking and
Listening
Pupils should be taught to:
listen and respond appropriately to adults and their peers
use relevant strategies to build their vocabulary
give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.
Reading Phonics programme- RWI Guided reading daily sessions
Word reading Pupils should be taught to:
apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in Appendix 1, both to read aloud and to understand the meaning of new words they meet
read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.
Comprehension Maintain positive attitudes to reading and understanding of what they read by:
listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
using dictionaries to check the meaning of words that they have read
discussing words and phrases that capture the reader’s interest and imagination. Understand what they read:
checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
asking questions to improve their understanding of a text
participating in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.
Writing Genre features
The Miraculous Journey of Edward Tulan (PoR sequence) 3-4 weeks Adventure stories Instruction Texts Auto-biographies 6 weeks
Transcription/ Spellings
Pupils should be taught to:
place the possessive apostrophe accurately in words with regular plurals and in words with irregular plurals. Further Spelling Guidance:
use further prefixes and suffixes and understand how to add them
write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far
spell words that are often misspelt. Rules and Guidance: sub–means ‘under’. super–means ‘above’. Example Words: Word list Year 3/4
Grammar Vocabulary
Express time, place and cause using conjunctions, adverbs or prepositions. Grammar
Use the forms ‘a’ or ‘an’ according to whether the next word begins with a consonant or a vowel. Text
Use of the present perfect form of verbs instead of the simple past (He has gone out to play contrasted with He went out to play.)
Use headings and subheadings paragraphs. Punctuation
Use inverted commas to punctuate direct speech.
Use commas after fronted adverbials.
Composition Ongoing objectives that should be completed with every genre taught:
discuss and recording ideas
in narratives, creating settings, characters and plot
in non-narrative material, using simple organisational devices. Please refer to genre guidance for further support Adventure story features:
story has an opening, build-up, problem, resolution and ending
use suspense at the end of at least one chapter
use speech and powerful verbs to describe characters
start sentences in different ways –for example, with an adverbial phrase (how, when, where), a connective or a verb
chose adjectives, simile and precise nouns to describe
use speech marks correctly. Instruction Text features:
set of instructions includes a heading, an introduction, a list of equipment, step by-step instructions and a note or tip at the end.
use bullet points, numbers or connectives to make the order clear
use diagrams to make the instructions easy to follow
use imperative or ‘bossy’ verbs to start instructions
use adjectives, adverbs and special or technical words to be precise
use conjunctions to join two ideas together
use a comma to separate ideas
use of different fonts and styles, including bold, italic and capitals
use capital letters at the beginning of sentences and for special names
ask someone to try out my instructions to see if they are easy to follow. Auto-biography features:
include interesting information, developed from my notes, about the journeys made
written in first person
organise information clearly, e.g using headings and subheadings
use paragraphs to help the reader follow the biography easily.
Handwriting Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined.
Increase the legibility, consistency and quality of their handwriting.
Summer 2 Spoken
Language Speaking and
Listening
Pupils should be taught to:
ask relevant questions to extend their understanding and knowledge
give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
select and use appropriate registers for effective communication.
Reading Phonics programme- RWI Guided reading daily sessions
Word reading Pupils should be taught to:
apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in Appendix 1, both to read aloud and to understand the meaning of new words they meet
read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.
Comprehension Maintain positive attitudes to reading and understanding of what they read by:
listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
using dictionaries to check the meaning of words that they have read
increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these
discussing words and phrases that capture the reader’s interest and imagination. Understand what they read by:
checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
asking questions to improve their understanding of a text
predicting what might happen from details stated and implied
retrieving and record information from non-fiction.
Writing Genre features
Pea Boy and other Stories from Iran by Elizabeth Laird (PoR sequence) 2 weeks Folktales Persuasive poster Information leaflet 6 weeks
Transcription/ Spellings
Pupils should be taught to:
use the first 2 or 3 letters of a word to check its spelling in a dictionary write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.
Further Spelling Guidance:
(RWI spelling)
use further prefixes and suffixes and understand how to add them. Rules and Guidance:
most prefixes are added to the beginning
of root words without any changes in spelling.
like un–, the prefixes dis– and mis– have negative meanings. Example Words:
dis–: disappoint, disagree, disobey
mis–: misbehave, mislead, misspell (mis + spell)
Grammar Vocabulary
Extend the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although. Grammar
Use the forms ‘a’ or ‘an’ according to whether the next word begins with a consonant or a vowel.
Text
Use headings and subheadings to aid presentation.
Use paragraphs as a way of grouping related material. Punctuation
Use inverted commas to punctuate direct speech.
Composition Ongoing objectives that should be completed with every genre taught:
discuss writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar discussing and recording ideas
organise paragraphs around a theme in narratives, creating settings, characters and plot
use simple organisational devices in non-narrative material
proof-read for spelling and punctuation errors. Please refer to genre guidance for further support Folktale features:
vividly described setting that the reader can imagine
includes dialogue and action that move the story on
is tense and suspenseful, because my characters have secrets
includes adverbs and adverbials to explain when and where things happened Persuasive poster features:
often begin with a question
clear presentation of the point being argued
arguments
summary of the arguments followed by a restatement of the opening argument
present tense
use temporal conjunctions
exaggeration and flattery
catchy names and slogans Information leaflet features:
opening contains a general classification description of their chosen subject
paragraphs about different aspects of the subject
conclusion
present tense
technical vocabulary relevant to the subject
descriptive and factual language
general language
third person
Handwriting Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left un joined.
Increase the legibility, consistency and quality of their handwriting.