PYP Handwriting Week │ PYP書法周活動

Once?a?day?our?PYP?students?participate?in?handwriting?lessons.??This?is?a?very?special?time?in?our?day.??It?is?a?quiet?transition?from?resting?to?learning.??It?is?a?time?when?the?students?come?back?to?the?classroom?and?prepare?to?start?their?afternoon?studies.??The?handwriting?time?is?the?same?time?every?day?from?2:00?pm-2:15?pm.???Monday?is?English?handwriting?and?Tuesday?to?Thursday?is?Chinese?Penmanship?time.??This?is?a?regular?routine?in?our?day?and?the?kids?really?know?and?appreciate?their?routines.???It?is?a?time?when?the?classroom?becomes?very?calm?and?quiet.??It?is?a?time?when?our?students?focus?and?get?into?a?state?of?flow.

Handwriting time is also an important skill building lesson. ?Handwriting skills are very important as there are many times during the day where students need to write something down. ?These skills will also be helpful life skills for our students.

This week our school created an opportunity for the students to really improve their handwriting by adding a little sense of competition. ?Even the students that consistently try their personal best with their handwriting really stepped up their performance by being extremely intentional about perfect punctuation and grammar. ?A rubric for the competition was created by our handwriting team to encourage neat and proper letter writing as well as attention to writing details such as punctuation, grammar. ?The students really excelled.

The grades one and two students were required to copy the sentence “My name is ____ and I am in grade __” onto the lined paper.

Grade 3 students were challenged by having to copy their current Central Idea neatly on the lined paper.

And our most experienced writers, our grade fours, were challenged by having to write about their own personality and the Learner Profile attribute that they felt they exemplified most.

Students were able to gain a deeper appreciation of handwriting time and work to improve their writing skills.

The week culminated in the winners of the competition being rewarded.

The top five best samples from each class were chosen and displayed in our school library. ?The winners of the competition each received a prize packet including a pencil, eraser, notebook and sticker all in a handy zip up bag. ?Hopefully these students will feel inspired to use these supplies with pride to practice their writing skills and continually improve.

Each student that participated was given a brand spank’n new pencil as a symbol of appreciation for their efforts and participation. ?We hope the students enjoyed the theme of the week and continue to enjoy developing their writing skills.

在小學部,孩子們每天都有一節硬筆書法課。書法課是孩子們結束午休回到教室,為下午上課做準備的一個過渡,意義非凡。

書法課安排在每天的14:00-14:15。其中,周一是英文,周二至周四是中文漢字。書法課是孩子們所有課程的一部分,也是他們日常生活的一部分,孩子們都能夠珍視并且充分利用這段時間。書法課的安靜和有序,為孩子們迅速進入學習狀態做足了鋪墊。

同時,書法課是培養孩子們書寫技能的重要課程。書寫技能之所以重要,不僅因為在學習中需要大量書寫,同時也對孩子們的日常生活大有裨益。

本周,我們為孩子提供了一個展現書寫水平的平臺——書法周活動。書法周以競爭意識為驅動,讓孩子們完善標點的標注和語法的表達。很多孩子在書寫上已經做得非常認真細致了。

老師們組成書法評審團隊,為這次比賽設置了評估維度:字母的準確度、書寫、工整度、標點符號的準確度、語法的準確度。書寫內容大致如下:

一、二年級:?抄寫“我的名字是________,我在________年級”。

三年級:抄寫本次探究課的中心思想。

四年級:描述并寫出自己的人格特點,以及最能體現自己的“學習者目標”。

在書法周活動的倡導下,孩子們能夠更深入地體會書寫的意義,并努力提高書寫技巧。

書法周獎勵具體如下:每班前5名的優秀作品將于圖書館展出,獲勝者將得到一個獎品包(內含鉛筆、橡皮擦、筆記本和貼紙),希望得到獎勵的孩子能夠再接再厲。此外,每個參與本次書法周活動的孩子都會獲得一只spank’n鉛筆,以資鼓勵。

我們衷心地希望,PYP的孩子們能夠享受書法周,享受書法的樂趣。

文/Janice

譯/謝晶晶

編輯/曉婉