Spanish Language Arts.3.2.D

The student is expected to

write complete words, thoughts, and answers legibly in cursive leaving appropriate spaces between words.

Artes del lenguaje y lectura en español.3.2.D

Se espera que el estudiante

escriba legiblemente palabras, respuestas y pensamientos completos en letra cursiva dejando espacios apropiados entre palabras.

beginning reading and writing Spanish strand TEKS talk image

Knowledge and Skills Statement

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.

Considere juntar las expectativas estudiantiles 3.2.D y 3.12.A y evaluarlas al mismo tiempo. En la expectativa 3.2.D, los estudiantes escriben palabras y pensamientos completos y respuestas legibles en letra cursiva dejando espacios apropiados entre las palabras; en la expectativa 3.12.A, los estudiantes elaborarán textos literarios, incluyendo narrativas personales y poesía, usando las características del género y el arte del escritor. Muestre de manera explícita y explique en voz alta la formación de las letras en cursiva. Luego, pídales a los estudiantes que usen letra cursiva al escribir un poema que incluya las características del género, como rima y ritmo, y que resulte melodioso.


Further Explanation

Esta evaluación le ofrece una oportunidad al maestro para que observe el desarrollo de las destrezas motoras finas de los estudiantes y el progreso que van teniendo en la escritura legible de letras y palabras en cursivas al tiempo en que van elaborando textos literarios.

Students should consistently apply their understanding of cursive handwriting components such as how the letters are joined by connectors, how the letters and words are spaced, and how the letter size affects the visual interpretation of a letter (e.g., the letters i, e, and l" can look very similar if formed to the same height). Once students are proficient in cursive, which can be produced much faster than print, teachers should ensure students are mindful of these components so they do not produce writing that cannot be deciphered by a reader.

Research

1.  Memis, A. D. (2018) Examination of Legibility and Writing Speeds of Primary School Students with Respect to Writing Disposition and Writing Style, Universal Journal of Educational Research, 6(5), 1050–1059.  Retrieved from https://eric.ed.gov/?q=cursive+&pr=on&ft=on&id=EJ1177822

Summary: Researchers consider a sample of 4th and 5th grade students to determine differences in legibility and speed of writing, depending upon whether students were using cursive or print (manuscript) writing. The primary focus of the research was the difference between cursive versus print (manuscript) writing in terms of speed and legibility. These researchers also considered gender preferences in their results.

2.  Montgomery, D. (2012). The Contribution of Handwriting and Spelling Remediation to Overcoming Dyslexia, In T. Wydell (Ed.), Dyslexia—A Comprehensive and International Approach (pp. 109-146). Retrieved from https://www.intechopen.com/download/pdf/35808

Summary: This research is focused on dyslexia and examines students' handwriting for the light that can shed on needed interventions. The researchers conclude that increased fluency in handwriting enhanced students' reading skills even when that wasn't the focus. A checklist of key indicators for diagnosing handwriting coordination difficulties is included.