Writing the Clock Points

Our handwriting program uses the clock points to guide students through the formation of all letters and numbers. The first math unit is not only about constructing number, but also largely about correct number formation using the clock points.

To understand the clock points, imagine a standard kindergarten handwriting line.

___________________________ Tope Base Line

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Dotted Line

___________________________ Base Line

Now, draw a standard uppercase O on the line and imagine that as a clock face. The point where you begin that O is 10 o'clock, the next clock point you reach is 2 o'clock, next 4 o'clock, and next 8 o'clock. These are the only clock points we use as not to overwhelm the students.

Proper letter formation
1. Beginning clock letters at "2 on the clock," and moving counter-clockwise
2. Beginning all tall letters near the top solid base line, except d
3. Beginning no letters at the base line (a practice often seen in children with reversal problems.
4. Making all crosses from left to right
5. Placing the first letter of every row comfortably close to the margin line
6. Placing single letters close together (as though one word).
7. Spacing multiple-letter phonograms with one space between them.
8. Placing the underlining under the base line--not on or above the base line.
9. Retracing no letters.
10. General neatness.

Individual letter formations

/a/ is a short clock letter; start at '2 on the clock'; go up to touch the dots and round toward the circle hand; touch 10, and go down past 8 to set your letter on the base line; curve up past 4 to 2 and, without lifting your pencil,pull a line down to the base line.	/c/is a short letter; start at '2 on the clock'; go up and around to touch the dots, keep going toward the circle hand; go past 10 and curve down past 8 to set your letter on the base line; circle up to 4; stop; lift your pencil.	/d/ is a short clock letter with a tall part; start at '2 on the clock'; go up to touch the middle dotted line; round past 10 and 8 to set your letter on the base line; curve up past 4 and straight past 2 to just below the top base line; without lifting your pencil, pull a line down on the same line to the base line.
/f/ is a tall letter; start just below the top base line at "2 on the clock'; go up and around, not touching the top base line; round to 10 and down, straight past 8 to stop at the base line. Pick up your pencil; just above the middle dotted line, make a cross 'in the direction in which we write.	/g/ is a short clock letter with a long part; start at '2 on the clock'; go up to touch the middle dotted line; round past 10 and 8 to set your letter on the base line; curve up past 4 to 2 and, without lifting your pencil, pull a line down below the base line and round from 4 to 8 without touching the lower dotted line.	/o/ is a short clock letter; start at '2 on the clock';go up and around to touch the dots, keep going toward the circle hand; go past 10 and curve down past 8 to set your letter on the base line; circle up past 4 to 2. Stop.
/s/ is a short clock letter; start at '2 on the clock'; go up and around toward the circle hand, just touching the dots; go to 10, slide across to 4 and round down and back to 8 making your letter sit on the base line.	/qu/ is two short letters, the first with a long part; start at 2; go up to the dots and round to the circle hand past 10 and 8; set your letter on the base line; curve up past 4 to 2, and, without lifting your pencil, pull a line straight down past the base line to a point just above the lower dotted line; make a little flag in the direction in which we write. Start the second letter comfortably close to the first one at the middle dotted line above 10. Pull a line down to 8, curve around touching the base line; go up past 4 and 2 to the middle dotted line; without lifting your pencil, pull a line straight down to the base line.	/b/ is a tall line letter with a short part; start above 10--just below the top base line; pull a line straight down to the base line, and, without lifting your pencil, go back up on the same line; round clockwise from 10 to the dots, then curve to 2 and 4, touching the base line, and up to 8.
/e/ is a short line letter; start at '9 on the clock'; in the direction we read and write, go straight across to 3, and, without lifting your pencil, go up past 2, touch the middle dotted line, and round past 10 to 8; set your letter on the base line, and go up to 4.	/h/ is a tall line letter with a short part; start above 10--just below the top base line; pull a line straight down to the base line, and, without lifting your pencil, go back up on the same line to 10, and round to 2 just touching the middle dotted line; pull a line straight down to the base line.	/i/ is a short line letter; start at the middle dotted line; pull a straight down to the base line. Pick up your pencil, and dot your letter just above the middle dotted line.
/j/ is a short letter with a long part; above 2, start at the middle dotted line, and pull a straight down to the base line about halfway to the lower dotted line; curve from 4 to 8. Lift your pencil, and make a dot just above the middle dotted line.	/k/ is a tall line letter with a short part; start above 10--just below the top base line; pull a line straight down to the base line. Pick up your pencil; start at the dots above 2 to make a slanted line back and down to the left; stop at the straight line at a point halfway between the middle dotted line and the base line, then slant back, 'in the direction in which we write,', past 4 to the base line.	/l/ is a tall line letter; start just below the top base line and pull a line straight down to the base line. Stop; lift your pencil.
/m/ is a short line letter; start above 10 at the middle dotted line; pull a line to the base line, and, without lifting your pencil, go back up on the same line; round from 10 to 2, just touching the dots. Go straight down to the base line and, without lifting your pencil, repeat...	/n/ is a short line letter; start above 10 at the middle dotted line; pull a line to the base line, and, without lifting your pencil, go back up on the same line; round from 10 to 2, just touching the dots. Go straight down to the base line.	/p/ is a short line letter with a long part; start above 10 at the middle dotted line, and pull a line straight past the base line to a point just above the lower dotted line. Without lifting your pencil, go back up on the same line to 10 below the middle dotted line, round up to the dots and down past 2 and 4, and on around to 8, making your letter sit on the base line.
/r/ is a short line letter; start above 10 at the middle dotted line, and pull a line straight down to the base line, and,without lifting your pencil, go back up on the same line, and round from 10 to touch the dots, and down to 2.	/t/ is a tall line letter; start at 12 just below the top base line and pull a line straight down to the base line. Pick up your pencil, and, a little above the middle dotted line, make a cross 'in the direction in which we write (and read).'	/u/ is a short line letter; start above 10 at the middle dotted line, and pull a line toward the base line and round from 8 to 4 touching the base line; go up past 2 to the middle dotted line; ,without lifting your pencil, pull a line straight down to the base line.
/v/ is a short line letter; start above 10; make a slanted line 'in the direction in which we write' down to 6 on the base line; without lifting your pencil, continue with a slanted line up, past 2, back to the middle dotted line.	/w/ is a short line letter; start above 10; make a slanted line 'in the direction in which we write' down to 7 on the base line and back up to 12; ,without lifting your pencil, continue down to 5 and slant back up, past 2, to the middle dotted line.	/x/ is a short line letter; start above 10; make a slanted line 'in the direction in which we write'past 4, stopping at the base line. Pick up your pencil; starting at the middle dotted line above 2, make a cross, slanting a line down to the base line below 8.
/y/ is a short line letter with a long part; start above 10 at the middle dotted line, and pull a line toward the base line and round from 8 to 4 touching the base line. Go up past 2 to the middle dotted line, and, without lifting your pencil, pull a line straight down past the base line, and round from 4 to 8 just above the lower dotted line.	/z/ is a short line letter; begin above 10 at the middle dotted line; make a straight line in the direction in which we write' to a point above 2; slant a line back to the left below 8 to the base line; go back, in the direction in which we write', on the base line, to a point below 2 and 4.