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Cursive and Non Cursive Handwriting Booklet

Some simple booklets I put together for a mixed KS3/4 class of SLD/MLD/ASD students to practice cursive writing and printing.
There are 4 similar booklets, two cursive with guide lines, (one has a larger font) ,one non cursive with an underline and one non cursive with guidelines.
The booklets are symbol/ picture supported and linked to phase 2/3 of letters and sounds. I hope these are of use to someone :)
The contents are:
• Small letters
• Tall and dangly letters
• Capital letters
• CVC words
• CCVC words
• sh words
• ch
• th
• ai
• ee
• igh
• oo
• oa
• HF
See my other booklets which follow on from this one
https://www.tes.com/teaching-resource/cursive-and-non-cursive-handwriting-booklet-2-6399622
https://www.tes.com/teaching-resource/cursive-and-non-cursive-handwriting-booklet-3-6424271

Edit: due to popular demand I have uploaded editable versions.
For the word documents to display properly you will need to ask your search engine for the following fonts:
Non-cursive: Dnealian manuscript, Dnealian manuscript lined, the dotty non-cursive was primer apples.
For the cursive fonts, I used this handy Microsoft word 'add on' from here. http://www.cursivewriting.org/joined-up-handwriting.html
This installs its own fonts called Xccw lined, joined, dotty etc with options for where the letters join such as top or bottom. It's not free though.
By Louisecrane

Adding 'er' and 'est' to adjectives Spelling rules

A powerpoint presentation showing the spelling rules associated with how to add ‘er’ and ‘est’ to adjectives. Bold graphics and animations throughout, with captions in Comic Sans font. A companion to the ‘adding ‘ing’ presentation

By bevevans22

SEND Strategies for Differentiation Success in your classroom

Individual Educational Plan to specifically support SEND students. Use the strategies in your lessons to differentiate for SEND students. These plans were drawn up to support in Humanities lessons but would transfer to other subjects.

Local Authority, Ofsted have said that is is exemplary SEND practice.

I have written codes for the below areas of need. On your lesson plan write the code and the strategy number next to the initials of the child. Keep the IEPs in your teaching file with the students name on.

Practical strategies that support the new SEND code of practice.

Various strategies to use in lessons depending on the need of the child.

Area of SEND need covered includes:
SPLD Dyslexia
General Literacy difficulties
Dyscalculia
Dyspraxia
ADHD Attention Deficit and Hyperactivity Disorder
BESD Behavioural, Emotional and Social difficulties including
ODD Oppositional Defiant Disorder
Autism
Asperger Syndrome
Hearing Impaired

Editable file to personalise to your department.
By LESLEY ANN MCDERMOTT

Behaviour Crib Sheets for SENCo/ Behaviour Mentor

Referral forms, observational crib sheets, pupil behaviour questionnaire. All in early stages and would welcome any feedback for improvement.
By blossom.hill

Social Story-I keep my hands to myself.

This social story is about keeping hands to yourself. It is targeted at primary age students. It addresses the way a student can keep their hands to themselves throughout the school day. It covers morning lines, floor time, desk work, lunch time, free play and lining up.
Use this social story as a whole class presentation. Print a copy for the class library or send it home for further independent practice.
By Martine Smith

Social story plan template

This is a quick reference for writing a basic social story. There are other types of sentences that can be used but this will get you started.

What is a social story?

A social story is a short story written in a specific style and describes what happens in a specific social situation. It describes a certain situation, event or activity and includes specific information over what to expect. It can describe what people do, why they do it and what are the common responses.

Social stories can:

Reduce anxiety
Change behaviour from inappropriate to appropriate
Help prepare for a new experience
Affirmation – so a child can understand and recognise his or her own appropriate skills or behaviour
To help prevent extreme reactions due to lack of social understanding
To understand how others might respond in a situation
To develop self care such as teeth brushing, keeping clean, not eating off the floor,
To cope with change of routine
To learn how to deal with strong emotions

It is important to set the focus of the story so you are clear what you want to change or what you want the story to achieve.



By Elsasupport