Treasures Handwriting Manuscript Teacher's Edition: Kindergarten

Handwriting Teacher’s Edition Aa Bb Cc Dd Ee Ff Gg Hh ----------------------------------------------------------------...

Author: Macmillan McGraw-Hill

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Handwriting Teacher’s Edition

Aa Bb Cc Dd Ee Ff Gg Hh

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Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc., Two Penn Plaza, New York, New York 10121. Copyright © by Macmillan/McGraw-Hill. All rights reserved. The contents, or parts thereof, may be reproduced in print form for non-profit educational use with Macmillan/McGraw-Hill Reading and Language Arts Programs provided such reproductions bear copyright notice, but may not be reproduced in any form for any other purpose without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning. Printed in the United States of America ISBN 0-02-245088-2/KM 1 2 3 4 5 6 7 8 9 005 06 05 04 03 02 01

Table of Contents GETTING READY Sitting Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Top to Bottom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Top, Middle, Bottom . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Left to Right . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Manuscript Alphabet . . . . . . . . . . . . . . . . . . . . . . . . 10 Writing on the Lines . . . . . . . . . . . . . . . . . . . . . . . . 11

© Macmillan/McGraw-Hill

UNIT 1 Finding Straight Lines . . . . . . . . . . . . . . . . . . . . . . . 12 Finding Curved Lines . . . . . . . . . . . . . . . . . . . . . . . . 13 Straight and Curved Lines . . . . . . . . . . . . . . . . . . . . 14 Lines in Letters. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Letter Ii . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Letter Ll . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Letter Tt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Letter Ff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Review Ii, Ll, Tt, Ff . . . . . . . . . . . . . . . . . . . . . . . . . . 20 A List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 UNIT 2 Just Right . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Finding Circles and Lines. . . . . . . . . . . . . . . . . . . . . 23 Circles, Part Circles, and Lines . . . . . . . . . . . . . . . . 24 Finding Shapes in Letters . . . . . . . . . . . . . . . . . . . . 25 Letter Oo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Letter Cc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Letter Dd . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Letter Ee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Review Oo, Cc, Dd, Ee . . . . . . . . . . . . . . . . . . . . . . 30 Names and Labels . . . . . . . . . . . . . . . . . . . . . . . . . . 31 UNIT 3 Slant Lines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Letter Aa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Letter Vv. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Letter Yy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Letter Ww . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Letter Nn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Review Aa, Vv, Yy, Ww, Nn . . . . . . . . . . . . . . . . . . . 38 A Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 UNIT 4 End Marks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Letter Gg . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Letter Pp. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Letter Ss. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Letter Mm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Letter Hh . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Review Gg, Pp, Ss, Mm, Hh . . . . . . . . . . . . . . . . . . 46 Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 UNIT 5 Spacing Letters and Words . . . . . . . . . . . . . . . . . . . 48 Letter Kk. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Letter Rr . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Letter Xx. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Letter Qq . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Letter Uu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Review Kk, Rr, Xx, Qq, Uu. . . . . . . . . . . . . . . . . . . . 54 A Poem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 UNIT 6 Numbers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 More Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Letter Bb. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Letter Zz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Letter Jj . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Stroke Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Sitting Up Name _____________________________________________________

Objectives • To determine whether children are left-handed writers • To develop correct left-handed writing positions Getting Started: Observe each child playing with objects in the classroom. Make a notation as to which hand he or she uses to complete various tasks such as play with a hand puppet, throw a ball, hold a drinking carton, and so on.

4

Grade K, Unit 1 Sitting Up

Directions: Do you write with your left hand? Color the hand you write with.

Extension: Allow left-handed children time to practice writing on the chalkboard. Distribute lined paper (page 64 of the Pupil’s Edition) and have children practice using their left hand to write their name or favorite letters.

Group left-handed children together occasionally for instruction and reinforcement. Evaluate: Walk around the room as children practice to make sure children are modeling correct posture for handwriting and correct position of pencil and paper. HINT: If a child is truly ambidextrous, it is probably best to train the right hand.

4


Demonstrate for children how they should hold a pencil in their left hand. Have them hold the pencil a little higher than right-handed children (well above the raw wood). Then model correct paper placement. Slant the paper to the right. The child’s writing hand should be placed well below the writing and the free hand should hold the paper in place.


Using the Page: Discuss the illustration with the children. If a child is definitely left-handed, teach him or her to write with that hand. Children should sit erect with feet flat on the floor. The child’s hips should be well back in the seat, so that the body is not too close to the desk or table. Both of the child’s forearms should rest on the desk at an angle.

Sitting Up Name _____________________________________________________

Objectives • To determine whether children are right-handed writers • To develop correct right-handed writing positions Getting Started: Observe each child playing with objects in the classroom. Make a notation as to which hand he or she uses to complete various tasks such as hold a crayon, throw a ball, hold a spoon, and so on.


Using the Page: Discuss the illustration with the children. If a child is definitely right-handed, teach him or her to write with that hand. Children should sit erect with feet flat on the floor. The child’s hips should be well back in the seat, so that the body is not too close to the desk or table. Both of the child’s forearms should rest on the desk at an angle.


Directions: Do you write with your right hand? Color the hand you write with.

Grade K, Unit 1 Sitting Up

5

Extension: Distribute lined paper (page 64 of the Pupil’s Edition) and have children practice using their right hands to write their name or favorite letters. Evaluate: Walk around the room as children practice to make sure they are modeling correct posture for handwriting and correct position of pencil and paper.

Demonstrate for children how they should hold a pencil in their right hand. Have them hold the pencil loosely between the thumb and middle finger and about one inch above the point. Children who are having difficulty using this traditional method may prefer the alternate method of holding the pencil between the first two fingers. Then model correct paper placement. The paper should be straight in front of the child with edges parallel to the edges of the desk.

5

Top to Bottom

Name _____________________________________________________

Objectives • To understand and use the positional terms top and bottom • To trace and draw a line from top to bottom Materials: colored chalk, drawing paper, crayons Getting Started: Draw a tree on the chalkboard. Point to the appropriate place and identify it as top or bottom. Then call on a child to point to the bottom. Call on another child to point to the top.


Next draw a series of vertical lines on the chalkboard. Demonstrate how to trace over a line from top to bottom with colored chalk. Then call on children, in turn, to trace over a line starting from the top and going to the bottom.

Continue in this manner with the remaining pictures.

6

6

Grade K, Unit 1 Top to Bottom

Directions: Help each animal get down by drawing a line from the top to the bottom.

Extension: Play a movement game with the children. Ask: “What is the top part of your body?” (head) Then say: “Move your head around and around. Move your head up and down. Move your head from side to side.” Then ask children to name the bottom part of their body. (feet) Have children move their feet in different ways. Say: “Stamp your feet. March your feet around the room.” Show children how to fold a paper into two parts. Then have them place the paper vertically on their table/desk. Name the parts as top and bottom. Then ask children to draw a balloon in the bottom part of the paper and draw a happy face in the top part.


Using the Page: Have children point to Box 1, the picture of a kitten on a ladder. Tell them the kitten wants to get down. Have them use their pencil to trace the line starting from the top, where the kitten is, to the bottom, where the mother is. Next have them look at the picture of the squirrel. Ask: “How can we help the squirrel get down to eat the nut?” Have children draw a line from top to bottom.

Top, Middle, Bottom Name _____________________________________________________

Objectives • To understand and use the positional terms top, middle and bottom • To follow oral directions Materials: three different-colored books, construction paper, paste, drawing paper


Getting Started: Stack three different-colored books one on top of another. Point out the book on top, the book in the middle, and the book on the bottom. Then call on children to come up and point to the book you name: Point to the middle book. Point to the top book. Point to the bottom book.


Directions: Look at the things on the shelves. Draw a circle around the book on the top shelf. Draw a line under the teddy bear on the middle shelf. Mark an X on the lunchbox on the bottom shelf.

Grade K, Unit 1 Top, Middle, Bottom

7

Extension: Precut yellow, green, and blue circles from construction paper. Distribute a set of three circles, paste, and drawing paper to each child. Then have children paste the blue circle at the top of their paper, the yellow circle in the middle, and the green circle on the bottom. You may wish to have children repeat the activity by changing the order of the colors, for example, children paste the yellow circle at the top, and so on.

Draw three balls on the chalkboard in a vertical column. Color each ball with a different color chalk. Identify each ball as top, middle, or bottom. Then ask a child to mark an X on the bottom ball. Call on another child to draw a line under the middle ball. Ask a third child to draw a circle around the top ball. Using the Page: Have children look at the first shelf unit (on the left). Identify the objects on each shelf with the children. Ask children to point to the top shelf. “What is on that shelf?” (a book) “What is on the middle shelf?” (a teddy bear) “What is on the bottom shelf?” (a soccerball) Repeat this procedure for the shelf unit at the right. (teddy bear, book, lunchbox) Then have children look at both shelf units, listen and follow your directions: Draw a circle around the book on the top shelf. Draw a line under the teddy bear on the middle shelf. Mark an X on the lunchbox on the bottom shelf.

7

Left to Right Name _____________________________________________________

Objectives • To identify the directional terms left and right • To track from left to right Materials: colored chalk Getting Started: Tell children that you want to make sure that everyone knows which is the left side of their body and which is the right side. Face the same direction as the children and raise your left hand. Say: “This is my left hand. Raise your left hand.” Then raise your right hand. Say: “This is my right hand. Raise your right hand.”

Next ask children to point to the dog. Explain that the dog has to walk on the path to get to its bone. Have them trace the path from left to right with their finger. Then they draw a line from the dog on the left to the bone on the right. Continue in this manner with the last picture.

8

8

Grade K, Unit 1 Left to Right

Directions: Help each animal get to the food. Draw a line from the left to the right.

Extension: Review left and right by playing the circle singing game “Hokey Pokey” with the children. You put your right hand in, (in the circle) You take your right hand out, (bring it out) You put your right hand in and you shake it all about.

You do the hokey pokey (hands on hips and shake from side to side) And you turn yourself around, That’s what it's all about.

Repeat with other parts of the body such as right foot, left foot; right ear, left ear; right elbow, left elbow; etc.


Using the Page: Identify the animals on the left with the children (rabbit, squirrel, dog, horse) and what they like to eat on the right . (carrot, nuts, bone, hay) Read the directions on the page to the children. Then ask them to trace the dark line at the top with their finger from the rabbit on the left to the carrot on the right. Then trace the gray line with their pencil. Continue in this manner with the picture of the squirrel.


Draw six horizontal twelve-inch lines on the chalkboard. Have volunteers trace over each line with colored chalk from left to right. Use the terms left and right as you direct volunteers. Have children tell you where the line begins (left) and where it goes. (to the right)

Directions Name _____________________________________________________

Objectives • To identify and follow the direction of an arrow: left, right, up, down Materials: precut arrow made from oaktag, crayons Getting Started: Tape the arrow onto the chalkboard pointing directly to the right. Trace over the lines of the arrow with your finger to show how it is formed. Call on a child to touch the part of the arrow that forms the point. Then ask the child to tell if the arrow is pointing to the right or the left.


Children should color the big duck, ball, tree and car

Point the arrow directly to the left, directly to the top (up), directly to the bottom (down), down toward the right, and down toward the left. For each direction, have a volunteer tell in which direction the arrow is pointing.


Directions: Where does the arrow point in each box? Trace the arrow with your finger to find out. Then color that picture.

Grade K, Unit 1 Directions

9

Extension: Have volunteers tell about arrows that they may have seen as they traveled to and from school. Ask them to tell what the arrows told people to do.

Then have children take turns pointing the arrow to things in the classroom as others name the objects it points to such as the door, the window, the closet. Using the Page: Have children find the box with the duckling and mother duck. Ask them to follow the direction the arrow points and color only the picture to which it points. Have children complete the page the same way.

9

Manuscript Alphabet

Getting Started: Sing the “The Alphabet Song” with the children. Then sing the song again as you point to each letter on a chart or on the chalkboard. Using the Page: Have children point to each pair of letters, in order, and name it with you. Explain that the arrows on the letters show how to write each letter. Tell them that they will use these models as they learn to write the small and capital letters of the alphabet. Then invite children to trace the first letter of their first name with their finger. This page may be duplicated and used to help children identify the capital and small letters of the alphabet and to visualize their formation. A copy of the alphabet may be sent home with each child as they begin to write letters, to inform parents about the handwriting forms used in this program.

A B bbb C B A D C D ddd A aaa B C ccc D H hhh III iii J H J jjj J G gg H Gg FFF fff G M N Mm O ooo m O N nnn O LL lll M L m N T R rrr SSS sss T R T ttt Q Q Q qqq R V VV vvv W X xxx YYY yyy w W Ww w XX 10

Grade K, Unit 1 Manuscript Alphabet

EEE eee KKK kkk P P ppp P U U Uuuu ZZZ zzz

Directions: These are the capital and small letters of the alphabet. The arrows show how to write each letter. Point to each pair of letters and name it. Then trace the first letter of your name with your finger.

Extension: Read an alphabet book with the children. Invite children, in turn, to come up and trace the letter on each page with their finger.

10


Materials: large alphabet chart or letter cards, alphabet book

Name _____________________________________________________


Objectives • To identify and name the letters of the alphabet

Writing on the Lines Name _____________________________________________________ R

Objectives • To identify and mark on handwriting lines the top line, middle line, and bottom line

R

R

Materials: colored chalk, red, blue, and yellow crayons, lined chart paper (optional) B

B

Y

Y

Getting Started: Draw one set of handwriting lines on the chalkboard using lined chart paper. Point to and name the top line, middle line, and the bottom line. Explain to children that when they begin to write letters, they will write them on sets of lines like these.

Y


Demonstrate on the chalkboard how to make a large dot with chalk. Then invite children, in turn, to make a dot on the top line, middle line, and bottom line using colored chalk.


Directions: Where are the butterflies? Color all the butterflies on the top line red. Color the butterflies on the middle line blue. Color the butterflies on the bottom line yellow.

Grade K, Unit 1 Writing on the Lines

11

Extension: Distribute copies of lined handwriting paper. (See page 64 of the Pupil’s Edition.) Ask children to draw rows of circles or other marks on one or more lines. Call on volunteers to show their papers and to tell where on the lines they have placed their marks.

Using the Page: Explain that there are butterflies on the page. Give each child a set of crayons. Read each direction aloud and have children color the correct set of butterflies. Then point to the last row on the page. Ask children to use their red crayon to make a dot on the top line. Then have them use the blue crayon to make a dot on the middle line. Finally, they use the yellow crayon to make a dot on the bottom line.

11

Finding Straight Lines Objectives • To identify and trace vertical and horizontal lines • To complete pictures by tracing vertical and horizontal lines

Name _____________________________________________________

Getting Started: On the chalkboard, draw a straight vertical line from top to bottom on the chalkboard. Retrace the line and explain that the line is drawn straight down. Invite children to imitate this movement by moving their arms and hands in the air.

Next have children find the straight across line in row 2 and trace it with their finger. Discuss the pictures in that row with the children. Then have them complete the pictures by tracing the straight across lines. Have children complete the rest of page.

12

12

Grade K, Unit 1 Finding Straight Lines

Directions: In the top row, point to the dark line at the left. Trace the lines that go down in the pictures. In the next row, the dark line goes across. Trace the lines that go across in the pictures. Complete the page.

Extension: Assign pairs of children. Have pairs, in turn, practice tracing straight down lines and straight across lines on each other's back.


Using the Page: Have children find the straight down line in the first row and trace it with their finger. Then direct children’s attention to the pictures in that row and have them identified. Explain that they can complete each picture by tracing the straight down line.


Next draw a long horizontal line from left to right. Retrace the line and explain that the line is drawn straight across. Invite volunteers to imitate this movement by moving their arms and hands in the air.

Finding Curved Lines Name _____________________________________________________

Objectives • To identify and trace curved lines • To complete pictures by tracing curved lines Materials: colored chalk, drawing paper, crayons, curved uncooked macaroni, paste Getting Started: On the chalkboard, draw a line that curves over to the left and down, as in small f. Retrace the line and explain that the line curves over and down.


Draw a row of curved lines and call on volunteers to trace over the lines with colored chalk.

Directions: In each row, look at the dark curved line. Find the curved line in a picture that is just the same as the dark curved line. Trace it.

Grade K, Unit 1 Finding Curved Lines

13

Using the Page: Have children find the curved line in the first row and trace it with their finger. Then direct children’s attention to the pictures in the row and have them identified. Ask: “Which picture has a dotted curved line?” (the giraffe) Have children trace the curved line in the picture.


Continue in this manner with the remaining rows. Extension: Have children draw a large curved line on a sheet of paper. Then have them decorate it by pasting uncooked curved macaroni on it.

13

Straight and Curved Lines

Name _____________________________________________________

Objectives • To identify and trace vertical and horizontal lines • To identify and trace curved lines Getting Started: Draw a vertical, a horizontal, and a curved line on the chalkboard. Remind children that they learned to make these lines. Name each kind of line and have a volunteer trace over that line. Then invite children to draw each kind of line on the chalkboard.

14

Grade K, Unit 1 Straight and Curved Lines

Directions: In the top box, point to the line that goes up and down. Trace it with your finger. Point to the line that goes across. Point to the line that is curved. Now trace the lines in each row with your pencil.

Extension: Have children draw pictures that have across and down lines and/or curved lines. Remind children to look at the pictures in their books. (See pages 12 and 13.) Call on children to show and tell about their pictures and point out the kinds of lines they used in their drawings.

14


Point out the dots in row 2. Have the children start at the dots on the top line and trace the lines in the row. Continue in this manner with rows 3 and 4.


Using the Page: Read the directions to the children. Have them trace each line in the top row with their finger.

Lines in Letters


Name _____________________________________________________

H C f M

O G L E A X k l z Q T J

Directions: Trace the line at the beginning of each row with your finger. Then draw a circle around all the letters in that row that have that line.


Objectives • To identify straight and curved lines • To find straight and curved lines in letters

Grade K, Unit 1 Lines in Letters

Getting Started: Draw a long horizontal line, a long vertical line, and a curved line. Point to the horizontal line and ask children to stand and draw long, imaginary lines from as high as they can reach down to the floor. Repeat the procedure for the vertical and curved lines. Tell children that these lines are a part of many letters in the alphabet. You may wish to explain that a line that is part of a letter is often called a stroke.

15

Extension: Write these letters on the chalkboard: I, i, L, l, F, f, E, e, M, T, A, H. Tell children to look carefully at the letters. Then choose a letter and erase a line that forms a part of that letter. Invite a child to draw the line to complete the letter. Continue in this manner with the rest of the letters.

Using the Page: Have children point to row 1 and trace over the dark straight down line with their finger. Ask children to point to the first letter in the row that has the same line in it. (Children should identify the first letter or letter H.) Have them draw a circle around the letter. Say, “Find the other letter in the row that has the same kind of line in it. Circle it.” (L) Help children complete the rest of the rows in a similar way.

15

Letter Ii Name _____________________________________________________

III I II I II II I iii i ii ii ii i ii ii i i ice i IIda

Getting Started: Write Ii on the chalkboard and have volunteers identify the letters as capital I and small i. Then write I on guidelines as you say stroke directions. • Begin at the top line and move straight down to the bottom line. Lift. • At the top line, move across from the left of the starting point to the right. Lift. • At the bottom line, move across from left to right. Repeat with small i: • Begin at the middle line and move straight down to the bottom line. Lift. • Put a dot above the letter. Using the Page: Have children look at the capital I in the box at the top of the page. Ask children to point to the dot and numbered arrows. Remind children that the numbered arrows tell how to form the letters, step by step. Encourage children to identify the picture that begins with the letter i. (ice cream) Explain that the dot shows where to begin writing capital I. Have children place their pencil at the first dot in row 1. Repeat the stroke directions for capital I and have children trace and write capital I in rows 1 and 2. Then repeat stroke directions for small i and have children complete rows 3 and 4.

16

16

Grade K, Unit 1 Letter Ii

II I ii i

II I ii i

II I ii i

II I ii i

Directions: Ice cream cone starts with the letter I. Point to the capital I and trace it. Trace and write all the capital I’s. Point to the small i and trace it. Then trace and write all the small i’s.

Read the words in row 5. Remind children that a person's name, such as Ida, begins with a capital letter. Tell them to trace the capital I and small i in each word. As you walk around the classroom, make sure each child's paper is in the correct position for writing. Extension: Write children's first names on the chalkboard. Have children identify the names which contain capital I or small i. Ask children whose names contain the letter to write capital I or small i beside their names. Evaluate: Ask these questions to help children evaluate their writing: Did you begin capital I at the top line and small i at the middle line? Are your letters sitting on the bottom line? Are your lines straight?


Materials: colored chalk


Objectives • To identify capital I and small i • To trace and write capital I and small i

Letter Ll


Name _____________________________________________________

LL L L L L L L L L L L LL L L llll l ll ll ll ll ll l ll ll l l l l Lily lion l L


Directions: Lion starts with the letter L. Point to the capital L and trace it. Trace and write all the capital L’s. Point to the small l and trace it. Then trace and write all the small l’s.

Objectives • To identify capital L and small l • To trace and write capital L and small l

L L L ll l

L L L ll l

Grade K, Unit 1 Letter Ll

17

Extension: Provide small groups of children with painting materials. Invite children to practice writing capital L, small l, capital I, and small i with paints. Evaluate: Ask these questions to help children evaluate their writing: How many strokes did you use to write capital L? Where did you begin the small l? Did you hold your paper with one hand to keep it from sliding as you wrote?

Materials: paints, brushes, paper, easels Getting Started: Write Ll on the chalkboard and have the letter names identified as capital L and small l. Then write L on the guidelines as you say stroke directions. • Begin at the top line and move straight down to the bottom line. • At the bottom line, move across from left to right. Repeat with small l: • Begin at the top line. • Move straight down to the bottom line. Using the Page: Have children point to the capital L at the top of the page. Ask: “What animal name starts with the letter l?” (lion) Guide children to trace and write capital L in the first two rows. Remind them to begin at the dot and follow the arrows. Repeat the stroke directions for capital L. Then repeat stroke directions for small l and have children complete the next two rows. Read the words in the last row aloud. Explain that Lily begins with a capital letter because it is a person’s name. Ask children to trace the capital and small l in the words.

17

Letter Tt

Getting Started: Write Tt on the chalkboard and have the letter names identified as capital T and small t. Then write T on the guidelines as you say stroke directions. • Begin at the top line and move straight down to the bottom line. Lift. • At the top line, move across from the left of the starting point to the right. Repeat with small t: • Begin at the top line and move straight down to the bottom line. Lift. • At the middle line, cross the letter by moving from left to right. Using the Page: Have children point to the capital T at the top of the page and identify the animal whose name starts with the letter t (tiger) Then ask children to point to the small t in the box. Have children trace and write capital T and small t as you say the stroke directions. Remind them to begin at the dot and follow the arrows. Read the words in the last row to the children. Ask them to trace the capital T and small t.

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T T T T T T T T T T T T TT T T T T T ttt t tt tt tt tt tt tt t tt tt t t t t t ttiger Tim T 18

Grade K, Unit 1 Letter Tt

T T T tt t

Directions: Tiger starts with the letter T. Point to the capital T and trace it. Trace and write all the capital T’s. Point to the small t and trace it. Then trace and write all the small t’s.

Extension: Ask half of the class to write capital T on their cards. Ask the rest of the class to write small t on their cards. Have each child with a capital T card find a classmate who has a small t card. Tell children to write the missing form of the letter on their own cards. Invite children to check each other's letters to see whether they are correctly formed. Evaluate: Ask these questions to help children evaluate their writing: Where is the across stroke in the capital T? Where is the across stroke in the small t? As you write, are both forearms resting on the desk?


Materials: one index card for each child

Name _____________________________________________________


Objectives • To identify capital T and small t • To trace and write capital T and small t

Letter Ff


Name _____________________________________________________

FFF F FF FF FF FF F FF FF F F F F F fff f ff ff ff ff ff ff ff f ff ff f f f f f f Fred F ffrog


Directions: Frog starts with the letter F. Point to the capital F and trace it. Trace and write all the capital F’s. Point to the small f and trace it. Then trace and write all the small f ’s.

Grade K, Unit 1 Letter Ff

19

Extension: Provide materials for children to use to make yarn capital F’s and small f’s. Help children use the patterns to cut and paste the letters on construction paper. Evaluate: Ask these questions to help children evaluate their writing: Are the strokes in your capital F straight? Is the first stroke of your small f curved? Do your letters look like the models?

Objectives • To identify capital F and small f • To trace and write capital F and small f Materials: construction paper, yarn, paste, patterns for letter F and f Getting Started: Write Ff on the chalkboard and have the letter names identified as capital F and small f. Then write F on the guidelines as you say stroke directions. • Begin at the top line and move straight down to the bottom line. Lift. • Touch the starting point; move across to the right. Lift. • Touch the middle; move across to the right. Repeat with small f: • Begin just below the top line. • Curve left touching the top line and move down to the bottom line. Lift. • At the middle line, cross the letter by moving from left to right. Using the Page: Have children point to the box with capital F and then to the box with small f. Ask children to name a leaping animal whose name begins with the letter f. (frog) Repeat the stroke directions for capital F and small f and guide children to trace and write these letters. Then read the words in the last row together. Ask for volunteers to tell why Fred begins with a capital letter. (Fred is a person’s name.) Have children trace capital F and small f.

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Review Ii, Ll, Tt, Ff

Getting Started: Write I, i, L, l, T, t, F, f on the chalkboard. Point to each letter, out of order, and ask children to name the letter and tell whether it's a capital letter or small letter. Then ask a volunteer to circle the letters that have curved lines. (f) Give the stroke directions for each capital and small letter and have volunteers take turns writing the letters on guidelines or chart paper. Refer to the directions on pages 62–64 of this teacher’s edition. Using the Page: Have children name the letters in the box at the top of the page. Then ask children to trace and write the letters in each row. When they have finished, encourage children to look over their letters and circle the capital letter and small letter that is their best writing.

Ii L l II I I L L L L T T T T FF F F 20

Grade K, Unit 1 Review

Tt I ii L ll T tt F ff

Ff i i l l t t f f

i l t f

Directions: Look at the letters in the top box. Name the letters. In each row, trace and write the letters. Circle your best capital letter and your best small letter.

Extension: Provide pairs of children with finger painting materials. Give one partner the patterns for capital I, L, T, F and the other partner the patterns for small i, l, t, f. Tell children with the capital letters to finger paint each letter. As they do so, have partners write the appropriate small letters. Then have partners trade letter patterns and switch tasks. Evaluate: Have children compare their letters to the models to see whether they used correct strokes to write Ii, Ll, Tt, Ff. Then ask these questions to help children evaluate their writing: Which of your letters match the models? Which letters could you write better? In what way should you change a letter to make it match the model?

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Materials: finger paints, finger painting paper, patterns for letters I, i, L, l, T, t, F, f

Name _____________________________________________________


Objectives • To review Ii, Ll, Tt, Ff • To trace and write Ii, Ll, Tt, Ff

A List


Name _____________________________________________________

i l t f

Materials: colored chalk, lined writing paper

it lit it fi t

Directions: Trace the letters on the left. Then trace the letter in each word on the right.


Objectives • To identify small i, l, t, f in a list of words • To trace small i, l, t, f in a list of words

Getting Started: Write i, l, t, f on the chalkboard in a list. Ask children to name these small letters. Then call on volunteers to trace over each letter with colored chalk. Ask a volunteer to draw a circle around the letters that have straight lines. Then say the stroke directions for the small letters named above as children write the letters in the air. See pages 62–64 of this teacher’s edition. Using the Page: Ask children to point to small i, l, t, and f on the left side of the page. Next have children trace each letter. Observe children as they write to make sure they begin the letters in the correct place and lift their pencil between strokes. Grade K, Unit 1 A List

21

Extension: Write the words it, lit, fit in a list on the chalkboard. Distribute lined writing paper (PE page 64), and have children write the list of words on their own. Remind children to leave even space between letters. After they complete their list, ask children to draw a happy face beside the word that is their best writing.

Then direct children’s attention to the list of words on the right side of the page. Explain that these words are spelled with the small letters i, l, t, and f. Point out the even space between letters in each word. Encourage children to read the words aloud with you. Tell children to trace the gray letter in each word.

Invite children to show their writing and explain their choices. Evaluate: Ask these questions to help children evaluate their writing: Are your letters dark enough to read? Are your letters too dark because you pressed down too hard with your pencil? Are your letters straight, not slanted?

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Just Right Objective • To identify spacing between letters and words

Name _____________________________________________________

just right

Then write the words correctly. Point out that the letters are just right. Using the Page: Read the directions to the children. Read and discuss why the phrases are not written correctly. Discuss why the words just right are written correctly.

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Grade K, Unit 2 Just Right

Directions: Which handwriting do you think looks best? Circle it. Tell why.

Extension: Invite children to look back through their book for letters that are written just right. Have them point to the letters and explain their choices.

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Then write these words in various ways: I am. Make the letters too dark, too thick, too shaky, and too light. Ask children if the letters look like they are written correctly. Call on volunteers to explain what is wrong with your writing.


Getting Started: Write the word fit on the chalkboard, leaving a space between the i and the t. Then rewrite the word with all the letters too close together. Ask children to explain what is wrong with the ways you wrote the word. Elicit that having the wrong spacing between letters makes the word hard to read.

Finding Circles and Lines Name _____________________________________________________

Objectives • To identify and trace circular lines • To complete pictures by tracing circular lines Materials: colored chalk, precut circles, crayons Getting Started: Draw a part circle, as on the top row, on the chalkboard. Mark a starting place with a large dot. Have children model tracing the part circle in the air as you trace it with colored chalk.


Next draw a large circle on the chalkboard. Mark a starting place, at about two o’clock, with a large dot. Model making a backward circle. Have children trace the large circle in the air as you trace it with colored chalk. Then draw a long vertical line on the chalkboard. Have children model tracing the straight down line in the air as you trace it with colored chalk.


Directions: Point to the shape at the beginning of the top row. Find the picture that has a similar shape in it. Trace over that shape. Complete the page on your own.

Grade K, Unit 2 Finding Circles and Lines

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Extension: Distribute precut circles to the children. Have them use crayons to decorate their circle by making circles, part circles, and straight lines.

Using the Page: Have children find the part circle in the first row and trace it with their finger. Then direct children’s attention to the pictures in the row and have them identified. Ask: “Which picture has a dotted part circle?” (the pizza) Have children trace the part circle in the picture. Continue in this manner with the remaining rows.

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Circles, Part Circles, and Lines

Getting Started: Draw a vertical line, a part circle, and a large circle on the chalkboard. Remind children that they learned to make these lines. Name each kind of line and have a volunteer trace over that line. Then invite children to draw each kind of line on the chalkboard. Using the Page: Read the directions to the children. Have them trace each line in the top row with their finger. Point out the dots in row 2. Then have children trace and make the lines in the row. Continue in this manner with rows 3 and 4.

C l O CC C CC CC C C C C ll ll ll l l l l l OO O O OO O OOOO 24

Grade K, Unit 2 Circles, Part Circles, and Lines

Directions: In the top box, trace each circle and line with your finger. Now trace and make the circles and lines in each row with your pencil.

Extension: Provide finger painting paper and finger paints. Have children use the paints and their fingers to draw all kinds of lines: circles, part circles, straight lines, and curved lines.

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Materials: finger paints, finger painting paper

Name _____________________________________________________


Objectives • To identify and trace circles and part circles • To identify and trace vertical lines

Finding Shapes in Letters


Name _____________________________________________________

O l C c o

Q L F e k

R O M N W X G E C t a s o v o

Directions: Trace over the first shape in each row. Then circle the letters in that row that have that shape.


Objectives • To identify straight lines and circles • To find straight lines and circles in letters

Grade K, Unit 2 Finding Shapes in Letters

Getting Started: Draw a big circle, a small circle, a big part circle, a small part circle, and a vertical line. Point to the big circle and ask children to imitate this circle by moving their arms and hands in the air as you trace around the line with chalk. Repeat the procedure for the other shapes. Tell children that these shapes are a part of many letters in the alphabet. You may wish to explain that a shape that is part of a letter is often called a stroke.

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Extension: Have children work in pairs and look for letters that have circles and part circles in books and on signs in the classroom.

Using the Page: Have children point to row 1 and trace over the dark circle. Ask children to point to and identify the letter in the row that has the same line in it. (Q) Have them draw a circle around that letter. Say, “Find the other letter in the row that has the same kind of shape in it. Circle it.” (Letter O ) Help children complete the rest of the rows in a similar way.

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Letter Oo

Getting Started: Write Oo on the chalkboard and have the letter names identified as capital O and small o. Then write O on the guidelines as you say stroke directions. • Begin just below the top line. • Curve up around to the left and down to the bottom line. • Continue curving up and close at the starting point. Repeat with small o: • Begin just below the middle line. • Curve up around to the left and down to the bottom line. • Continue curving up and close at the starting point. Using the Page: Ask: “What is the name of a sea animal that has eight arms?” (octopus) Tell children that octopus starts with the letter o. Have children point to the capital O in the top box, then trace and write capital O’s in the first two rows. Follow a similar procedure for small o in the next two rows. As you walk around the classroom, check to see that children are starting at the dot and moving their pencils around to the left. Read aloud the words in the last row. Ask children to trace capital O and small o in Otto and dog.

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O O O OO OO OO O OO OO O OO O OOOO ooo o oo oo oo oo oo oo oo o oo oo o o o o o o Ottoo dog o O 26

Grade K, Unit 2 Letter Oo

Directions: Octopus starts with the letter O. Point to the capital O and trace it. Trace and write all the capital O’s. Point to the small o and trace it. Then trace and write all the small o’s.

Extension: Ask children to write a row of capital O’s on a sheet of drawing paper. Invite children to add eyes and mouths to the letters to turn them into different faces, such as faces that are smiling, frowning, crying, laughing. Then have children write pairs of small o’s and using the pairs of o’s as eyes, draw animal faces. Evaluate: Ask these questions to help children evaluate their writing: Did you begin at the dot and move around to the left to write capital O and small o? Is your capital O a large circle? Is your small o a smaller circle?


Materials: drawing paper, crayons

Name _____________________________________________________


Objectives • To identify capital O and small o • To trace and write capital O and small o

Letter Cc


Name _____________________________________________________

C CCCCC CCC cc c c c c c c c c c c c Cody camel Directions: Camel starts with the letter C. Point to the capital C and trace it. Trace and write all the capital C’s. Point to the small c and trace it. Then trace and write all the small c’s.

Grade K, Unit 2 Letter Cc


Materials: trays or shoeboxes, sand Getting Started: Write Cc on the chalkboard and have the letter names identified as capital C and small c. Then write C on the guidelines as you say stroke directions. • Begin just below the top line. • Curve up around to the left and down to the bottom line. • Continue curving up right and stop short. (just above the bottom line). Repeat with small c: • Begin just below the middle line. • Curve up around to the left and down to the bottom line. • Continue curving up right and stop short.

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Read the words in the last row and have children trace capital C in the person’s name Cody and small c in the word camel. Extension: Provide partners with a tray or box of sand. Model how to write capital C and small c in the sand. Invite children to practice writing capital C and small c next to each other. Tell children to take turns. Evaluate: Ask these questions to help children evaluate their writing: Do your letters match the models? Where did you begin capital C? Where did you begin small c?

Objectives • To identify capital C and small c • To trace and write capital C and small c

Using the Page: Have children identify the animal on the page that begins with the letter c. (camel) Ask children to find the capital C in the box and trace it with a finger. Then tell children to trace and write each capital C with a pencil. Remind them to start at the dot. Next ask children to point to small c in the box. Guide children to trace and write each small c. Point out that small c begins just below the middle line. As you observe children, make sure they are writing capital C and small c with one continuous stroke.

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Letter Dd

Getting Started: Write Dd on the chalkboard and have the letter names identified as capital D and small d. Then write D on the guidelines as you say stroke directions. • Begin at the top line and move straight down to the bottom line. Lift. • From the starting point, curve around right and close at the bottom line. Repeat with small d: • Begin just below the middle line. • Curve around to the left touching the middle and bottom lines. • Continue curving up right and move straight up to the top line. • Retrace down to the bottom line. Using the Page: Have children point to capital D and small d in the boxes on the page. Ask: “What bird quacks?” (duck) Tell children that duck starts with the letter d. Have children trace and write the rows of capital D’s and small d’s. Tell children to follow the arrows. Repeat directions as needed. Finally, ask children to trace capital D and small d in Dad and duck.

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D D D D D D D D D D DD DD D D D DD D D D ddd d dd dd dd dd dd dd dd d dd dd d d d d d d d D duck Dad 28

Grade K, Unit 2 Letter Dd

Directions: Duck starts with the letter D. Point to the capital D and trace it. Trace and write all the capital D’s. Point to the small d and trace it. Then trace and write all the small d’s.

Extension: Arrange children in small groups and encourage children to name things that begin with the letter d. Have each group member draw a picture of one thing. Ask children to write several capital D’s and small d’s around their drawings. Invite groups to share their pictures with classmates. Evaluate: Ask these questions to help children evaluate their writing: How are your letters like the models? How are they different? Do you lift your pencil when you write small d? Is your writing neat and easy to read?



Name _____________________________________________________


Objectives • To identify capital D and small d • To trace and write capital D and small d

Letter Ee


Name _____________________________________________________

EEE E EE EE EE EE E EE EE E E E E E eee e ee ee ee ee ee ee ee e ee ee e e e e e e EEtta eegg


Directions: Elephant starts with the letter E. Point to the capital E and trace it. Trace and write all the capital E’s. Point to the small e and trace it. Then trace and write all the small e’s.

Grade K, Unit 2 Letter Ee

29

Extension: Go outdoors and invite children to write large capital E’s and small e’s with colored chalk on the playground. Have children walk on the lines of each letter, saying “down, across, across, across” or “across, around” as they do so. Evaluate: Ask these questions to help children evaluate their writing: How many straight lines do you write for capital E? Are they straight? Do you lift your pencil when you write capital E? Do you lift your pencil when you write small e?

Objectives • To identify capital E and small e • To trace and write capital E and small e Materials: colored chalk Getting Started: Write Ee on the chalkboard and have the letter names identified as capital E and small e. Then write E on the guidelines as you say stroke directions. • Begin at the top line and move straight down to the bottom line. Lift • Touch the starting point; move across to the right. Lift. • Touch the middle; move across to the right. Lift. • Touch the bottom; move across to the right. Repeat with small e: • Begin halfway between the middle and bottom lines; move across from left to right. • Curve up left to the middle line; then curve around to the left down to the bottom line. • Continue curving up right and stop short. Using the Page: Ask children to point to the capital E and the small e in each box. Ask: “What animal name begins with the letter e?” (elephant) Have children trace and write the rows of E. Then children trace and write the small e’s. Check that children write small e as one continuous stroke. Read the words with the children and have them trace the capital E and small e.

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Review Oo, Cc, Dd, Ee

Getting Started: Write Oo, Cc, Dd, Ee on the chalkboard. Call on volunteers to point to the capital or small letter you name (in random order). Review how to write these letters by having other volunteers take turns writing each letter on the board. Tell children to follow your descriptions. Refer to pages 62–64 of this teacher’s edition. Using the Page: Call children’s attention to the letters in the box. Have children identify each pair of letters. Tell children to put their pencil on the starting dot for capital O and trace the letter. Then have children write capital O’s on their own, following the arrows of the models. Continue in the same way for the other letters. Walk around the classroom to make sure children are starting each letter at the correct place. Check that children are holding their pencils correctly and have proper posture. Ask children to circle their best capital letter and best small letter.

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O o C c Dd O O O oo O C C C C cc D D D dd D EE E E ee 30


Ee o o c c d d e e

o c d e

Directions: Look at the letters in the top box. Name the letters. In each row, trace and write the letters. Circle your best capital letter and your best small letter.

Extension: Assign children to work in groups of four. Each child takes a letter and makes the capital and small letter using modeling clay. Encourage group members to trace over all the letters with their fingers.

Evaluate: Have children compare the letters they wrote to the models to see how closely they match. Then ask these questions to help children evaluate their writing: Are your capital O and small o complete circles? Does the curved part of your capital D touch the top line and the bottom line? Where did you begin small d? Are your letters too light, too dark, or just right?


Materials: modeling clay

Name _____________________________________________________


Objectives • To review Oo, Cc, Dd, Ee • To trace and write Oo, Cc, Dd, Ee

Names and Labels Name _____________________________________________________

Objectives • To identify capital letters in names • To trace letters in proper names and words Materials: drawing paper, crayons


D Dot cat c

Ted T dog d


Directions: Each child has a name. Trace the letters and say each name. Then look at the pictures in the bottom row. Name each picture and trace the letters you learned.

Getting Started: Write the names of some of the children in the class on the chalkboard. Point to each and have the name read aloud. Explain to children that some words name people and the names of people begin with capital letters.

Cole C

Using the Page: Direct children’s attention to the pictures at the top of the page. Ask: “What is written under each picture?” (the name of the girl or boy) Read each name aloud and ask children to repeat the name. Have the gray letters identified. Ask: Why do these names begin with capital letters? Have them trace the letters starting at the dots.

eegg Grade K, Unit 2 Names and Labels

31

Then identify the pictures at the bottom of the page. Guide children to read the words. Ask children to name and trace the beginning letter of each word.

Extension: Distribute a sheet of drawing paper to each child. Have children draw a picture of a special person or pet in their life, or an object. Tell children after they draw, they will label their picture with the name of the person, pet or object. Give assistance with spelling. Remind children to try to leave the correct space between the letters of the word. Evaluate: Ask these questions to help children evaluate their writing: Did you hold your pencil correctly? Do you need to practice writing the letters that have curved parts? When you write, do you hold your paper with one hand to keep it from sliding?

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Slant Lines Objectives • To identify and trace slanted lines • To complete pictures using slanted lines

Name _____________________________________________________

Materials: old magazines Getting Started: Draw a long line slanted down to the left on the chalkboard. Retrace the line and explain that the line is slanted. Invite volunteers to imitate this slanted movement by moving their arms and hands in the air. Next draw a long line slanted down to the right, and repeat the established procedure.

Finally, ask children to trace and write the lines in the rows. Remind them to start each line at the dot.

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Grade K, Unit 3 Slant Lines

Directions: Look at the slanted lines in the box. Find and trace the slanted lines in the bird houses. Trace and write the lines.

Extension: Provide each pair of children with an old magazine. Have them look for pictures of things that have slanted lines like rooftops and birdhouses.


Point out the pictures of the birdhouses. Have children trace the slanted lines to complete the pictures. Encourage them to trace the lines in various ways, sometimes starting at the top and sometimes at the bottom.


Using the Page: Direct children’s attention to the box at the top of the page. Have children trace over the lines with their finger.

Letter Aa


Name _____________________________________________________

A A A A A A A A AA AA AAA A A AA aaa a aa aa aa aa aa aa a aa aa a a a a a a Ali A apple


Directions: Alligator starts with the letter A. Point to the capital A and trace it. Trace and write all the capital A’s. Point to the small a and trace it. Then trace and write all the small a’s.

A A A aa a

Grade K, Unit 3 Letter Aa

33

Extension: Write children’s first names on the chalkboard. Have children identify the names which contain capital A or small a. Ask children whose names contain the letter to write capital A or small a beside their names. Then invite the other children to write capital A or small a on the board. Evaluate: Ask these questions to help children evaluate their writing: Is each side of your capital A slanted? Did you begin each slanted line at the same point? Did you make the curved part of small a in the correct direction?

Objectives • To identify capital A and small a • To trace and write capital A and small a Getting Started: Write Aa on the chalkboard and have the letter names identified as capital A and small a. Then write A on the guidelines as you say stroke directions. • Begin at the top line. • Slant left down to the bottom line. Lift. • From the starting point, slant right down to the bottom line. Lift. • Connect the slant lines at the middle line by moving across from left to right. Repeat with small a: • Begin just below the middle line. • Curve around left touching the middle and bottom lines; continue up to the middle line. • Move straight down to the bottom line. Using the Page: Have children identify the animal whose name begins with the letter a. (alligator) Point out the arrows for the letters in each box. Have children trace and write capital A and small a. Have children read the words with you and trace A and a. As you walk around the room, check that children are sitting up straight with their feet flat on the floor.

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Letter Vv

Getting Started: Write Vv on the chalkboard and have the letter names identified as capital V and small v. Then write V on the guidelines as you say stroke directions. • Begin at the top line. • Slant right and move down to the bottom line. • Slant right and move up to the top line. Repeat with small v: • Begin at the middle line. • Slant right and move down to the bottom line. • Slant right and move up to the middle line. Using the Page: Have children point to the capital V at the top of the page. Ask: “What musical instrument begins with the letter v?” (violin) Have children trace and write two rows of capital V. Then ask children to point to the small v in the box. Remind children that small v begins at the middle line. Tell children to trace and write small v. Have children complete the page by tracing capital V in the name Vinny and small v in the word van.

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V V V V V V V V V V V V V V V V V V V vvv v vv vv vv vv vv vv v vv vv v v v v v Vinny V vvan 34

Grade K, Unit 3 Letter Vv

V V V vv v

Directions: Violin starts with the letter V. Point to the capital V and trace it. Trace and write all the capital V’s. Point to the small v and trace it. Then trace and write all the small v’s.

Extension: Have children make capital V and small v out of toothpicks pasted on construction paper. Evaluate: Ask these questions to help children evaluate their writing: Is each side of your capital V and small v slanted? Did you write capital V and small v without lifting your pencil? When you wrote your letters, was your paper in the correct position on your desk?


Materials: toothpicks, construction paper, paste

Name _____________________________________________________


Objectives • To identify capital V and small v • To trace and write capital V and small v

Letter Yy


Name _____________________________________________________

YYY Y YY YY YY Y YY YY Y Y Y Y yyy y yy yy yy yy yy yy y yy yy y y y y y yyes YYuri


Directions: Yawn starts with the letter Y. Point to the capital Y and trace it. Trace and write all the capital Y’s. Point to the small y and trace it. Then trace and write all the small y’s.

YY Y yy y

Grade K, Unit 3 Letter Yy

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Extension: Draw several large tic-tac-toe grids on the chalkboard and have pairs of children play the game. Explain that partners will take turns writing a specific letter in a different space until one of them has three of their letter in a row—across, up and down, or on a slant. Assign capital Y to one partner and small y to the other. Have children play several rounds of the game. Evaluate: Ask these questions to help children evaluate their writing: Do your letters match the models? Which is your best capital Y? Why is it the best one? Which is your best small y? Why is it the best one?

Objectives • To identify capital Y and small y • To trace and write capital Y and small y Materials: colored chalk Getting Started: Write Yy on the chalkboard and have the letter names identified as capital Y and small y. Then write Y on the guidelines as you say stroke directions. • Begin at the top line and slant right down to the middle line. Lift. • From the right of the starting point, slant left down to the middle, touching the other line. • Continue moving straight down to the bottom line. Repeat with small y: • Begin at the middle line; slant right down to the bottom line. Lift. • From the right of the starting point, slant left down through the bottom line to the top line of the next row, touching the other line as you pass. Using the Page: Have children point to the models of Y and y and look at the cat. Ask: “What does the cat do because it’s sleepy?” (yawn) Tell children to trace and write capital Y and small y. Be sure they make the slanted strokes before the down stroke in capital Y. In the last row, have children read the words and trace capital Y and small y in Yuri and yes.

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Letter Ww

Getting Started: Write Ww on the chalkboard and have the letter names identified as capital W and small w. Then write W on the guidelines as you say stroke directions. • Begin at the top line; slant right down to the bottom line. • Slant right up to the top line. • Again, slant right down to the bottom line. • Slant right and move up to the top line. Repeat with small w: • Begin at the middle line; slant right down to the bottom line. • Slant right up to the middle line. • Again, slant right down to the bottom line. • Slant right up to the middle line. Using the Page: Ask children to point to the letter models and the sea animal that begins with the letter w. (whale) Have children trace and write capital W and small w in each row and in the words Wiley and wet.

W W W W W W W W W W W W W W W W W W w ww w w ww ww ww ww ww ww w ww ww w wwwwww Wiley wet W w 36

Grade K, Unit 3 Letter Ww

Directions: Whale starts with the letter W. Point to the capital W and trace it. Trace and write all the capital W’s. Point to the small w and trace it. Then trace and write all the small w’s.

Extension: Encourage children to contribute to tongue twisters that have as many words beginning with the letter w as possible. For example: We went walking on Wednesday with Will and Wendy. Write the sentence on the board and ask children to count the number of capital W’s and small w’s. Have each child write this many capital and small letters on a sheet of paper. Evaluate: Ask these questions to help children evaluate their writing: Does each line in your capital W and small w slant in the correct direction? How are capital W and small w different from each other? When you write, do you remember not to hold your pencil too tight?

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Materials: writing paper

Name _____________________________________________________


Objectives • To identify capital W and small w • To trace and write capital W and small w

Letter Nn


Name _____________________________________________________

N N N NN N NN nnn n nn n nn nn Nan N

N N N N N N N N N N N N N N nn nn nn nn nn nn n n n n n n nnest


Directions: Nest starts with the letter N. Point to the capital N and trace it. Trace and write all the capital N’s. Point to the small n and trace it. Then trace and write all the small n’s.

Grade K, Unit 3 Letter Nn

37

Extension: Help children look in books for words that contain capital N or small n. Write the words children find on the chalkboard. Have them read the words aloud with you. Let children take turns tracing the N or n in each word on the chalkboard using colored chalk. Evaluate: Ask these questions to help children evaluate their writing: Are the lines in your capital N straight? Where did you begin your small n? Does your small n match the model?

Objectives • To identify capital N and small n • To trace and write capital N and small n Materials: colored chalk, reading texts Getting Started: Write Nn on the chalkboard and have the letter names identified as capital N and small n. Then write N on the guidelines as you say stroke directions. • Begin at the top line and move down to the bottom line. Lift. • From the starting point, slant right down to the bottom line. • Move straight up to the top line. Repeat with small n: • Begin at the middle line and move straight down to the bottom line. • Retrace up, curve right, touching the middle line, then move straight down to the bottom line. Using the Page: Have children point to capital N and small n in each box. Ask: “What begins with the letter n and is a bird’s home?” (nest) Tell children to follow the arrows in the models and trace the capital and small letters in the rows. Read the words with the children. Ask: “Why does Nan begin with a capital N?” Have children trace the capital N and the small n in the words.

37

Review Aa, Vv, Yy, Ww, Nn

Getting Started: Write Aa, Vv, Yy, Ww, Nn on the chalkboard. Have children call out the name of the capital or small letter you point to (in random order). Draw guidelines on the board. Then review the directions for writing each letter, and ask volunteers to write the letter, using white chalk. Refer to pages 62–64 of this teacher’s edition. Have other children come to the board and use colored chalk to trace lines in the letters that slant. Using the Page: Tell children to point to and name each model letter. Direct children to trace each gray letter. Then have children write each letter two times. Ask children to circle the capital letter and the small letter that they think is their best writing. As you walk around the classroom, check that children are beginning each letter at the dot. Some children may have difficulty slanting lines in the correct direction. Writing small a and small n with one continuous stroke may also be difficult for children, too. Help children as needed.

38

A V Y N W 38

A A A A V V V V YY Y Y N N N N WWW W


a v y n w

aa a vv v yy y nn n ww w

a v y n w

Directions: In each row, trace and write the letters. Circle your best capital letter and your best small letter.

Extension: Write the letters Aa, Vv, Yy, Ww, Nn on the chalkboard. Give each child a card with one of these letters on it. Tell children not to let classmates see their letter. Then have children take turns writing their letter in the air. Encourage classmates to guess the letter. Evaluate: Have children compare their letters to the models to see if they match. Ask children to tell why they think their circled letters are their best ones. Then ask these questions to help children evaluate their writing: Which letter was the easiest for you to write? Which letter was the most difficult to write? What part of the difficult letter do you need to practice?


Materials: colored chalk, white chalk, index card for each child with one of these letters written on it: A, a, V, v, Y, y, W, w, N, n

Name _____________________________________________________


Objectives • To review Aa, Vv, Yy, Ww, Nn • To trace and write Aa, Vv, Yy, Ww, Nn

A Map Name _____________________________________________________

Objectives • To review and use the directional terms left and right • To learn map skills • To trace words and a sentence


Materials: unlined chart paper, marking pen, writing paper, crayons

Cat turns left. Cat turns right. Where is Cat now?

Directions: Help Cat. As I read, follow the directions and make a line on the path to help Cat. Where is Cat now?


Getting Started: Arrange children in a single line in front of the classroom door and have them practice turning left and turning right. Give directions such as: Walk through the door and turn left. Walk to the room next door and turn right. Take three steps. Turn right. Walk to our door and stop. Walk through our door and turn left.

Grade K, Unit 3 A Map

39

Extension: Draw the map from page 39 on chart paper. Replace the pictures with your own or use these words: Cat in place of Cat’s mother/house, food in place of the park, and toy in place of Cat. Encourage children to give directions from Cat to the toy and from Cat to the food. Ask other children to follow the directions and draw a line. (Use crayons of two colors) Then have all children write Cat, toy, food on writing paper and draw a picture for each word.

Using the Page: Have children look at the map at the top of the page. Talk about the things the map shows. (Cat, Cat’s mother, Cat’s house, a park, a path) Explain that Cat wants to go home. He has to take the correct path. Read the sentences to the children. Explain that they will help Cat by following the directions. Explain to children that as you read the directions, they will make a line on the path. Guide children to put their pencil on Cat. Read: Cat turns left. Have children draw their line to Cat’s left. Cat turns right. Children draw a line to the right, straight down the path. When children finish making the line, say: Where is Cat now? (home) Reread the sentences and have children trace the words and the sentence.

39

End Marks

Getting Started: Write ? and ! on the chalkboard. Remind children that a question mark is at the end of a question and that an exclamation mark is used at the end of a sentence that shows strong feeling. Then write ? on the guidelines as you say: • Begin just below the top line. • Curve up and around to the right and down to halfway between the middle and bottom lines. Lift. • Put a dot at the bottom line. Repeat with !: • Begin at the top line • Move straight down to halfway between the middle and bottom lines. Lift. • Put a dot at the bottom line. Using the Page: Ask children to point to the black exclamation mark, then trace and write the other exclamation marks starting at the dots. Make sure children stop the down stroke between the middle line and bottom line. Continue with the question mark. Help children read and trace the sentences. Remind them to write exclamation marks and question marks. Finally, have children write their first name on the last line. Give assistance as needed.

40

! ! ! ! ! ! ? ? ? ? ? ? Who can Who can? Who Who can can II can! can! II can can 40

Grade K, Unit 4 End Marks

Directions: Trace and write the exclamation marks in the top row. Trace and write the question marks in the next row.Trace each sentence. Trace and write each end mark. On the last line, write your first name. Remember to begin your name with a capital letter.

Extension: Invite children to use pipe cleaners to form an exclamation mark and a question mark—without the dots. Have children glue their end marks on separate cards or heavy paper. Tell children to write a dot under each mark. Encourage them to trace over each mark with their fingers. Then ask children to write the end marks around the edges of their cards to make a border. Evaluate: Ask these questions to help children evaluate their writing: Did you remember to put a dot on the bottom line under your exclamation mark and question mark? Where does your exclamation mark begin? Where does your question mark begin?


Materials: pipe cleaners, glue, cards

Name _____________________________________________________


Objectives • To identify exclamation mark (!) and question mark (?) • To trace and write exclamation mark (!) and question mark (?)

Letter Gg


Name _____________________________________________________

G G G GG GG G GG GG GG GG GG G G G G ggg g gg gg gg gg gg gg gg g gg gg g g g g g g goat Go! G g


Directions: Goat starts with the letter G. Point to the capital G and trace it. Trace and write all the capital G’s. Point to the small g and trace it. Then trace and write all the small g’s.

Grade K, Unit 4 Letter Gg

41

Extension: Arrange children in small groups. Give each child two sheets of paper labeled with his or her name. Provide lengths of string and glue. Help children make capital G and small g out of string glued onto separate sheets of paper. Ask children to trace over the letters with their fingers. Then have children put their letters facedown in the center of the table and play “Concentration.” Children take turns choosing two papers and turning them face up. If they get a match of two capital G’s or two small g’s, they get to keep them. At the end of the game, have children take back their own letters. Evaluate: Ask these questions to help children evaluate their writing: Does your capital G begin just below the top line? Does your small g end in the space below the bottom line? Is your writing neat and easy to read?

Objectives • To identify capital G and small g • To trace and write capital G and small g Materials: string, glue, writing paper Getting Started: Write Gg on the chalkboard and have the letter names identified as capital G and small g. Then write G on the guidelines as you say stroke directions. Have children echo you as you write G in the air and say: • Begin just below the top line. • Curve up around to the left and down to the bottom line. • Continue curving up right to the middle line. • Move across to the left. Stop short. Repeat with small g: • Begin just below the middle line. • Curve around to the left, touching the middle and bottom lines as you make a small circle. • From the middle line, pull down through the bottom line to the top of the next row. • Curve left and stop short. Using the Page: Ask children to name the animal at the top of the page whose name begins with g. (goat) Then tell children to point to capital G and small g in each box. Have children trace and write capital G’s and small g’s as you describe the strokes. Remind children that capital G ends with a straight line that goes in. Small g ends with a line that curves up to the left. Read the words in the last row with the children, and have children identify the end mark. Ask children to trace capital G and small g.

41

Letter Pp

Getting Started: Write Pp on the chalkboard and have the letter names identified as capital P and small p. Then write P on the guidelines as you say stroke directions. • Begin at the top line and move straight down to the bottom line. Lift. • From the starting point, curve around to the right, and close at the middle line. Repeat with small p: • Begin at the middle line and pull down straight through the bottom line to the top of the next row. • Retrace up; curve around to the right, touching the middle and bottom lines as you make a small circle. Using the Page: Have children name the animal at the top of the page. (pig) Ask children to point to capital P and small p and trace and write the letters. Remind children that the first part of small p goes to the top line of the next row and that the circular part of the letter goes to the right. In the last row, have children trace the capital P in the name Pam and the small p in the word pig.

42

P P P P P P P P ppp p pp p pp pp Pam P 42

Grade K, Unit 4 Letter Pp

P P P P P P P P P P P P P P pp pp pp pp pp pp p p p p p p p pig Directions: Pig starts with the letter P. Point to the capital P and trace it. Trace and write all the capital P’s. Point to the small p and trace it. Then trace and write all the small p’s.

Extension: Have children fold a sheet of paper in half and write small p on the left and capital P on the right. Then invite children to look around the classroom for objects that begin with p such as paper, pencil, paste. Then draw a picture of one object for small p. Help children brainstorm people’s first names that begin with P. Write the names on the chalkboard. Tell children to write one name in the space with capital P and then draw a picture to go with the name. Evaluate: Ask these questions to help children evaluate their writing: Do you lift your pencil to write the second part of capital P? Do you lift your pencil to write the small p? Is your paper in the correct position when you write?



Name _____________________________________________________


Objectives • To identify capital P and small p • To trace and write capital P and small p

Letter Ss


Name _____________________________________________________

SSS S SS SS SS SS S SS SS S S S S S sss s ss ss ss ss ss ss ss s ss ss s s s s s s Sid S eatss nuts. s


Directions: Squirrel starts with the letter S. Point to the capital S and trace it. Trace and write all the capital S’s. Point to the small s and trace it. Then trace and write all the small s’s.

Grade K, Unit 4 Letter Ss

43

Extension: Invite children to form capital S and small s out of modeling clay. Tell children to close their eyes and trace over each letter with their fingers. Talk about how they can tell which letter is a capital and which is a small letter.

Objectives • To identify capital S and small s • To trace and write capital S and small s Materials: modeling clay Getting Started: Write Ss on the chalkboard and have the letter names identified as capital S and small s. Then write S on the guidelines as you say stroke directions. • Begin just below the top line. • Curve around left down to the middle line. • Curve around right down to the bottom line. • Curve up left and stop short. Repeat with small s: • Begin just below the middle line. • Curve around to the left down to halfway between the middle and bottom lines. • Curve around right to the bottom line. • Curve up left and stop short. Using the Page: Have children point to the models of capital S and small s. Ask: “What animal with a bushy tail begins with the letter s?” (squirrel) Say directions and have children trace and write the letters. Walk around the room, checking that they start at the dot.

Invite children to spell out the word Sid using the clay. Evaluate: Ask these questions to help children evaluate their writing: Do your letters match the models? Is the top part of each letter the same size as the bottom part? When you write, do you keep your feet flat on the floor?

Read the sentence in the last row. Have children trace the capital S and small s’s.

43

Letter Mm

Getting Started: Write Mm on the chalkboard and have the letter names identified as capital M and small m. Then write M on the guidelines as you say stroke directions. • Begin at the top line and move straight down to the bottom line. Lift. • From the starting point, slant right down to the bottom line. • Slant right up to the top line. • Move straight down to the bottom line. Repeat with small m: • Begin at the middle line and move straight down to the bottom line. • Retrace up, curve right, touching the middle line, then move down to the bottom line. • Again, retrace up, curve right, touching the middle line, then move down to the bottom line. Using the Page: Have children trace the capital M and small m with a finger, then identify the animal whose name begins with the letter m. (monkey) Ask children to trace and write the letters. Repeat stroke directions if needed. Observe children to see that they make the second stroke of capital M without lifting their pencil. Read the sentence with children. Have children trace the capital M and small m’s.

44

M M M MM M MM MM MM MM M M M M MM MM m mm m mm mm mm mm mm mm m m mmmmmmm mm mm Mom m M hums. 44

Grade K, Unit 4 Letter Mm

Directions: Monkey starts with the letter M. Point to the capital M and trace it. Trace and write all the capital M’s. Point to the small m and trace it. Then trace and write all the small m’s.

Extension: Have children work in pairs. Give partners a tray or box of sand. Invite children to take turns writing capital M and small m in the sand, using a craft stick. Encourage children to practice writing the letters several times. Evaluate: Ask these questions to help children evaluate their writing: Does your capital M have two straight lines and two slanted lines? Are the “hills” in your small m rounded? When you write, do you hold your paper with one hand to keep if from sliding?


Materials: trays or shoeboxes, sand, craft sticks

Name _____________________________________________________


Objectives • To identify capital M and small m • To trace and write capital M and small m

Letter Hh


Name _____________________________________________________

H H H H H H H H H H H H HH HH H H H H HH hhh h hh hh hh hh hh hh hh h hh hh h h h h h h Hi, Cheri! h H


Directions: Horse starts with the letter H. Point to the capital H and trace it. Trace and write all the capital H’s. Point to the small h and trace it. Then trace and write all the small h’s.

Grade K, Unit 4 Letter Hh

45

Extension: Encourage pairs of children to form capital H and small h with their bodies. Guide children as needed. Invite children to share their formations. Possible formations: For capital H, partners may stand side by side (down strokes) with each stretching out an “inside” arm to make the across stroke. For small h, one partner may stand up tall as the down stroke, while the other partner bends to the floor to make the “hill” stroke. Evaluate: Ask these questions to help children evaluate their writing: Does the space between the sides of your capital H match the model? Is the “hill” in your small h rounded? Do you press your pencil too hard when you write?

Objectives • To identify capital H and small h • To trace and write capital H and small h Getting Started: Write Hh on the chalkboard and have the letter names identified as capital H and small h. Then write H on the guidelines as you say stroke directions. • Begin at the top line and move straight down to the bottom line. Lift. • To the right of the starting point, make another straight line from top to bottom. Lift. • Connect the straight lines at the middle by moving across from left to right. Repeat with small h: • Begin at the top line and move straight down to the bottom line. • Retrace up, curve right, touching the middle line, then move down to the bottom line. Using the Page: Ask children to point to the models of capital H and small h. Point out that small h has a “hill.” Ask: “What animal can you ride whose name begins with the letter h?” (horse) Have children echo your stroke directions, then trace and write the letters. Direct children’s attention to the sentence. Have children identify the end mark as an exclamation mark. Point out the comma that follows the first word. Read the exclamation together. Ask children to trace the capital H and small h.

45

Review Gg, Pp, Ss, Mm, Hh

Getting Started: Write G, g, P, p, S, s, M, m, H, h on the chalkboard. Name each capital and small letter in random order and have children circle the letter you say. Review the stroke directions for each letter, one letter at a time. Have volunteers take turns writing the letters on the board on guidelines, using a different color of chalk for each pair of capital/small letters. Refer to pages 62–64 of this teacher’s edition. Using the Page: Tell children to point to the model of capital G and trace it with a finger. Ask children to then trace the gray capital G and write the letter on their own. Have children complete the other rows on the page in the same way. When children have written all the letters, ask them to circle their best letters. Invite children to explain their choices.

G P S H M 46

G GG P P P SS S H HH MM M


G P S H M

g p s h m

gg g g pp p p ss s s hh h h mm m m


Extension: Write these words on guidelines on the chalkboard: Sam, Meg, map, she. Have children read the words with you. Then invite children to write the words on sentence strips. Review writing a and e if needed. After children finish, ask them to circle the word that is their best writing. Encourage children to use this word in a sentence. Evaluate: Have children compare each of their letters to the models. Ask these questions to help children evaluate their writing: Which of your letters match the models? Which letters could you write better? Which part of these letters do you need to practice writing?

46


Materials: colored chalk, sentence strips

Name _____________________________________________________


Objectives • To review Gg, Pp, Ss, Mm, Hh • To trace and write Gg, Pp, Ss, Mm, Hh

Sentences Name _____________________________________________________

Objectives • To trace words in sentences • To trace a question mark and an exclamation point


Materials: storybooks with examples of questions and statements, writing paper (PE page 64), drawing paper, crayons

g Where are Where are you? you? Here II am! am! Here Child may write either sentence.

Directions: Look at the picture. Trace the asking sentence and the question mark. Trace the answer and the exclamation mark. Write one sentence you traced on the last line.


Getting Started: Talk with children about kinds of sentences. Explain or have volunteers define an asking sentence (a group of words that asks a question). Explain that when a sentence shows strong feeling it ends in an exclamation point. Show children examples of sentences in storybooks. Point out the end mark in each: question mark, period, or exclamation point.

Grade K, Unit 4 Sentences

47

Extension: Guide children to answer the question “Where are you?” with the response “I am in school.” Draw guidelines on the chalkboard and write I am in school. Have each child write the sentence on writing paper and then draw a picture of himself or herself in school. Display children’s drawings on a bulletin board. Evaluate: Ask these questions to help children evaluate their writing: Did you leave a little space between your letters? Did you leave a little more space between the words? Do all your words and dots in your end marks sit on the bottom line?

Using the Page: Have children tell what is happening in the picture. (Two children are playing hide-and-seek.) Read the first sentence to children and have them identify it as an asking sentence. Ask: “Who is asking this question?” (the big girl) Then read the next sentence and ask: “Who is telling something with strong feeling?” (the little girl) Have children reread the sentences and name/point to the question mark and the exclamation point. Tell children to trace the sentences—the words and end marks. Remind children to use the dots as starting places. Then ask children to write one of the sentences on the last line.

47

Spacing Letters and Words Name _____________________________________________________

Then write this sentence without leaving any space between words: I can do it. Have children try to read the sentence. Call on volunteers to explain what is wrong with your writing. Point out that having too little space or too much space between words makes writing hard to read. Using the Page: Have children point to the phrases too close and too far. Discuss why these words are not written correctly. Direct their attention to the phrase just right. Ask children to explain why the words are just right. Elicit that the spacing between letters is correct because a pencil point can fit between the letters. Continue in this manner with the remaining phrases, pointing out that the space of the body of a pencil is needed between words.

48

too close t o o fa r

just right C C

tooclose 48

Grade K, Unit 5 Spacing Letters and Words

C

C

just fine Directions: You need to space letters and words. Leave the space of a pencil point between letters. Leave the space of a pencil between words.

Extension: Invite children to use a pencil point to check on the spacing between letters and a pencil between words on signs in the classroom or in one of their favorite books.


Getting Started: Write the word van on the chalkboard, leaving a space between the a and the n. Then rewrite the word with all the letters too close together. Ask children to explain what is wrong with the ways you wrote the word. Elicit that having the wrong spacing between letters makes the word hard to read.


Objective • To review spacing between letters and words

Letter Kk


Name _____________________________________________________

KKK K KK KK KK K KK KK K K K K kkk k kk kk kk kk kk kk k kk kk k k k k k Kim K can kick. k k


Directions: Kangaroo starts with the letter K. Point to the capital K and trace it. Trace and write all the capital K’s. Point to the small k and trace it. Then trace and write all the small k’s.

Objectives • To identify capital K and small k • To trace and write capital K and small k

KK K kk k

Grade K, Unit 5 Letter Kk

49

Extension: Provide pairs of children with materials for making sandpaper letters. Help children use the patterns to cut out capital K and small k. Have each child paste both letters on separate sheets of construction paper. Then have one partner close his or her eyes while the other partner hands him or her capital K or small k. With closed eyes, the child tries to identify the letter by tracing over it with fingers. Have partners switch tasks several times. Evaluate: Ask these questions to help children evaluate their writing: Where do the slanted lines of your capital K meet? Where do the slanted lines of your small k meet? When you write, do you have your paper turned the correct way on your desk?

Materials: sandpaper, scissors, paste, construction paper, patterns for K and k Getting Started: Write Kk on the chalkboard and have the letter names identified as capital K and small k. Then write K on the guidelines as you say stroke directions. • Begin at the top line and move straight down to the bottom line. Lift. • From the right of the starting point, slant left down to the middle line. • Continue from the middle line and slant right down to the bottom line. Repeat with small k: • Begin at the top line and move straight down to the bottom line. Lift. • From the middle line, slant left down to halfway between the middle and bottom lines. • Slant right down to the bottom line. Using the Page: Have children point to the models of capital K and small k and then identify the animal whose name begins with k. (kangaroo) Tell children to follow the arrows to trace the letters and then write the capital and the small k’s. Have children read the sentence with you. Ask them to trace the capital K and two small k’s. Repeat stroke directions as needed.

49

Letter Rr

Getting Started: Write Rr on the chalkboard and have the letter names identified as capital R and small r. Then write R on the guidelines as you say stroke directions. • Begin at the top line and move straight down to the bottom line. Lift. • From the starting point, curve around to the right and close at the middle line. • Slant right down to the bottom line. Repeat with small r: • Begin at the middle line and move straight down to the bottom line. • Retrace up, curve right touching the middle line. • Stop just below the middle line. Using the Page: Have children point to capital R and small r and identify the animal at the top of the page. (rabbit) Tell children to trace and write each capital and each small r. Then read the sentence together and have children trace capital R in Ryan and small r in run. As you walk around the room, check that children are writing capital R with two strokes and small r with one stroke.

50

R R R R R R R R R R R R RR R R R R R rrr r rr rr rr rr rr rr r rr rr r r r r r Ryan can rrun. R 50

Grade K, Unit 5 Letter Rr

R R R rr r

Directions: Rabbit starts with the letter R. Point to the capital R and trace it. Trace and write all the capital R’s. Point to the small r and trace it. Then trace and write all the small r’s.

Extension: Have children work in pairs. Point out that capital R is like capital P with a slant line added. Point out that small r looks like a small n that did not get finished. Have partners use finger paints to practice writing capital R, capital P, small r, and small p. Tell children to take turns naming these letters for their partners to write. Evaluate: Ask these questions to help children evaluate their writing: Do your letters match the models? When you write capital R, do you remember to lift your pencil after the down line? When you write small r, do you remember to keep your pencil on the paper until the end?


Materials: finger paints, finger painting paper

Name _____________________________________________________


Objectives • To identify capital R and small r • To trace and write capital R and small r

Letter Xx


Name _____________________________________________________

X X X X X X X X X X X X X X X X X X X xxx x xx xx xx xx xx xx x xx xx x x x x x x Rexx is six.


Directions: Fox ends with the letter X. Point to the capital X and trace it. Trace and write all the capital X’s. Point to the small x and trace it. Then trace and write all the small x’s.

Objectives • To identify capital X and small x • To trace and write capital X and small x

X X X xx x

Grade K, Unit 5 Letter Xx

51

Extension: Draw several large Tic-Tac-Toe grids on the chalkboard and discuss the rules. Have children work in pairs to play the game. Explain that in this game, they will use capital and small x as their marks. Assign capital X as the mark for one partner and small x as the mark for the other. Have children practice their marks before they begin to make sure the sizes differ. Remind children that the first player to get three of his or her marks in a row wins the game. Invite children to play several games. Evaluate: Ask these questions to help children evaluate their writing: Do your capital X’s begin at the top line? Do your small x’s begin at the middle line? When you write, do you sit up straight with your feet flat on the floor?

Materials: colored chalk Getting Started: Write Xx on the chalkboard and have the letter names identified as capital X and small x. Then write X on the guidelines as you say stroke directions. Have children echo you as you write X in the air and say: • Begin at the top line. • Slant right down to the bottom line. Lift. • Touch the top line to the right of the starting point. • Slant left and cross the letter by moving down to the bottom line. Repeat with small x: • Begin at the middle line and slant right down to the bottom line. Lift. • From the right of the starting point, slant left and cross the letter by moving down to the bottom line. Using the Page: Direct children’s attention to the picture and have the animal identified. (fox) Explain that the word fox ends with the letter x. Ask children to point and trace capital X and small x in each box, then trace and write the letters, starting at the dots. Repeat stroke directions as needed. Ask children to read the sentence with you. Have them point to the small x’s that they will trace and write.

51

Letter Qq

Getting Started: Write Qq on the chalkboard and have the letter names identified as capital Q and small q. Then write Q on the guidelines as you say stroke directions. • Begin just below the top line and curve around to the left down to the bottom line. • Continue curving up and close at the starting point. Lift. • From inside the circle just above the bottom line, slant right down to the bottom line. Repeat with small q: • Begin just below the middle line; curve around to the left, touching the middle and bottom lines, continuing up to the middle line. • Pull down through the bottom line to the top of the next row. • Curve right and stop short. Using the Page: Have children point to the models of capital Q and small q. Have children identify the picture. (queen) Ask children to trace and write capital Q’s and small q’s. Direct children to the last line and ask them to point to the exclamation mark. Have children read Quiet! with expression, then trace and write the letters.

52

Q Q Q QQ QQ Q QQ QQ QQ QQ QQ Q Q Q Q qqq q qq qq qq qq qq qq qq q qq qq q q q q q q q Quiet! quick Q 52

Grade K, Unit 5 Letter Qq

Directions: Queen starts with the letter Q. Point to the capital Q and trace it. Trace and write all the capital Q’s. Point to the small q and trace it. Then trace and write all the small q’s.

Extension: Give each child an index card. Divide the class into two groups. Ask children in one group to write capital Q on their cards and children in the other group to write small q. Then invite children who have a capital Q card to find a classmate who has a small q card. Tell children to write the missing form of the letter, capital Q or small q, on their cards. Encourage children to help each other write the letters correctly. Evaluate: Ask these questions to help children evaluate their writing: Does the second stroke of your capital Q slant to the right? Does the “tail” of your small q curve to the right? Do you keep your pencil on the paper when you write small q?


Materials: large index cards

Name _____________________________________________________


Objectives • To identify capital Q and small q • To trace and write capital Q and small q

Letter Uu


Name _____________________________________________________

U U U U U U U U U U U U UU U U U U UU UU uuu u uu uu uu uu uu uu uu u uu uu u u u u u u uumbrella Umi U


Directions: Umbrella starts with the letter U. Point to the capital U and trace it. Trace and write all the capital U’s. Point to the small u and trace it. Then trace and write all the small u’s.

Grade K, Unit 5 Letter Uu

53

Extension: Use chalk to draw a huge capital U outdoors on cement or use a marker to draw capital U on a large sheet of heavy paper or cardboard. Have each child walk over the capital U in the correct directions while others slowly chant down and curve around, up.

Objectives • To identify capital U and small u • To trace and write capital U and small u Materials: colored chalk, drawing paper, crayons Getting Started: Write Uu on the chalkboard and have the letter names identified as capital U and small u. Then write U on the guidelines as you say stroke directions. • Begin at the top line and move straight down. • Curve right, touch the bottom line, and continue up to the top line. Repeat with small u: • Begin at the middle line and move straight down. • Curve right, touch the bottom line, and continue up to the middle line. • Retrace down to the bottom line. Using the Page: Have children point to and trace the capital U and small u. Identify the picture with the children. (umbrella) Ask children to write capital U’s and small u’s starting at the dots. Read the words with the children. Then have them trace the letters.

Evaluate: Ask these questions to help children evaluate their writing: Does your capital U touch the top line? Does your capital U touch the bottom line? Do you keep your pencil on the paper when you write small u?

53

Review Kk, Rr, Xx, Qq, Uu

Getting Started: Write K, k, R, r, X, x, Q, q, U, u on the chalkboard. Ask children to name each letter you point to (out of order) and tell whether it’s a capital letter or a small letter. Draw guidelines on the board and have volunteers take turns writing the letter you describe. Refer to pages 62–64 of this teacher’s edition. When all letters have been written, ask other children to circle the capital-small letter pairs. Using the Page: Have children trace and write all the letters on the page independently. Remind children to write the watch-out letters carefully: capital U, small k, and small q. Tell children to circle their best capital letter and small letter. Extension: Have each child write K, k , R, r, X, x , Q, q , U, u on a sentence strip. Then have children solve the following riddles by circling the correct letter or letters. We look alike but are different sizes. (X, x) Part of me is a complete circle. (Q) I have a tail that curves up. (q) Our slanted lines do not cross each other. (K, k) Part of me looks like capital P. (R) You begin us by pulling straight down and curving to the right. (U, u) I look like a small n that did not get finished. (r)

54

K R X Q U 54

KK K R RR X XX Q QQ U UU


K R X Q U

k r x q u

kk rr xx qq uu

k r x q u

k r x q u


Evaluate: Have children compare each of their letters to the black letters on the page. Ask these questions to help children evaluate their writing: Which of your letters match the black letters? Did you remember to begin each letter at the dot? Do all of your letters sit on the bottom line?


Materials: colored chalk, sentence strips

Name _____________________________________________________


Objectives • To identify Kk, Rr, Xx, Qq, Uu • To trace and write Kk, Rr, Xx, Qq, Uu

A Poem Name _____________________________________________________

Objectives • To write the words in lines of a poem • To write a complete sentence

Roses are red.

Materials: writing paper, crayons, drawing paper Getting Started: Recite a popular nursery rhyme with children such as the following: Humpty Dumpty sat on a wall. Humpty Dumpty had a great fall; All The King’s horses and all the King’s men Couldn’t put Humpty together again.

Violets are blue. © Macmillan/McGraw-Hill

Call on volunteers to recite other rhymes or poems they know. Using the Page: Read the lines of the poem to the children. Ask children if they know the rest of this poem. Call on volunteers to say the lines. (Sugar is sweet. And so are you.) Then have children recite the four lines together.


Directions: Trace and write the sentences. Can you say the end of the poem?

Evaluate: Ask these questions to help children evaluate their writing: Did you leave even space between your letters and words? Did you press on your pencil too much, too little, or just right? Which of your letters are just fine?

Grade K, Unit 5 A Poem

55

Point out that these lines from the poem are sentences. Have children point to and identify the mark at the end of each sentence. (period) Ask children to trace and write the sentences. Remind children to leave just the right space between words. Extension: Write the entire poem on the board. Read it again with the children. Invite children to write the poem on writing paper (page 64) and then illustrate it on drawing paper.

55

Numbers Name _____________________________________________________

Getting Started: Write 0, 1, 2, 3, 4 on the chalkboard and have the numerals identified. Demonstrate on guidelines as you say stroke directions. Numeral 0: Begin just below the top line. Curve around to the left down to the bottom line. Curve up and close at the starting point. Numeral 1: Begin at the top line. Move straight down to the bottom line. Numeral 2: Begin just below the top line. Curve around to the right. Slant left down to the bottom line. Move across the bottom line from left to right.

56 Numeral 3: Begin just below the top line. Curve around to the right down to the middle line.Curve around again to the right and end just above the bottom line. Numeral 4: Begin at the top line and move straight down to the middle line. Move across from left to right. Lift. Start at the top line and move straight down to the bottom line. Using the Page: Have children identify the numbers, then trace and write each number. Ask children to look over the numbers they wrote and circle their best numbers.

56

Grade K, Unit 6 Numbers

0 00 00 0 11 11 1 1 22 22 2 2 33 33 3 3 44 44 4 4

00 1 1 2 2 3 3 4 4

00 1 1 2 2 3 3 4 4

Directions: Trace and write the numbers. Then circle the best number in each row.

Extension: Invite children to form the numbers 0, 1, 2, 3, 4 out of pipe cleaners. Have children paste their numbers on separate sheets of heavy paper. Tell children to trace over each number with their fingers. Then have children work with a partner to see if they can guess the numbers with their eyes closed by feeling the shapes. Evaluate: Ask these questions to help children evaluate their writing: Is your number 0 oval-shaped like an egg? Does your number 2 slant to the left? Are the circle parts of your number 3 the same size?


0 0 0 111 222 333 444 1

Materials: pipe cleaners, paper, paste


Objectives • To identify numbers 0, 1, 2, 3, 4 • To trace and write numbers 0, 1, 2, 3, 4

More Numbers


Name _____________________________________________________

555 666 777 888 999

55 66 77 88 99

55 66 77 88 99

5 6 7 8 9

55 66 7 7 88 99


Directions: Trace and write the number in each line. Then circle the best number in each row.

5 6 7 8 9

Objectives • To identify numbers 5, 6, 7, 8, 9 • To trace and write numbers 5, 6, 7, 8, 9

55 6 6 7 7 88 9 9

Materials: drawing paper, crayons Getting Started: Write 5, 6, 7, 8, 9 on the chalkboard and have the numerals identified. Demonstrate on guidelines as you say stroke directions. Numeral 5: Begin at the top line. Move straight down to the middle line. Curve around to the right, ending just above the bottom line. Lift. Move across on the top line from left to right. Numeral 6: Begin at the top line. Curve down to the bottom line. Curve around up to the middle line and close. Numeral 7: Begin at the top line. Move across from left to right. Slant left down to the bottom line.

Grade K, Unit 6 More Numbers

57

Extension: Provide each child with eleven sheets of paper stapled together. Help children make a “Numbers Book.” Tell children to write number 0 on the first page, number 1 on the second page, number 2 on the third page, and so on through number 10. On each of these pages, have children draw the corresponding number of simple objects or shapes such as three happy faces, four circles, five apples. Evaluate: Ask these questions to help children evaluate their writing: Which of your numbers match the model at the beginning of each row? Does your number 5 curve in the correct direction? Do you need to practice writing number 8?

Numeral 8: Begin just below the top line. Curve around left down to the middle line.Curve around right down to the bottom line. Curve up left, then slant right up to close at the starting point. Numeral 9: Begin just below the top line. Curve around left down to the middle line. Curve around right up to the top line. Move straight down to the bottom line. Using the Page: Have children follow the arrows on the black numbers to trace and write each number. Ask children to circle their best 5, 6, 7, 8, and 9.

57

Letter Bb

Getting Started: Write Bb on the chalkboard and have the letter names identified as capital B and small b. Then write B on the guidelines as you say stroke directions. Have children echo you as you write B in the air and say: • Begin at the top line and move straight down to the bottom line. Lift. • From the starting point, curve around to the right and close at the middle line. • Again, curve around to the right and close at the bottom line. Repeat with small b: • Begin at the top line and move straight down to the bottom line. • Retrace up, then curve around to the right, touching the middle and bottom lines as you make a small circle. Using the Page: Ask: “What animal do you see in the picture whose name begins with the letter b?” (bear) Have children point to capital B in the box, trace it, and then trace and write the other capital B’s. Guide children to do the same with small b. Repeat stroke directions as needed. In the last row, read the sentence with children and have them trace the letters.

58

B B B B B B B B B B B B B B BB B B B B B B bbb b bb bb bb bb bb bb bb b bb bb b b b b b b Ben’s B bug b is bbig. 58

Grade K, Unit 6 Letter Bb

Directions: Bear starts with the letter B. Point to the capital B and trace it. Trace and write all the capital B’s. Point to the small b and trace it. Then trace and write all the small b’s.

Extension: Write the following words on the board: Bob, baby, boy, red, cat, Bonnie, blue, white. Ask children to name and write on their papers each word that contains capital B or small b. Have children take turns using the words they write in oral sentences. Evaluate: Ask these questions to help children evaluate their writing: Are your letters straight, not slanted? Are the curves in your capital B the same size? Is your writing neat and easy to read?


Materials: writing paper

Name _____________________________________________________


Objectives • To identify capital B and small b • To trace and write capital B and small b

Letter Zz


Name _____________________________________________________

ZZZ Z ZZ ZZ ZZ Z ZZ ZZ Z Z Z Z zzz z zz zz zz zz zz zz z zz zz z z z z z ZZeb is a zzebra.


Directions: Zebra starts with the letter Z. Point to the capital Z and trace it. Trace and write all the capital Z’s. Point to the small z and trace it. Then trace and write all the small z’s.

Objectives • To identify capital Z and small z • To trace and write capital Z and small z

ZZ Z zz z

Grade K, Unit 6 Letter Zz

59

Extension: Have children use these words in oral sentences: Zeke, zoo, fuzzy. Write children’s sentences on the chalkboard. Then ask children to choose one sentence to write on their papers. Remind children to write the capital letters and end marks where they belong. Invite children to draw a picture about the sentence. Display children's papers on a bulletin board. Evaluate: Ask these questions to help children evaluate their writing: Do your letters match the models? Do your letters slant in the correct direction? Where did you begin small z?

Materials: writing paper, crayons Getting Started: Write Zz on the chalkboard and have the letter names identified as capital Z and small z. Then write Z on the guidelines as you say stroke directions. • Begin at the top line and move across from left to right. • Slant left down to the bottom line. • At the bottom line, move across from left to right. Repeat with small z: • Begin at the middle line and move across from left to right. • Slant left down to the bottom line. • At the bottom line, move across from left to right. Using the Page: Ask: “What animal begins with the letter z and is white with black stripes?” (zebra) Direct children to point to capital Z and trace it by following the arrows. Then have them trace and write the other capital Z’s. Repeat for small z. Observe children to make sure they begin at the dot and move to the right. This will help them slant the following stroke in the correct direction. Read the sentence in the last row with children. Have children trace the letters.

59

Letter Jj

Getting Started: Write Jj on the chalkboard and have the letter names identified as capital J and small j. Then write J on the guidelines as you say stroke directions. • Begin at the top line and move straight down to the bottom line. • Curve up left and stop short. Lift. • At the top line, move across from left to right. Repeat with small j: • Begin at the middle line and pull down through the bottom line to just above the next row. • Curve left and stop short. Lift. • Put a dot above the letter. Using the Page: Ask: “What is the girl playing with in the picture that begins with the letter j?” (jumprope) Tell children to point to capital J in the box and trace it. Then have children trace and write capital J. Repeat for small j. Remind them that this letter goes to the top line of the next row. After reading the sentence in the last row together, review why Jill begins with capital J. (It is a person’s name.) Have children trace the letters.

60

J J J J J J JJ J J jjj j jj jj j jj jj j J Jean can 60

Grade K, Unit 6 Letter Jj

J J J J J J J J J jj jj jj jj j j j j jjump.

J J J jj j

Directions: Jumprope starts with the letter J. Point to the capital J and trace it. Trace and write all the capital J’s. Point to the small j and trace it. Then trace and write all the small j’s.

Extension: Have children look in books for words that contain capital or small j. As children find words, write the words on the chalkboard. Then invite children to trace over the capital J or small j in each word. Ask children to tell what they know about each word. Evaluate: Ask these questions to help children evaluate their writing: Is the line over your capital J too long, too short, or just right? Did you remember to put a dot at the top of small j? Do you hold your pencil the right way when you write?


Materials: colored chalk, reading texts

Name _____________________________________________________


Objectives • To identify capital J and small j • To trace and write capital J and small j

Review Bb, Zz, Jj

A Story

My Name

Objectives • To identify Bb, Zz, Jj • To trace and write Bb, Zz, Jj

Objectives • To copy a story

Objectives • To write full name • To write favorite words

Getting Started: Write B, j, z, J, Z, b on the chalkboard. Say the stroke directions for each letter and call on volunteers to point to the letter you describe. Refer to pages 62–64 of this teacher’s edition. Using PE Page 61: Have children trace and write the letters and the words. When they have completed the page, ask them to look over their letters and circle their best capital letter and best small letter.


Evaluate: Have children compare each of their letters to the black letters on the page. Help them evaluate their writing by asking: • Are your letters the same size as the black letters? • Do your capital letters sit straight on the bottom line without tipping to one side or the other?

Getting Started: Encourage children to talk about a favorite book. Call on volunteers to tell why they like their books. Using PE Page 62: Direct children’s attention to the pictures on the page. Ask: “What do you think the girls book is about?” (bees) Tell children to listen as you read the story on page 62. Then read the story a second time and have children read it with you. Ask children to copy the story. Remind them to write the end marks—a period and two exclamation marks. Evaluate: Help children evaluate their writing by asking: • Did you begin words in the title with capital letters? • Does the space between your letters match the models? • Does the space between your words match the models?

Getting Started: Display the name cards on the chalk ledge, one at a time. Read the name and have the child come up and take the model of his or her name. Using PE Page 63: Have each child use the model to write his or her full name on the first line of the page. Then tell children to write their favorite words on the other lines. Help with spelling as needed. Ask volunteers to read their words to the class. Walk around the room to check if any favorite words are names of people. If so, remind children to begin each one with a capital letter. Evaluate: Help children evaluate their writing by asking: • Did you remember to begin your first and last name with a capital letter? • Which words are your best writing? • What have you learned about writing letters and words?

61

Capital A • Begin at the top line. • Slant left down to the bottom line. Lift. • From the starting point, slant right down to the • bottom line. Lift. • Connect the slant lines at the middle line by moving across from left to right. Small a • Begin just below the middle line. • Curve around left to the middle and bottom lines; continue up to the middle line. • Move straight down to the bottom line. Capital B • Begin at the top line and move straight down to the bottom line. Lift. • From the starting point, curve around to the right and close at the middle line. • Again, curve around to the right and close at the bottom line. Small b • Begin at the top line and move straight down to the bottom line. • Retrace up, then curve around to the right, touching the middle and bottom lines as you make a small circle. Capital C • Begin just below the top line. • Curve around to the left and down to the bottom line. • Continue curving up right and stop short (just above the bottom line). Small c • Begin just below the middle line. • Curve around to the left and down to the bottom line. • Keep curving up right and stop short.

A aaa A A

B bbb B B

C ccc C C

62

Capital D • Begin at the top line and move straight down to the bottom line. Lift. • From the starting point, curve around right and close at the bottom line. Small d • Begin just below the middle line. • Curve around to the left touching the middle and bottom lines. • Continue curving up right and move straight up to the top line. • Retrace down to the bottom line. Capital E • Begin at the top line and move straight down to the bottom line. Lift. • Touch the starting point; move across to the right. Lift. • Touch the middle; move across to the right. Lift. • Touch the bottom; move across to the right. Small e • Begin halfway between the middle and bottom lines; move across from left to right. • Curve up left, then around and down to the bottom line. • Continue curving up right and stop short. Capital F • Begin at the top line and move straight down to the bottom line. Lift. • Touch the starting point; move across to the right. Lift. • Touch the middle; move across to the right. Small f • Begin just below the top line. • Curve around left touching the top line, then move straight down to the bottom line. Lift. • At the middle line, cross the letter by moving from left to right.

D D D FFF fffddd

EEE eee

FFF fff

Capital G • Begin just below the top line. • Curve around to the left and down to the bottom line. • Continue curving up right to the middle line. • Move across to the left. Stop short. Small g • Begin just below the middle line. • Curve around to the left, touching the middle and bottom lines as you make a small circle. • From the middle line, pull down through the bottom line to the top of the next row. • Curve left and stop short. Capital H • Begin at the top line and move straight down to the bottom line. Lift. • To the right of the starting point, make another straight line from top to bottom. Lift. • Connect the straight lines at the middle by moving across from left to right. Small h • Begin at the top line and move straight down to the bottom line. • Retrace up, curve right, touching the middle line, then move down to the bottom line. Capital I • Begin at the top line and move straight down to the bottom line. Lift. • At the top line, move across from the left of the starting point to the right. Lift. • At the bottom line, move across left to right. Small i • Begin at the middle line and move straight down to the bottom line. Lift. • Put a dot above the letter.

G G G FFF fffggg

H hhh H H

III iii


Stroke Directions

Capital J • Begin at the top line, move straight down to the bottom line. • Curve up left and stop short. Lift. • At the top line, move across from left to right. Small j • Begin at the middle line and pull down through the bottom line to just above the next row. • Curve left and stop short. Lift. • Put a dot above the letter. Capital K • Begin at the top line and move straight down to the bottom line. Lift. • From the right of the starting point, slant left down to the middle line. • Continue from the middle line and slant right down to the bottom line. Small k • Begin at the top line and move straight down to the bottom line. Lift. • From the middle line, slant left down to halfway between the middle and bottom lines. • Slant right down to the bottom line. Capital L • Begin at the top line and move straight down to the bottom line. • At the bottom line, move across from left to right. Small l • Begin at the top line. • Move straight down to the bottom line. Capital M • Begin at the top line and move straight down to the bottom line. Lift. • From the starting point, slant right down to the bottom line. • Slant right up to the top line.

J jjj J J

KKK kkk


L lll L L

Mm M M m m

• Move straight down to the bottom line. Small m • Start at the middle line and move straight down to the bottom line. • Retrace up, curve right, touching the middle line, then move down to the bottom line. • Again, retrace up, curve right, touching the middle line, and move down to the bottom line. Capital N • Begin at the top line and move down to the bottom line. Lift. • From the starting point, slant right down to the bottom line. • Move straight up to the top line. Small n • Begin at the middle line and move straight down to the bottom line. • Retrace up, curve right, touching the middle line, then move down to the bottom line. Capital O • Begin just below the top line. • Curve up around to the left and down to the bottom line. • Continue curving up and close at the starting point. Small o • Begin just below the middle line. • Curve up around to the left and down to the bottom line. • Continue curving up and close at the starting point. Capital P • Begin at the top line and move straight down to the bottom line. Lift. • From the starting point, curve around to the right. • Close at the middle line.

NFFF fffnnn N N

O ooo O O

P ppp P P

Small p • Begin at the middle line and pull down straight through the bottom line to the top of the next row. • Retrace up and curve around to the right, touching the middle and bottom lines as you make a small circle. Capital Q • Begin just below the top line and curve around to the left and down to the bottom line. • Continue curving up and close at the starting point. Lift. • From inside the circle just above the bottom line, slant right down to the bottom line. Small q • Begin just below the middle line; curve around to the left, touching the middle and bottom lines and continuing up to the middle line. • Pull down through the bottom line to the top of the next row. • Curve right and stop short. Capital R • Begin at the top line and move straight down to the bottom line. Lift. • From the starting point, curve around to the right and close at the middle line. • Slant right down to the bottom line. Small r • Begin at the middle line and move straight down to the bottom line. • Retrace up, curve right and touch the middle line. • Stop just below the middle line.

Q qqq Q Q

R rrr R R

63

SSS sss

T ttt T T

U uuu U U

64

Capital V • Begin at the top line. • Slant right down to the bottom line. • Slant right up to the top line. Small v • Begin at the middle line. • Slant right down to the bottom line. • Slant right up to the middle line. Capital W • Begin at the top line; slant right down to the bottom line. • Slant right up to the top line. • Again, slant right down to the bottom line. • Slant right and move up to the top line. Small w • Begin at the middle line; slant right down to the bottom line. • Slant right up to the middle line. • Again, slant right down to the bottom line. • Slant right up to the middle line. Capital X • Begin at the top line. • Slant right down to the bottom line. Lift. • Touch the top line to the right of the starting point. • Slant left and cross the letter by moving down to the bottom line. Small x • Start at the middle line; slant right down to the bottom line. Lift. • Touch the middle line to the right of the starting point. • Slant left and cross the letter by moving down to the bottom line.

V vvv V V

W W W FFF fffw w w

X xxx X X

Capital Y • Begin at the top line and slant right down to the middle line. Lift. • From the right of the starting point, slant left down to the middle, touching the other line. • Continue moving straight down to the bottom line. Small y • Begin at the middle line; slant right down to the bottom line. Lift. • From the right of the starting point, slant left down through the top line of the next row, touching the other line as you pass. Capital Z • Begin at the top line and move across from left to right. • Slant left down to the bottom line. • At the bottom line, move across from left to right. Small z • Begin at the middle line and move across from left to right. • Slant left down to the bottom line. • At the bottom line, move across from left to right.

YYY yyy

ZZZ zzz


Capital S • Begin just below the top line. • Curve around left down to the middle line. • Curve around right down to the bottom line. • Curve up left and stop short. Small s • Begin just below the middle line. • Curve around to the left down to halfway between the middle and bottom lines. • Curve around right to the bottom line. • Curve up left and stop short. Capital T • Begin at the top line and move straight down to the bottom line. Lift. • At the top line, move across from the left of the starting point to the right. Small t • Begin at the top line and move straight down to the bottom line. Lift. • At the middle line, cross the letter by moving across from left to right. Capital U • Start at the top line and move straight down. • Curve right, touch the bottom line, and continue up to the top line. Small u • Start at the middle line and move straight down. • Curve right, touch the bottom line, and continue up to the middle line. • Retrace down to the bottom line.

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