Cursive Fluency Builder - Peterson Directed Handwriting · The Cursive Fluency Builder Project ......

Cursive Fluency Builder

A Cooperative Research ProjectFor Teachers Of Intermediate Students

The old argument about alphabet choice has been rekindled in a big way. A large and growing number of parents, teachers, reading specialists and learning therapists are again pushing for use of the cursive alphabet. Proponents present strong arguments for one or the other, but few mention fluency. The author believes that fluency should be the most important consideration with any style choice. Despite the fact that fluency is the desired outcome, handwriting programs rarely mention it and few teachers measure it.

Our objective is to gather data on a large number of subjects in grades 4 - 8 by providing vol-unteer teachers with a tool that would lend consistency to an effort across many classrooms, and home schools. The data collected by individual teachers can then be combined to estab-lish reasonable expectations for cursive handwriting fluency based upon a specific technique suggested by recent science. The science* strongly suggests that cursive (letters are joined in words) should be the tool of choice for fluent composition.

Decades of apathy toward cursive handwriting have created a huge knowledge gap. Print writ-ing is commonly expected in most schools at the primary level and in most home schools as a result. While some schools still do attempt to teach cursive, many have abandoned the effort. Handwriting skill instruction has not been a priority for years in most school classrooms, particu-larly beyond grade three. Home school instruction is often affected by the trend. Many classroom teachers and parents report they are unable to use cursive, but believe it would be a better tool for communication. Casual observation indicates few intermediate students are able to use the skill effectively and many struggle to use print.

This material offers opportunity to discover if totally unique methods aimed specifically at cursive fluency can enable comfortable and efficient use of the tool.

* Teulings, H.L., Van Gemmert, A.W.A. (Eds.), Proceedings of the 11th Conference of the International Graphonomics Society (IGS2003), 2-5 November 2003, Scottsdale, Arizona, USA.

“Submovement Analysis in Learning Cursive Handwriting or Block Print” Hans-Leo TEULINGS & Diana H. ROMERO

NeuroScript, Tempe, Arizona, USA

Copyright © 20011 Rand H. Nelson

[email protected]

Published by Peterson Directed Handwriting315 South Maple Ave,Greensburg PA 15601

724.837.4900

www.peterson-handwriting.com

1

The Cursive Fluency Builder Project

The material and exercise process is designed to use new knowledge of the motor system. We will create a movement challenge which should cause changes in the way the student processes and controls the movements used to assemble words with cursive letters. The goal is to enable fluent production with legibility.

The ChallengesThe primary challenge is to execute the sequences with rhythmic movement. To create a beat for the writing of the word, we will count out loud as we write. To maintain the verbal chant to word completion, the student must know where each letter ends. Confusions as to end point or stroke sequence will result in silence. The student will not be able to count aloud beyond the point of the first dysfluency. Discovery and elimination of these confusions will result in word patterns. Time on task will reduce as the work progresses.

It is very much like learning a line dance. You cannot keep up with other dancers - move to the beat - until you have internalized each move in the sequence. If you must look at the others for guidance on one step or another, or if you put a step in the wrong place, you immediately fall behind.

The secondary challenge is to understand the joining concept. There are two ways to write cursive letters. One way includes an ending stroke - as if the letter were a word. The second sequence ends before an ending stroke because we will join the letter to another. The beginning/joining stroke of the next letter replaces the ending stroke. To ensure understanding of joining control and simplify the use of count, models exaggerate end points by separating cursive letters.

Cursive does not

work like this.

Iºêë ‰îÅü‡ïÆßë º´âü÷§Çõë ãúáôÇõÑïë ºêÇòáôÆßë... ‰ÄÖûÅîë ‰ÄÇúÆßÅü™ ãúáôÇõÑïë ºêÇòáôÆßë.

The line above shows “printed” cursive letters. Lifting the pen at the spot where each letter ends is a simple way to exaggerate the control point concept and make sure that the student knows how to practice and apply the concept correctly. We want the child to discover problematic process - and how to “fix” it.

Because of the way cursive letters are presented by most publishers, many students never learn there are two ways to write cursive letters or how to use cursive fluently.

2

Only Peterson presents cursive letters with a focus on the automatic/fluent movement process. Only Peterson shows both ways to write the lowercase letters. Virtually all other publishers show lowercase models like these:

What process do your materials show? Peterson presents the lowercase alphabet in three families based upon where letters end when joined in words: letters that end on the baseline, letters that end above the baseline and letters that end below the baseline.

Baseline Family

Above Line Family - The “Tarzan” Letters

Below Line Family - The “Submarine” Letters

The Concept SimplifiedThere are two ways to write each lowercase letter. They are written with a spacing/finish stroke when written alone. But when written for joining to another letter in a word, the letter ends in a new place. The ending stroke is replaced by the beginning stroke of the next letter.

‰Äë + Úûë = ‰ÄÖûë ãàí + ¤ïë = ãàåïëÚ¥Ï + ‰ü™ = Ú¥ˆü™

Note that the e begins in a new place - at the joining control point of the b.

Note that the o begins in a new place - at the joining control point of the y.

Note that we must drop the finish stroke of the a and begin the n at the new end point/control point.

‰ÄáìÅîÑïÇñÇòáôÇõÇúÖùÖûáƒÅ£Æ§ÆßáêáŸÖ¨

ãàäàí ‰üœü™ Ú˜é˜í º´ç´í ºöøöÏ ‰óˆóÏ Ú¥Ø¥Ï ÚÛØÛÏ

3

Materials OverviewThis document contains twelve training pages, each with sixteen word models. The models are presented with count sequences and exaggerate the joining control process by separating the cursive letters. The separations make it easy for the coach and student to associate the count with the letters of the target words.

A master page for the Count & Write exercises provides special ruling. Three sizes of writing are guided by a blue top line and red baseline. The goal is to master the Count & Write exercise for each word at the large size first, then at each of the two smaller sizes. This process is designed to establish the pattern in the gross motor system which will help to transfer the dynamics to the fine level for writing at adult size. The second size is intended to guide size reduction step-by-step to facilitate the transfer. The final step provides lines and spaces equivalent to normal composition paper. In each case the goal is to produce tall letter parts one space tall and vowel-size parts one third to one half that height.

Two forms are provided for tracking fluency scores. One is designed for individual score records, the other can be used to track a team average score. If you are working with multiple students, the team average score may prove to be very motivating. Several teams could be formed in a classroom, or one classroom can compete with another.

On an individual basis, it is best to compare a current score to the student’s previous score rather than comparing a given score to that of another student. Motor skills develop at different rates. We want to build confidence.

The ProcedureSixteen words are provided for exercise each week. All words are common high-frequency words. Four words can be used on each of four days. The fifth day can be used for measuring fluency with a timed writing exercise.

Step OneCollect a baseline fluency score by conducting a timed writing exercise. Specific instructions are provided in that section. A sensible writing task could include writing the name, address and phone number.

Step TwoPrint a copy of the week one models page for finger-trace training and a copy of the Count & Write Worksheet for each student.

Step ThreeMake sure the student knows how to hold the page in writing position and explain the procedure for counting aloud as the pointer finger traces the model letters. Repeat the Count & Trace exercise at least three times for the first word.

Step FourMove to the Count & Write sheet to direct the writing of the first large-size trial. The goal is to maintain the vocal all the way through the word. The initial words are very simple patterns, so the student could succeed on the first trial at each size. As a general rule, Count & Write at least twice before moving to the next size. However, if the counting stops before the word is complete, try again. If a second trial does not succeed, repeat the finger-trace exercise. In some cases, the visual guidance habit may be so strong, the child may have to close the eyes to establish the movement connection and keep the voice working. Success with eyes closed (don’t expect line accuracy) will usually result in success with eyes open in the next trial.

24

Learn To Count Aloud As You MoveUse your pointer finger to trace the model as you count for the up-strokes. Counting aloud creates the need for rhythmic movement which improves control. The models exaggerate letter end-points by separating the letters. This will make it easier for you to match the counts with the letters. When you finger-trace or write and count, you will join all letters in the word and the finish stroke that spaces the word in a sentence. Say, “dot” or “cross” as you add the strokes that identify the letters ‘t’ ‘i’ ‘j’ and ‘x’.

Week 12 - Continued

Ú˜çôÅüÿúáôÖûëÚùÖ¥ÂßáêÑïÆ§Ö¥Ï

ºìáŸÆ§ÆßáôÖ˜åïë

‰óªúÅÄÅîë¤ïÅîÅóæïë

¤ïÖûáöˆü„¥ÏºƒáŸÖÛØÛªúÑïë

‰ÄÆ§Æ§Åü‚´èŒë

1,2 3 4,5 6,7 8 1 2,3 4,5 6 7

1 2,3 4 5,6 7,8 9 1,2 3,4 5 6 7 8 9

1,2 3 4,5 6 7 8,9 10

1,2 3 4 5,6 7,8,9 10 11

1,2,3 4,5 6 7 8 9 10,11 12

1 2,3 4 5 6 7,8 9 10

4

Best practice suggests that each day begin with a repeat of the Count & Write exercise using the words mastered in the previous session. Compare new outcomes with the product from the previous session. Consolidation usually results in improved control and legibility in the new sample.

To define mastery we will state the objective in terms of the student goal. The student will be able to write a legible iteration of the target word while counting aloud as the strokes are written.

Repeat the exercise process until all sixteen words on a list have been mastered. The suggested plan is to master four words each day and conduct a fluency test on day five. However, if mastery of the sixteen words requires more time than four days, finish the patterning work before conducting the assessment. The rate of mastery will improve as movement control patterns emerge. We seek data relative to the program result. Finishing the process is more important than the time line.

At least once during the program, preferably week six, please use the fluency test day to time a dictation exercise that includes all sixteen words. If at all possible, a scan or a close-up picture of the finished page would be greatly appreciated. We would like to include some product samples as an illustration of legibility achieved relative to the fluency score measured in our report. Student and teacher names will not be shown in the report.

The report will be made available to all participants once we receive the data. Because the opportunity for participation will be open for several months, we anticipate the report will be assembled and published by September of 2012.

Please Note Many of the words are very simple and many students may be able to master them easily. The student might want to move ahead to include extra words in an exercise session. That would not be a problem. The science suggests that short, regular exercise periods, separated by at least five hours for consolidation of dynamic information, will achieve the best result and more transfer of learning.

We request a baseline fluency score prior to starting the exercises for several important reasons.

• Many students lack confidence in their ability to use cursive. The score increase revealed after only one week of work should greatly improve confidence and motivate continued effort.

• There is a need for data that would serve to indicate what level of fluency might be needed on average, to allow students enough confidence to use cursive without intensive training. When you submit your fluency score records, please be sure to include and identify the baseline score.

Use It Or Loose ItPlease consider making cursive a requirement for at least one composition task each day. Practice of spelling words would be a good application that likely occurs already. You may encounter complaints early on. At some point however, we hope that the student actually chooses to use cursive for running writing without your insistence. If you see that important development, please add a note to your the tracking report to indicate which week in the series the switch occurred.

Tracking Fluency - The Handwriting Connection to Language Arts Skills

Gains in handwriting skill can be hard to judge when product (replication accuracy) is your focus. The fact is thata rather wide range of shapes can be read easily. If you must grade handwriting progress, it becomes a hugechallenge to decide on the level of success. For that reason many teachers are never confident that efforts to teachare making a difference for their students. There is a better assessment and it does not demand a huge investmentof time from your schedule.

You will have students who can duplicate very accurately, the models provided for handwriting instruction. Butoften that is only true when the student carefully attends to the handwriting task and takes for ever to finish awriting assignment. The production rate is far from fluent and automatic. Conversely, many students who workfluently on composition tasks, forget legibility goals entirely and you wind up struggling to read the writing.Fluent legibility should be the real goal of handwriting instruction and it is fluency that has been connected todevelopment of all language arts skills. It makes sense to track fluency as your primary measure and includelegibility as part of the equation. Your assessment of handwriting skills becomes totally different - much easier.

The strategy to track fluency is quite simple. Use the chart included here to collect fluency data periodically. Youcould actually do this frequently because it does not demand a lot of time. Spelling or vocabulary words offer anexcellent opportunity for a quick timed exercise during practice that usually occurs anyway. If each student keepsa copy of the chart he or she can add data after each exercise that provides an objective indicator of fluency overtime. The goal is to express fluency in letters per minute - a fluency quotient.

The Data Collection ProcessChoose a target word (or more than one as fluency increases) to be written multiple times during a timed exercise.Have students start to write and stop on your command. Allow one minute before you call stop. Depending uponskill levels, attention span and your schedule, you can allow as little as 20 seconds for writing. Twenty seconds isone-third of a minute. Multiply the number of letters by three to convert the number to letters per minute.

When one minute is allowed for writing, expression of fluency quotient is easy. Simply count the number of letterswritten or count the number of words and multiply by the number of letters in the word. To include legibilityemploy the letter tops evaluation. Disqualify letters or words that are too difficult to read. You can adjust “legibil-ity qualifications” as student skills improve over time.

It is a good idea to periodically collect papers and fluency data sheets to handle the assessment personally. But, acooperative learning process can also be valuable and employed when time is available. Have pupils exchangepapers after the writing. The peer partner does the letter tops evaluation and data conversion. Once your studentsknow the drill, the process does not demand a lot of time and the fluency data accumulated gives you and thestudent an objective record of handwriting progress.

In ApplicationWriting one word multiple times is not a challenging as multiple words in a sequence or actual composition. Afluency quotient for composition would be the most telling. More of your time is necessary but three or fourassessments during the year would be a good idea. Ask students to write definitions for vocabulary words. Note thestart time and allow five or ten minutes for the activity noting the time allotment. Collect the papers to process thefluency data. Have students add the data on their fluency chart when you return the papers. The chart provided hasa place for activity identification. Activity codes below are listed on the form.

SW = Single Word, SP = Signature Practice, MWS = Multiple Words, AW = Applied Work.

Individual Fluency Data Record

_____________________________________________________________________________Student Name

Date Activity L/M Date Activity L/M

Our goal for handwriting instruction is to increase fluency and legibility as the year progresses.The fluency quotient (L/M) is anobjective measure of writing fluency. The L/M number shows the number of legible letters written per minute during a timed exercise.The type of timed activity and the level of processing difficulty increases from SW to AW.

Activity Codes: SW = Single Word, SP = Signature Practice, MWS = Multiple Word Sequence, AW = Applied Work

Team Fluency Chart

Tracking a team average score can be motivating. There are twelve worksheets in the set. Each sheet provides models* for sixteen common words. The sheets are numbered, one to twelve for use over a twelve-week period. Because you will probably choose to conduct the test with the whole class, fields are provided on this form for recording the Date, Activity Type** and Time allowed, the Number Of Letters required to write the chosen words and the Team Average score. Add the individual scores and divide by the number of students to establish an average fluency score.

You may want to conduct dictation practice on occasion. Dictate all sixteen words on a sheet to score fluency. The total number of letters required is provided on each sheet. By noting the time needed to write all of the words you can easily determine a fluency score for the activity. The Letter Tops Evaluation technique is a quick and easy way to judge legibility. A free, three-page guide explaining the technique can be downloaded from our web site Coaching Help page. You will find the link under Training Tools at:

www.peterson-handwriting.com

Sheet Number Date Activity Type & Time Required # Of Letters Team Average

Week 1

Week 2

Week 3

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

** SW = Single Word, SP = Signature Practice, MWS = Multiple Word Sequence, AW = Applied Work.

* The word models are presented in a way that exaggerates the joining control process and letter rhythm. This process is unique to Peterson. You can create the same type of presentation using our fonts.

Count & Write Instructions:Your goal is to write each of the target words as you count out loud. Legibility is important. Count at a rate that lets you maintain control. Note that the lines provide spaces for writing at different sizes. Master the Count & Write exercise at the large size first. Then repeat the exercise at each of the smaller sizes. The smallest space is the same as regular composition paper.

5

6


ºôáêë ‰Äáêë ‰ÄÆßë ‰ÄÅîÅîë ‰ÄáêÑïë ‰ÄáôÆ§ë ‰ÄÇúÇúë ‰ÄÆ§áêë ãñÅÄáôÆ§ë ‰ÄÇñáêÑïÆ§ë

Week 1 - 16 words, 65 letters total

‰ÄÇñÆ§ÅÄáôÅîë ‰ÄÇòÑïÅÄÅîë

‰ÄÇúáôÇõÑïë ‰ÄÆ§Æ§ÑïÆßáêë

1 2 3 1, 2 3 4 1, 2 3, 4 5, 6 7

1,2 3 4 5 1,2 3 4 5 1,2 3 4 5

1,2 3 4 5 1,2 3,4 5 6 7 1,2 3,4 5 6 7 8

1,2 3,4 5 6,7 8 9,10 11 1,2 3,4 5 6,7 8,9 10

‰ÄáêáêÅÄáìÇòë ‰ÄÅîÅîÆ§ÑïÆßÆßë

1,2 3 4 5,6 7 8 1,2 3 4 5 6 7 8

1,2 3 4 5,6 7 8,9 10 1,2 3,4 5,6 7 8 9 10 11

1, 2 3 4

7


‰îÅÄÆ§Çõë¤ïÅóˆóÂßë¤ïÅÄáêë

ãàâü„¨ë ãàåïë ãàâüœÄáêë

ãñÅü„¨ë‰óÂ§ÑïÑïÖûë

ºöæïáêë ºöˆüÿàí ‰ÄÖûÅîë ‰ÄÖûÖ¥ø´äòÑïÆ§Ñïë ‰ÄÆ§Ñïë

ºìÅü‚ŸÇúÅîë ºìÅÄÆ§ë ‰îÅü™

1 2 3 4 1 2,3 4,5 6 1,2 3.4 5.6 7

1,2 3,4 5,6 7,8,9 10,11 12 13 14 15 1,2 3 4 5

1,2 3,4 5 6 1,2 3 4 1,2 3,4 5,6 7 8

1 2,3 4,5 6 7,8 9 1 2,3 4 5 1,2 3,4 5

1,2 3,4 5 6,7 8 1 2,3 4,5 6 7 1 2,3 4 5

1,2 3,4 5 6 1,2 3 4 5 6,7 8


8


ºìÅÄÆ§ë ºìÅÄÖûÑïë ºìÇòÅÄáôÆ§ë ºìÇòÅÄáôÖûë ºìÇòÅÄÖûáìÑïë ºìÇòÑïáìÇõë ºìÇòÑïáôÇñë ºìÇòáôÇúÅîë ºìÇòáŸÆ§áìÇòë

ºìáôÆ§áìÇúÑïë ºìÇòáôÇúÅîÆ§ÑïÖûë ºìáôÆ§áìáŸÇúÅÄÆ§ë ãòÑïÆ§Ñïë

ãòÅü‚ŸÆßÑïë ºìÇòÅÄáƒáêÑïÆ§ë ºìÇòÅÄÆ§ÅÄáìáêÑïÆ§ë

1 2,3 4,5 6 7,8 9 10 11 12 13

1 2,3 4,5 6,7 8 9 10 11 1,2 3,4 5,6 7 8 9

1 2 3 4 5 6 7 1 2,3 4 5 6,7 8 9 10,11 12

1 2 3 4 5,6 7 8,9 10 11 1,2 3 4 5 6

1 2,3 4 5 6,7 8 1 2,3 4 5 6,7 8

1 2,3 4 5 6,7 8 1 2,3 4,5 6 7 8,9 10

1 2,3 4 5 1 2,3 4,5 6 7 1 2,3 4,5 6 7 8

1 2,3 4,5 6 7,8 9 1 2,3 4,5 6,7 8 9 10


9


†ßÑïÑïë ÚùÅü‚ŸÆßÑïë ãàçŸÇúÇõë

ãòÅÄÖùë ºôÖûë ºôÇñë ãúáôÇõÑïë ÚùÑïë ÚùÅÄÖ¥Ï †ßÅü™ ÚûÅü‚êë ‰ü„ûë ‰ü÷§ë †§ÅÄáôÖûë †ßÅÄÖ¥Ï


ãàåïÇúáêë

1,2 3,4 5,6,7 8 1 2,3 4 1 2,3 4 1 2 3,4 5 6

1,2,3 4 5 1,2,3 4,5 6,7 8 1 2,3 4 1,2 3,4 5 6

1,2 3,4 5 1,2 3 4 1 2,3 4 5,6 7 1 2,3 4,5 6

1 2 3 4 1,2,3 4,5 6,7 8 9 10 1,2 3,4 5 6,7 8

1,2 3 4 5 6

10


ºêÇòÅÄáêë ºêÇòÑïÖùë ºêÇòÑïÆ§Ñïë ºêÇòÑïÖ¥Ï ºêÆ§ÅÄáôÖûë ºêÆ§Ö¥Ï ºêÇòÅÄÖûÇõëº´âü‚ŸÇúÅîë º´çôÇúÇúë ºêÆ§ÑïÑïë º´çôáêÇòë Ú¥ˆü‚Ÿë ‰óˆüœÄáêë ‰óˆüœüœîë

‰óøŸÇúáƒÆßë ãñáŸÖÛØÛÏ

1 2,3 4,5 6 7 1 2,3 4 5,6,7 8 1 2,3 4 5 6 7

1 2,3 4 5,6 7

1 2 3 4 5


1 2 3,4 5 6,7 8 1 2 3,4 5

1 2,3 4,5 6,7 8.9 10 1,2,3 4,5 6,7 8 9,10 11

1,2,3 4 5 6 7 1,2,3 4 5 6,7 8

1,2 3,4 5,6 7 1,2 3,4 5,6 7 8 1,2 3,4 5,6 7,8 9

1,2 3,4 5 6,7 8 9 1,2 3,4 5 6 7

11


ºƒÅü„ûÅîÆßë ÚùÅÄáƒáƒÑïÅîë

ºêÅÄÅóˆóæïÅîë ÚùÑïáêÑïÆ§ë

†ßáôáƒáƒÑïÅîë ÚùáôÖ¨ÑïÆ§ë


1,2 3,4 5,6 7,8 9 10 1,2,3 4,5 6,7 8,9 10 11,12 13

1 2,3 4,5 6,7 8 9,10 11 1,2,3 4 5 6 7 8

1 2 3,4 5,6 7 8,9 10 1,2,3 4 5 6 7 8

ºƒáôáìÇõÇúÑïë ºƒÅÄÅîÅîÑïÅîë

ãúÅü‚ìÇõÑïÆ§ë º´çôÅóˆóªúÑïë

1,2 3 4 5,6 7 8 9 1,2 3,4 5,6 7,8 9 10,11 12

1 2,3 4 5,6 7 8 9 1,2,3 4 5,6 7,8 9 10 11

12


ºƒÅÄÆßÆßÑïÅîë ãòÅü‚êÑïÇúë

º´âÄÆßÇòÑïÆ§ë ãúáŸáìÇõÖ¥Ï

ºƒÅÄáìÇõÑïÅîë

ÚûÑïáìÇõÇúÅÄáìÑïë

Week 6 - continued

1,2 3,4 5 6 7 8,9 10 1,2 3,4 5 6 7 8

1,2,3 4,5 6 7,8 9 10 11 1 2,3 4 5,6 7,8 9

1,2 3,4 5 6,7 8 9,10 11

1,2 3 4 5,6 7 8,9 10 11 12

13


ºöˆÄÖÛØÛÏ º´åïáƒáêë

º´äòáôÆßÇõë ÚûÅü‚êáìÇòë

‰óªúÅÄÅîë ãàäúÅü‚ìÇõë ãàè§ÅÄá´äúë‰óÂ§áŸÖûáêë


ºƒÆ§Åü„ùáƒáêë ãàçôáêáêÑïÆ§ë

1 2,3 4 5 6 1,2,3 4 5,6 7 8

1.2.3 4,5 6 7 8,9 10 1,2 3,4 5 6 7,8 9

1,2 3 4,5 6,7 8 1,2 3 4,5 6 7,8 9

1,2 3 4,5 6,7,8 9 10 1,2 3 4,5 6,7 8 9

1,2 3 4,5 6,7,8 9,10 11 12 1,2 3 4 5 6 7 8

14


Week 7 - Continued

ºƒÅü„ûÅîë †ßÇúÅü‚êë

ãàäúáôÖûÇõë ‰óˆÄÖûÅóÏ

†ßá´çôáêáìÇòë ãàè§ÅÄÖûáìÇòë

1,2 3,4 5,6 7,8 9 1 2 3,4 5 6

1,2 3 4,5 6,7 8 9,10 111 2,3,4 5 6 7 8,9 10

1,2 3,4 5,6 7,8 91,2 3 4 5,6 7,8 9

15



‰óøŸÇúáƒÆßë ÚùÅü‚ôÆßáêë ‰óÂ§Åü‚ŸÖûÅîëãàåïÅÄÆßáêë

ãàâü‚ŸÖûÅîë ÚùÑïÖûÅîë ÚùÅü„ûÇõëãàçŸÅóÂßë

º´äòÑïÅÄáêë ‰îÆ§ÅÄá´éûë

1,2 3,4 5 6,7 8 9 1,2,3 4,5 6 7 8 9

1,2 3 4,5 6,7 8,9 10,11 12 1,2 3 4,5 6 7 8

1,2 3,4 5,6 7 81,2,3 4,5 6,7 8,9 10

1,2,3 4 5,6 7,8 91,2 3,4 5,6 7,8 9,10 11

1,2,3 4,5 6 7,8 9 10 1,2 3 4,5 6,7,8 9.10 11

16


ãàåïÅÄÖùë †ßá´åïÑïáêë ÚùÅü‚êÇòë ºìÆ§Åüœüÿõë

†ßáƒÅüœüÿõë ãòÅü‚ŸÖûÅîë

Week 8 - Continuedl

1,2 3 4,5 6,7,8 9 1 2,3,4 5 6 7 8

1,2 3,4 5,6 7,8 9.10 111 2,3 4,5 6,7 8,9 10

1 2 3,4 5,6 7,8 91,2,3 4,5 6 7,8 9

17


‰ÄÖûÅü‚êÇòÑïÆ§ë Ú¥ˆÄÖûÇõë‰ÄÇàâü„˜åïë‰ÄÇúá´âÄÖ¥Âßë

ÚûÅü‚êÇòáôÖûÅóÏ ãàçŸÖùáƒÑïÆ§ë

ãàâü„¨ÑïÆ§ë ãòáôÅóªòë

1,2 3,4 5,6 7,8 9 10 1,2 3 4,5,6 7,8 9,10 11 12

1,2 3,4 5,6 7 8,9 10 11 12 1,2 3,4 5,6 7,8 9

1,2 3 4,5 6,7 81,2 3,4 5 6 7 8

1,2 3,4 5,6,7 8,9 10 11 121,2 3,4 5 6,7 8 9,10 11,12 13


18


Week 9 - Continued

ÚùÅü‚êÇòÑïÆ§ë ãàçŸáêáìÇòÑïÆ§ë ãàâÄÇõÑïÆ§ë ÚÛæïÆ§Åü™ ãõÖûÅü‚´äúÑïÅîÅóæïë ºöæïÇúÇúë

Ú¥æïÇúÇúë ‰óˆÄáêÑïë

1,2,3 4,5 6 7,8 9 10 11 1,2 3,4 5 6 7,8 9 10 11

1,2 3,4 5,6 7 8 9 1,2 3 4 5,6 7

1,2 3,4 5 6 71.2 3 4 5 6

1 2 3 4 51,2 3,4 5,6 7,8,9 10 11 12,13 14,15 16 17

19


º´äòÅÄáêë º´äòÑïÖûë

º´äòÑïÆ§Ñïë ºêáôÅóæïÆ§ë

ºêÇòÅü‚ŸÅóªòáêë ºêáôÅóªòáêë

ãòÑïáôÅóªòáêë †ßáƒÅü‚Ÿáêë


1 2,3 4,5 6,7 8,9 10,11 12 13 1 2 3,4 5,6 7 8

1,2 3 4 5,6 7,8 9 10 1 2,3 4,5 6,7 8 9

1 2 3,4 5 6 71,2,3 4,5 6 7 8 9

1,2,3 4,5 6 7,8 91,2,3 4,5 6,7 8 9

20


Week 10 - Continued

º´åïáôÅóªòáêë ‰£áŸÑïÖûáìÇòë

†ßÇõÑïáêáìÇòë Ú¥ˆü‚ŸÖûÅóÏ

ºƒÆ§Åü‚ŸÅîë ‰ü‚ŸáìÇòë

†ßÅü‚ŸÖûÅîë ºƒÅü‚ŸÖûÅîë

1,2 3 4,5 6,7 8,9 10 1.2 3,4 5 6,7 8

1 2,3 4,5 6,7 8,9 10 1,2 3,4 5,6 7,8 9,10 11

1,2 3,4 5,6 7,8 9,10 111 2,3 4 5 6 7,8 9

1,2,3 4,5 6 7,8 9 10,11 121,2,3 4 5 6,7 8,9 10 11

21



‰ÄÅîÅîë †ßáŸÇàçêÆ§ÅÄáìáêë ‰îáôÖ˜çôÅîÑïë‰óÂ§áŸÖûáêë

ÚùáŸÇúáêáôáƒÇúÖ¥Ï ‰óˆÄÖûÅîÑïÆ§ë ‰óæïÖûáêÇúÑïë Ú¥æïÅÄÆ§ÇúáôÖûÅóÏ

1,2 3,4 5,6 7 1 2,3 4,5 6 7 8,9 10 11 12

1,2 3 4,5 6 7,8 9 10 1,2 3 4,5 6,7 8 9

1,2 3 4,5 6 7 8 91,2 3,4 5,6 7,8 9 10 11

1,2,3 4,5 6 7 8 9,10 11 12,13 14

1,2 3 4,5 6 7 8 9,10 11,12 13

22


Week 11 - Continued

Ú¥ˆÄÆ§ÅîÆßáêáôáìÇõë †ßÅ£áŸÑïÑïÖÛæïë

ºöøŸÖ˜åïÖûáôÇúÑïë ºöˆü„˜çôÅÄÇúë ÚÛøôáƒë ÚÛˆü„ûÑïë ‰óÂ§ÅÄÇàíº´äòáôÆßÇõÑïÆ§Æßë

1 2,3 4,5 6 7,8 9 10 11 12 1 2,3 4,5 6 7,8 9 10

1 2 3,4 5 1 2,3 4,5 6 7

1,2 3,4 5 6,7 8 9 10 11 12,13 14

1 2,3,4 5,6 7 8 9 10 11

1,2 3 4,5 6,7 8 1,2,3 4,5 6 7 8,9 10 11 12 13

23



Ú˜åïÖûÅîÅü÷§ë Ú˜âÄáìÅÄáêÑïë ãàâüœü÷Œáêë ãàçŸÆ§Æßáêë

º´çôÖûáêÑïÆ§ë º´âü„ûÅîÑïÆ§ë

º´åïÑïÇõë º´äòÅÄáìÇõë

1,2 3 4,5 6,7 8,9 10 11 1,2 3,4 5 6,7 8 9 10

1,2 3,4 5,6 7 8 9 1,2 3,4 5 6 7 8

1,2,3 4,5 6,7 8 9,10 111,2,3 4 5 6,7 8

1,2,3 4,5 6,7 8.9 10 11 121,2,3 4 5,6 7 8 9 10

24


Week 12 - Continued

Ú˜çôÅüÿúáôÖûëÚùÖ¥ÂßáêÑïÆ§Ö¥Ï

ºìáŸÆ§ÆßáôÖ˜åïë

‰óªúÅÄÅîë¤ïÅîÅóæïë

¤ïÖûáöˆü„¥ÏºƒáŸÖÛØÛªúÑïë

‰ÄÆ§Æ§Åü‚´èŒë

1,2 3 4,5 6,7 8 1 2,3 4,5 6 7

1 2,3 4 5,6 7,8 9 1,2 3,4 5 6 7 8 9

1,2 3 4,5 6 7 8,9 10

1,2 3 4 5,6 7,8,9 10 11

1,2,3 4,5 6 7 8 9 10,11 12

1 2,3 4 5 6 7,8 9 10

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