Kindergarten – Beginning Print

Administration Packet

– –

1 Kindergarten Answer Key

(Name)
– –

r
T O F W B S K N R
PLE
EXAM
RE
T SCO
NO
DO

(K) (R)

1 2 3 4 5 6 7 8 9
PLE
EXAM
RE
T SCO
NO
DO

( ) (4)

r e(e) n a d(d) h(h) g y(y) p

© 2018 Learning Without Tears
PLE
EXAM
RE
T SCO
NO
DO

(n) (a)

He can hop. © 2018 Learning Without Tears

Let’s get started:

About the Screener ........................................... 2

How to Administer ............................................ 3

How to Score ................................................... 4

Reports and Remediation ................................... 7

Screener Tools .................................................. 9

© 2018 Learning Without Tears | LWTears.com/Screener

ABOUT THE SCREENER
The Screener of Handwriting Proficiency is designed for educators and specialists to help them assess critical and
measurable skills that students need for success. The Screener provides whole-class data, through formative and summative
assessments, on student’s handwriting strengths and areas in need of remediation to guide overall instruction.

Use the Screener to:

• Inform and focus handwriting instruction.

• Generate reports that show what students need.

• Identify children who need intervention early in the year.

• Remediate and close the achievement gap.

The Screener works with all handwriting curricula and with any type of instruction. Use independently or as part of a
Response to Intervention (Rtl) model. Administer the Screener three times a year according to the
recommended intervals to monitor progress and adjust instruction.

HOW TO USE THE SCREENER

FIRST LAST PACKET GRADE

CREATE CLASS

STEP 1 STEP 2 STEP 3

Administer Enroll Students Online Score

Make copies of the student Create classes and add students Input students’ responses and
assessment sheet for all students into your online Screener of automatically get scores by using
in your class (p.10). Follow Handwriting Proficiency account. the step-by-step Online Scoring Tool.
administration instructions (p. 3)
Fifth Grade

100 Fourth Grade

90

80 Third Grade

70
Second Grade

60
First Grade
50

40
Kindergarten

30

20

10

0
A B C D E F G H I J K L M

STEP 4 STEP 5

Review Reports Instruct & Remediate

Generate individual and whole-class Implement targeted instruction
reports to monitor performance. and remediation plans.

© 2018 Learning Without Tears | LWTears.com/Screener Kindergarten – Beginning Print 2

HOW TO ADMINISTER KINDERGARTEN – Beginning Print

Make a copy of the Kindergarten Student Assessment Sheet (p. 10) for each student. Read the directions aloud.

Name: Wait for me before you write. Write your name on the top line, beside the smiley face.

CAPITALS: Find capital T under the turtle. Write capital O under the owl. Write capital F under the fish.
Continue... W – WAGON, B – BANANA, S – SNAIL, K – KEY, N – NOSE, R – RAKE

Numbers: Find number 1 under the box. Write number 2 under the two boxes. Write number 3 under the three boxes
Continue... 4 5 6 7 8 9

Lowercase: Find lowercase r under the rabbit. Write lowercase e under the eagle. Write lowercase n under the nail.
Continue... a – ant, d – dog, h – hat, g – goat, y – yarn, p – plane

– –

r
© 2018 Learning Without Tears

Kindergarten Assessment Sheet (p. 10)

(Sentence writing is not an entry level expectation. Use only for mid and end of year screening)

Sentence: Write a sentence beside the smiley face. Wait for me to spell the words.
The first word is He. Write h – e
The next word is can. Write c – a – n
The last word is hop. Write h – o – p. That is the end of the sentence.

Collect papers. Write the screening date on each.


Turn desks away from letter displays. Use privacy folders to prevent copying.
May guide by pointing to pictures/writing line.

© 2018 Learning Without Tears | LWTears.com/Screener Kindergarten – Beginning Print 3

HOW TO SCORE
Scoring is quick and easy. Here are the printing skills you will Kindergarten Answer Key

(Name)
– –

score and how to score them. Use the Kindergarten Answer Key
and scoring examples for reference. The answer key includes multiple
T O F W B S K N R
PLE
EXAM
RE
T SCO
NO
DO

acceptable letter/number styles.

(K) (R)

1 2 3 4 5 6 7 8 9
PLE
EXAM
RE
T SCO
NO
DO

( ) (4)

You can easily score students using the Screener online

tool and quickly access individual and class results (go to r
EXAM
NO
DO
PLE
T SCO
RE

e(e) n
(n)
a
(a)
d(d) h(h) g y(y) p
your account at LWTears.com/screener and enter the test He can hop. © 2018 Learning Without Tears

information for each student in their respective class). Kindergarten Answer Key (p. 11)

MEMORY: The ability to remember and write MEMORY:

dictated letters and numbers. 1. 2.
• Omitting the letter/number is a memory error (image 1).
•W
 riting an unrecognizable letter/number (like a squiggle) is
a memory error (image 2).
 riting the wrong letter/number (lowercase r for capital R
•W
or vice versa) is a memory error (image 3).

No memory error for:

3. 4.
• A letter in the wrong place - Pp, Yy (image 4)
• A letter or number that is reversed/backward
• A letter that uses wrong size, (i.e., capital O instead of lowercase o)

No memory
error

ORIENTATION: The ability to write letters and numbers ORIENTATION:

facing the correct direction. 5. 6.
•R
 eversals, or backward letters are orientation errors
(images 5 and 6).

No orientation error for:

•S
 ymmetrical letters/numbers. They cannot be reversed and are
not scored, such as A, H, and O.

Scoring information continues on next page.

© 2018 Learning Without Tears | LWTears.com/Screener Kindergarten – Beginning Print 4

PLACEMENT: The ability to place letters and numbers PLACEMENT:
correctly on a base line.
7. 8.
•A
 letter/number (or part) that should be on the base line but is
outside the gray area (more than 1/8” above or below the line)
is a placement error.
• L etter/number parts that should be on the line but
are above the gray area (images 7 and 8).
• L etter/number parts that should be on the line but are below the
gray area (images 9 and 10).
9. 10.
Note: Measure questionable placement by lining up the Kindergarten
Placement Tool (p. 12) with the writing line (not the letter). If available, copy
p. 12 onto transparency paper. If you do not have transparency paper, use a
classroom ruler and measure 1/8” above and below the line for scoring.

Sample Student Sheet with Kindergarten Placement Tool overlayed

SENTENCE:
11.
SENTENCE: The ability to use sentence conventions:
a beginning capital, distinct lowercase words (letters
close), space between words, and ending punctuation. 12.
Only assess Sentence at mid- and end-of-year periods.

• Not using a capital to begin is a sentence error (image 11).

13.
• Mixing capital and lowercase letters is a sentence error (image 12).
• Putting too much space between letters in a word is a sentence
error (image 13). 14.

• Putting words too close is a sentence error (image 14).

• Forgetting ending punctuation is a sentence error (image 15). 15.

© 2018 Learning Without Tears | LWTears.com/Screener Kindergarten – Beginning Print 5

NAME: Children typically develop name-writing skills
in three stages.
You will not mark errors for this category. Instead, using the Online
Scoring Tool, note the stage of development. Does the student use:
1. All capitals (CHRIS)
2. Transitioning mix (ChRis)
3. Title case (Chris)

CONCERNS: Other skills affect handwriting success.

PRINTING CONCERNS CHECKLIST

Check concerns from the Screener or classroom work Place a check mark for each concern noted. Refer to the key below or scoring packets for identifying information and guidance.

Helper Hand
using the Printing Concerns Checklist (p. 13).

Pencil Grip
Formation

Neatness

Posture
Speed
Size
Last Name First Name Other
1

Formation – When giving the Screener to a large group, letter and

3

number formation cannot be assessed but you may be able to observe

7

poor formations when reviewing the samples.

10

11

12

13

14

15

Size – Writing too large causes problems with school papers, speed
16

17

18

19

and spacing. Review classroom samples for problems. Check concern if

20

21

22

child writes too large for grade.

23

24

25

26

27

28

Neatness – Administer screening at an even pace, with time for

29

30

31

32

children to do their best. Check concern if a child’s writing is not neat

33

34

35

on the Screener or in classroom work. Classroom samples provide the

Formation - Starts at the bottom or writes out of order Posture - Sits slumped, feet unsupported
Size - Writes too large for grade Pencil Grip - Has awkward grip
Neatness - Demonstrates poor quality of written work Helper Hand - Does not use hand to hold paper
Speed - Is slow to complete tasks compared to peers Other - Exhibits cognitive, physical, language, or attention issues

best information about neatness in everyday writing.

© 2018 Learning Without Tears | LWTears.com/Screener Kindergarten – Beginning Print 13

Printing Concerns Checklist (p. 13)

Speed – Administer screening so that all students finish together.

Watch for students who don’t complete classroom work in a timely
manner. Take note of those who are slow but don’t overlook the fast
ones who are also messy. Check concern if a child’s writing speed is a
problem in the classroom.

Posture, Pencil Grip, and Helper Hand – The physical aspect of

handwriting is important. Observe your students for physical problems
that can lead to handwriting difficulties. Check concerns if a child sits
slumped, feet unsupported, has an awkward grip, or does not use hand
to hold paper.

Other – Note any cognitive, physical, language, attention, or other

skills that affect a child’s written work.

© 2018 Learning Without Tears | LWTears.com/Screener Kindergarten – Beginning Print 6

REPORTS AND REMEDIATION
Use the Online Scoring Tool for insights about individual and
whole-class handwriting performance. Reports allow you to track
growth and share screening results with others.

Class Reports
Class reports show overall class performance in Memory, Orientation,
Placement, and Sentence skills. The report shows if a class is
meeting RtI Tier 1 achievement targets (80% of students at or above
benchmark), when more than 20% of students are below expectation
on a handwriting skill. Classroom instruction needs to be re-evaluated.
Targeted instruction is provided at the classroom level.

Class Screener reports show:

• Percentage of students meeting/not meeting benchmark expectations
• Results compared to RtI Tier 1 achievement targets
• Where to focus instruction and intervention
Handwriting Instruction
and Intervention Strategies
What should be done if a class isn’t progressing The key to student success is regular instruction
or meeting expectations? by a qualified teacher using a strong
handwriting curriculum.
Implement the targeted instruction plan from the classroom report.
Schools with strong handwriting
• Build a team to review and guide handwriting curriculum instruction have:
and implementation. 1. Daily time set aside for instruction
• Offer professional development to train staff in handwriting 2. P
 rofessional development to boost
instruction and remediation. teacher qualifications

• Continue the screening process to monitor student progress. 3. T eachers who demonstrate through direct
instruction and consistently model letter
formation and coach handwriting skills
4. A
 core curriculum with well-designed
workbooks, developmentally based
materials, teacher’s guides, training,
and resources
5. F urniture and classrooms designed for
effective learning (appropriate sized desks
and everyone faces the board for lessons).

Classroom Performance Chart

(Note: Drill down reports showing performance by student are available by clicking in each
category box.)

© 2018 Learning Without Tears | LWTears.com/Screener Kindergarten – Beginning Print 7

Student Reports
Individual reports inform and focus your personal instruction by
showing what students know and what they need to learn. You will
know who needs extra support and supervision during class instruction
and who needs intervention. Remediation suggestions are provided
when a student performs below expectation on a handwriting skill.

Student Handwriting Report

Student Reports show:

• Current printing skills compared to benchmark expectations
• Changes in printing skills during the year
• Where to focus instruction and intervention

What if a child isn’t progressing/meeting expectations?

• Start with class results. If the class isn’t meeting expectations, What’s next?
begin with the class strategies o Implement remediation strategies with
students who scored below expectations.
• Provide small group/individual intervention based on screening
o Share the Screener with your team.
data. Use the remediation suggestions found in the report
• Continue the screening process to monitor student progress

© 2018 Learning Without Tears | LWTears.com/Screener Kindergarten – Beginning Print 8

 SCREENER TOOLS

Administration Template: Kindergarten Student Assessment Sheet (p. 10)

Use this sheet to administer the test three times per year. Provide a copy for each student.

Scoring: Kindergarten Answer Key (p. 11)

Use the Kindergarten Answer Key and scoring examples for reference. The answer key
includes multiple acceptable letter/number styles.

Scoring: Kindergarten Placement Tool (p. 12)

Measure questionable placement by lining up the Kindergarten Placement Tool with
the writing tool. You can also copy/print on transparency paper to create the
Placement Tool.

Administration Template: Printing Concerns Checklist (p. 13)

Use this sheet to record student’s handwriting concerns for each skill area.

© 2018 Learning Without Tears | LWTears.com/Screener Kindergarten – Beginning Print 9

 – –

r
© 2018 Learning Without Tears
 Kindergarten Answer Key

– –

(Name)

LE
MSPCORE
EXA T
NO
DO

(K) (R)
T O F W B S K N R
LE
MSPCORE
EXA T
NO
DO

( ) (4)
1 2 3 4 5 6 7 8 9

LE
MSPCORE
EXAO T
N
DO

(n) (a)
r e(e) n a d(d) h(h) g y(y) p
© 2018 Learning Without Tears
He can hop.
Print the Kindergarten Placement Tool on a transparency or use a classroom Kindergarten Placement Tool
ruler to measure 1/8” above and below the line. Place the transparency over
completed student sheets to score.

It is important that this sheet prints so that the gray area extends 1/8” above and
below the line. To ensure this, follow the directions below.
1. Click the printer icon (or choose File > Print).
2. In the Page Scaling drop-down menu, choose None.
3. Click OK to print.

© 2018 Learning Without Tears

 PRINTING CONCERNS CHECKLIST
Place a check mark for each concern noted. Refer to the key below or scoring packets for identifying information and guidance.

Helper Hand
Pencil Grip
Formation

Neatness

Posture
Speed
Size
Last Name First Name Other
1

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

32

33

34

35

Formation - Starts at the bottom or writes out of order Posture - Sits slumped, feet unsupported
Size - Writes too large for grade Pencil Grip - Has awkward grip
Neatness - Demonstrates poor quality of written work Helper Hand - Does not use hand to hold paper
Speed - Is slow to complete tasks compared to peers Other - Exhibits cognitive, physical, language, or attention issues

© 2018 Learning Without Tears | LWTears.com/Screener Kindergarten – Beginning Print 13