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Handwriting Tracing Worksheets for Kindergarten Students

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					                                            Monroe Township Schools




                                        Curriculum Management System


                                                   Handwriting
                                                   Grades K-4
                                                    July 2007


* For adoption by all regular education programs                       Board Approved: December 2007
  as specified and for adoption or adaptation by
  all Special Education Programs in accordance
  with Board of Education Policy # 2220.
                                       Table of Contents



Monroe Township Schools Administration and Board of Education Members   Page 3

Acknowledgments                                                         Page 4

District Mission Statement and Goals                                    Page 5

Introduction/Philosophy/Educational Goals                               Pages 6

National and State Standards                                            Page 7

Scope and Sequence                                                      Page 8-12

Goals/Essential Questions/Objectives/Instructional Tools/Activities     Pages 13-90

Benchmarks/Verbal Directions                                            Page 91-95




                                               2
  MONROE TOWNSHIP SCHOOL DISTRICT



               ADMINISTRATION

         Dr. Ralph P. Ferrie, Superintendent
Dr. Christopher H. Tienken, Assistant Superintendent
    Dr. Veronica Geyer Assistant Superintendent

            BOARD OF EDUCATION

        Ms. Kathy Kolupanowich, President
         Mr. Lew Kaufman, Vice President
              Mr. Marvin Braverman
               Mr. Joseph Homoki
                 Mr. John Leary
                Ms. Kathy Leonard
                Mrs. Rita Ostrager
                 Ms. Amy Speizer
                  Mr. Ira Tessler

       JAMESBURG REPRESENTATIVE

                Ms. Patrice Faraone

            Student Board Members

               Ms. Melissa Bonamici
               Ms. Upsana Natarajan

                         3
                                            Acknowledgments


The following individuals are acknowledged for their assistance in the preparation of this Curriculum
Management System:



Writer’s Name:       Stacy Blum

Supervisor Name:     Elizabeth Aaron, Supervisor of Humanities

Technology Staff:    Al Pulsinelli
                     Reggie Washington
                     Bill Wetherill

Secretarial Staff:   Debbie Gialanella
                     Geri Manfre
                     Gail Nemeth




                                                     4
                                  Monroe Township Schools
                                      Mission and Goals

                                                 Mission

The mission of the Monroe Township School District, a unique multi-generational community, is to
collaboratively develop and facilitate programs that pursue educational excellence and foster
character, responsibility, and life-long learning in a safe, stimulating, and challenging environment to
empower all individuals to become productive citizens of a dynamic, global society.

                                                  Goals

To have an environment that is conducive to learning for all individuals.

To have learning opportunities that are challenging and comprehensive in order to stimulate the
intellectual, physical, social and emotional development of the learner.

To procure and manage a variety of resources to meet the needs of all learners.

To have inviting up-to-date, multifunctional facilities that both accommodate the community and are
utilized to maximum potential.

To have a system of communication that will effectively connect all facets of the community with the
Monroe Township School District.

To have a staff that is highly qualified, motivated, and stable and that is held accountable to de liver a
safe, outstanding, and superior education to all individuals.
                                                     5
                   INTRODUCTION, PHILOSOPHY OF EDUCATION, AND EDUCATIONAL GOALS

                                                              Philosophy

        The Monroe Township’s Handwriting Curriculum is a systematic comprehensive literacy approach to instruction. Using the
Zaner-Bloser method, students will use continuous strokes to prevent raising and lowering their hand while writing. A multimodal
approach supports the auditory, visual, and kinesthetic learners. Shape, size, spacing, and slant are the keys to legibility and the basis
of this unique instructional system. This Handwriting program promotes automaticity because students only need to learn four simple
strokes. In addition, students practice the vertical manuscript that they see everyday, inside and outside the classroom. The
Handwriting program guides students through an easy step by step process for learning good, legible, handwriting that will last a
lifetime.




                                                         Educational Goals


      1. Students will develop fine motor skills necessary for legible handwriting.

      2. Students will make handwriting an automatic process

      3. Students will develop the proper handwriting position.




                                                                    6
                                          New Jersey State Department of Education
                                            Core Curriculum Content Standards



A note about Literacy Standards and Cumulative Progress Indicators.

Handwriting is part of the New Jersey Core Curriculum Content Standards for Language Arts Literacy. The Cumulative Progress
Indicators (CPI's) referenced in this curriculum guide refer to the standards and may be found in the Curriculum folder on the district
server. A complete copy of the Core Curriculum Content Standards for Language Arts Literacy may also be found at:
http://www.state.nj.us/education/cccs/s3_lal.htm




                                                                     7
                                            Handwriting

                                         Scope and Sequence

                                            Kindergarten
I.     Writing Positions                             II.   Learning Basic Stokes
a.     Choose which hand to write with               a.    Vertical lines
b.     Posture                                       b.    Horiz ontal lines
c.     Paper position                                c.    Backward circle lines
d.     Holding the pencil                            d.    Slant lines
                                                     e.    Forward circle lines
III.   Writing Letters                               IV.   Writing Numerals
a.     Ll                                            a.    1,2
b.     Ii                                            b.    3,4
c.     Tt                                            c.    5,6
d.     Oo                                            d.    7,8
e.     Aa                                            e.    9,10
f.     Dd
g.     Cc
h.     Ee
i.     Ff
j.     Gg
k.     Jj
l.     Qq
m.     Uu
n.     Ss
o.     Bb
p.     Pp
q.     Rr
r.     Nn
s.     Mm
t.     Hh
u.     Vv
v.     Yy
w.     Ww
x.     Xx
y.     Kk
z.     Zz



                                                 8
                                                     First Grade
I.Writing Positions & Basic Strokes                           II.Writing Numerals
a. Posture                                                    a. 1-5
b. Paper position                                             b. 6-10
c. Holding the pencil
d. Guidelines
e. Vertical lines
f. Horiz ontal lines
g. Backward circle lines
h. Forward circle lines
i. Slant lines
III.Writing Letters & Words with the Proper Shape             IV.   Writing Letters & Words with the Proper Size
a. lL                                                         a.    cC
b. iI                                                         b.    eE
c. tT                                                         c.    fF
d. oO                                                         d.    gG
e. aA                                                         e.    jJ
f. dD                                                         f.    qQ
g. ?!
V. Writing Letters & Words with the Proper Spacing            VI.   Writing letters & Words with the Proper Slant
a.    uU                                                      a.    vV
b. sS                                                         b.    yY
c. bB                                                         c.    wW
d.    pP                                                      d.    xX
e.    rR                                                      e.    kK
f.    nN                                                      f.    zZ
g.    mM
h.    hH




                                                          9
                                                  Second Grade
I.Writing Position & Basic Strokes                       II.Writing in Manuscript with the Proper Shape
a. Posture                                               a. l, i, t
b. Paper position                                        b. L, I, T
c. Holding the pencil                                    c. o, a, d
d. Vertical lines                                        d. O, A, D
e. Horiz ontal lines
f. Circle lines
g. Slant lines
III. Writing in Manuscript with the Proper Size          IV.Writing in Manuscript with the Proper Spacing
a. c, e, f                                               a. u, s
b. C, E, F                                               b. U, S
c. g, j, q                                               c. b, p, r
d. G, J, Q                                               d. B, P, R
                                                         e. n, m, h
                                                         f. N, M, H
V. Writing in Manuscript with the Proper Slant
a. v, y, w
b. V, Y, W
c. x, k, z
d. X, K, Z


                                                   Third Grade
I.Writing Positions & Manuscript Review                  II. Cursive Writing Positions
a. Posture                                               a. Undercurve
b. Paper position                                        b. Downcurve
c. Holding the pencil                                    c. Overcurve
d. Ll, Ii, Tt                                            d. Slant
e. Oo, Aa, Dd
f. Cc, Ee, Ff
g. Gg, Jj, Qq
h. Uu, Ss, Bb, Pp
i. Rr, Nn, Mm, Hh
j. V v, Yy, Ww
k. Xx, Kk, Zz
III.Writing Cursive Lowercase Letters                    IV.Writing Uppercase Cursive Letters
a. Shape, Size, Spacing, Slant                           a. Shape & Size
b. Undercurve letters: i, t, u, w, e, l, b               b. Spacing & Slant
c. Undercurve letters: h, f, k, r, s, j, p               c. Downcurve letters: A, O, D, C, E
d. Downcurve letters: a, d, g, o, c, q                   d. Curve forward letters: N. M. H, K, U, Y, Z, V, W, X
e. Cursive numerals                                      e. Overcurve letters: I, J, Q
f.   Overcurve letters: n, m, y, x, v, z                 f. Doublecurve letters: T, F
g. Joinings                                              g. Undercurve-loop letters: G, S, L
                                                       10
                                                                     h.   Undercurve-slant letters: P, R, B




                                                               Fourth Grade
I.     Writing Positions, Review, & Basic Strokes                    II. Writing Lowercase Cursive Letters
a.      Posture                                                      a. Beginning strokes
b.      Paper position                                               b. Joinings
c.      Holding the pencil                                           c. Undercurve letters: i, t, u, w, e, l
d.     Manuscript letters & numerals                                 d. Undercurve letters: b, h, f, k, r, s, j, p
e.     Cursive letters & numerals                                    e. Downcurve letters: a, d, g, o, c, q
f.     Undercurve, downcurve                                         f.  Overcurve letters: n, m, y, x, v, z
g.     Overcurve, Slant
h.     Shape
i.     Size
k.     Spacing
l.     Slant
III.   Writing Upperc ase Cursive Letters
a.     Beginning stokes
b.     Downcurve letters: A, O, D, C, E
c.     Curve forward letters: N, M, H, K, U, Y
d.     Curve forward letters: Z, V, W, X
e.     Overcurve letters: I, J, Q
f.     Double curve letters: T, F
g.     Undercurve-loop letters: G, S, L
h.     Undercurve-slant letters: P, R, B



Suggested Instructional time is 15 minutes, three-five times per week.
Handwriting should be implemented into all subject areas.

Recommended Timelines:
Kindergarten- Introduce writing letters on lines in January.
Third Grade- Introduce cursive letter writing in January.

Reference:
      Zaner-Bloser Handwriting Grades Kindergarten- Fourth Grade.Zaner-Bloser Inc. Columbus, Ohio 2008



                                                                    11
                                    First Grade
                                Suggested Books to Share
                  Title                                     Author
  The Amazing Animal Alphabet Book                 Roger & Mariko Chouinard
          The Hullabaloo ABC                            Beverly Cleary
The Accidental Zucchini: An Unexpected                    Max Grover
                Alphabet
             I Read Signs                                   Tana Hoban
 Ten Cats Have Hats: A Counting Book                       Jean Marzollo
            Action Alphabet                                Shelley Rotner
 So Many Bunnies: A Bedtime ABC and                         Rick Walton
            Counting Book
       Elfabet: An ABC of Elves                             Jane Yolen




                                                                         12
                    Curriculum Management System       Topic: Letter Recogni tion
                    Grade Level/Subject:
                                                       Goal 1: Name and recognize most upperca se and lowercase letters.
Suggested days of



                    Kindergarten/Handwriting
                    Objectives / Cluster Concepts /    Essential Questions                                          Instructional Tools / Materials / Technology /
                                                                                                                    Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators     Sample Conceptual Understandings
                    (CPI's)                                                                                         Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
    5               1.1.   name and recognize most        Which letters are in your name?                          Materials:
                           uppercase letters.             Which letters do I know already?                         Laminated ABC chart
                    1.2.   name and recognize most                                                                  1/8 inch ruled paper
                           lowercase letters.
                                                                                                                    13/32 inc h diameter beginner pencil
                                                       See CP I’s and Learning Acti vities for sample conc eptual   Sidewalk chalk
                    (3.2.C.5 write all uppercase and   understandings.                                              Printed Name Tag for desk
                           lowercase letters of the
                           alphabet from teacher
                           copy.)                                                                                   Learning Activities: (Knowledge)
                                                                                                                           Select the uppercase letter cards that
                                                                                                                            match letters in their first names.
                                                                                                                           Match alphabet cards with pictures.
                                                                                                                           One partner selects letters and arranges
                                                                                                                            them in a series, the other partner finds the
                                                                                                                            letters and matches the series with his/her
                                                                                                                            own letters.
                                                                                                                           Give clues to one of the letter card pictures.
                                                                                                                            After the students guess the picture, have
                                                                                                                            them name the letters in the word and spell
                                                                                                                            the word with the letter cards.
                                                                                                                           Distribute lowercase letters to half of the
                                                                                                                            class and uppercase to the other half.
                                                                                                                            Have them find their matching letter
                                                                                                                            partner.
                                                                                                                           Pretest- Have students writ e down all of the
                                                                                                                            letters that they know.




                                                                                          13
                    Curriculum Management System           Topic:     Writing Positions
                    Grade Level/Subject:
                                                           Goal 2: The student will be able to develop the proper writing positions.
Suggested days of



                    Kindergarten/Handwriting
                    Objectives / Cluster Concepts /        Essential Questions                                         Instructional Tools / Materials / Technology /
                    Cumulative Progress Indicators         Sample Conceptual Understandings                            Resource s / Learning Activitie s /
Instruction




                    (CPI's)                                                                                            Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:

    3               2.1.   hold a pencil correctly.           How do I hold the pencil?                               Learning Activities: (Knowledge, Application)
                    2.2.   hold the paper in the correct      How can I sit in the proper handwriting position?          Use tape to form a frame on the desk so the
                           position using their helping                                                                    children will be able to place the paper in the
                                                              How should I hold my paper?
                           hand.                                                                                           correct position.
                    2.3.   have good posture habits                                                                       Assess hand preference (left or right).
                           when writing.
                                                                                                                          Model good pencil position for students.
                                                           See CP I’s and Learning Activities for sample conc eptual
                                                           understandings.                                                Explain the pencil position.
                    (3.2.C.4 gain inc reasing control of
                           penmanship, including                                                                          Continually check students for correct pencil
                                                                                                                           grip.
                           pencil grip, paper position,
                           and beginning strokes.)                                                                        Encourage students to sit comfortably erect
                                                                                                                           with their feet flat on the floor and their hips
                                                                                                                           touching the back of the chair. Both arms
                                                                                                                           should rest on the tabletop.


                                                                                                                       Optional Activity:
                                                                                                                          When students are writing call out “freeze”!
                                                                                                                           Explain that when they hear this signal, they
                                                                                                                           should stop writing and freeze their position.
                                                                                                                           While they are frozen, students should check
                                                                                                                           their sitting, paper, and pencil positions. Have
                                                                                                                           them make any necessary adjustments before
                                                                                                                           they “thaw” and begin to write again.




                                                                                             14
                    Curriculum Management System           Topic:     Basi c Stroke s
                    Grade Level/Subject:
                                                           Goal 3: The student will be able to learn basic stroke s.
Suggested days of


                    Kindergarten/Handwriting
                    Objectives / Cluster Concepts /        Essential Questions                                         Instructional Tools / Materials / Technology /
                                                                                                                       Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicator s        Sample Conceptual Understandings
                    (CPI's)                                                                                            Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
  15                3.1.   draw vertical lines.               How do I draw the lines?                                Learning Activities: (Knowledge, Application)
                    3.2.   draw horizontal lines.                                                                         Teacher models and presents the vertical lines
                    3.3.   draw backward circle lines.                                                                     giving verbal directions (pull down straight,
                                                                                                                           push up straight) as s/he is drawing them.
                    3.4.   draw slant lines.               See CP I’s and Learning Activities for sample conc eptual
                    3.5.   draw forward circle lines.      understandings.                                                Students use arm movements, trace, and draw
                                                                                                                           the vertical lines with one continuous
                                                                                                                           movement.
                    (3.2.C.4 gain inc reasing control of                                                               Assessment:
                           penmanship, including
                           pencil grip, paper position,                                                                Observe whether children started each line correctly
                                                                                                                       and drew the line vertically.
                           and beginning strokes.)

                                                                                                                          Teacher models and presents the horizontal
                                                                                                                           lines giving verbal directions (slide right, slide
                                                                                                                           left) as s/he is drawing them.
                                                                                                                          Students use arm movements, trace, and draw
                                                                                                                           the horizontal lines with one continuous
                                                                                                                           movement.
                                                                                                                       Assessment:
                                                                                                                       Observe whether students started each line
                                                                                                                       correctly and drew the line horizontally.


                                                                                                                          Teacher models and presents the backward
                                                                                                                           circle lines giving verbal directions (circle back)
                                                                                                                           as s/he is drawing them.
                                                                                                                          Students use arm movements, trace, and draw
                                                                                                                           the backward circle lines with one continuous
                                                                                                                           movement.
                                                                                                                       Assessment:
                                                                                                                       Observe whether children started each circle
                                                                                                                       correctly and drew it correctly.
                                                                                                                          Teacher models and presents the slant lines
                                                                                             15
                    Curriculum Management System      Topic:     Basi c Stroke s
                    Grade Level/Subject:
                                                      Goal 3: The student will be able to learn basic stroke s.
Suggested days of


                    Kindergarten/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                         Instructional Tools / Materials / Technology /
                                                                                                                  Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicator s   Sample Conceptual Understandings
                    (CPI's)                                                                                       Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                      giving verbal directions (slant left, slant right,
                                                                                                                      slant up) as s/he is drawing them.
                                                                                                                     Students use arm movements, trace, and draw
                                                                                                                      the slant lines with one continuous movement.
                                                                                                                  Assessment:
                                                                                                                  Observe whether the children started the slant lines
                                                                                                                  correctly and drew it correctly.


                                                                                                                     Teacher models and presents the forward circle
                                                                                                                      lines giving verbal directions (circle forward) as
                                                                                                                      s/he is drawing them.
                                                                                                                      Students use arm movements, trace, and draw
                                                                                                                       the circle forward lines with one continuous
                                                                                                                       movement.
                                                                                                                  Assessment:
                                                                                                                  Observe whether the children started each line
                                                                                                                  correctly and drew it correctly.
                                                                                                                  Identify those children who need small -motor
                                                                                                                  activities.


                                                                                                                  Optional Activities:
                                                                                                                     Make a straight line with chalk and have
                                                                                                                      students walk the line saying pull down straight
                                                                                                                      or push up straight.
                                                                                                                     Trace top to bottom lines with thin white glue.
                                                                                                                      Shake salt over the glue, wait for it to dry and
                                                                                                                      shake off the excess. The raised lines can be
                                                                                                                      used for touc hing from top to bottom and from
                                                                                                                      bottom to top.
                                                                                                                     Cut and use Basic Stroke pieces as a
                                                                                                                      manipulative for students to use as a visual aid

                                                                                       16
                    Curriculum Management System      Topic:     Basi c Stroke s
                    Grade Level/Subject:
                                                      Goal 3: The student will be able to learn basic stroke s.
Suggested days of


                    Kindergarten/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                         Instructional Tools / Materials / Technology /
                                                                                                                  Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicator s   Sample Conceptual Understandings
                    (CPI's)                                                                                       Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                      for each stroke they will practice.
                                                                                                                     Draw shapes and trace around the shapes
                                                                                                                     Place three objects in a row and ask children to
                                                                                                                      look at the left-right sequence. Mix up the
                                                                                                                      object and have them tell which object was first,
                                                                                                                      second, and third.
                                                                                                                     Ask students to write their name on the
                                                                                                                      chalkboard and encourage the class to find
                                                                                                                      horizontal lines in each other’s names. Use
                                                                                                                      colored chalk so they can see each line found.
                                                                                                                     Provide children with sewing cards that have
                                                                                                                      holes punched in the shape of large or small
                                                                                                                      circles. Encourage children to use red yarn to
                                                                                                                      sew the circles.
                                                                                                                     Provide several circle stencils. Have children
                                                                                                                      trace the stencils, observing their hand
                                                                                                                      movements to see that they are making the
                                                                                                                      stroke properly. They can mak e pictures
                                                                                                                      combining several circles.
                                                                                                                     Hand-outs of a circle with a star showing them
                                                                                                                      where to start and an arrow pointing in the right
                                                                                                                      direction. Have children cut out circles. They
                                                                                                                      could also draw round things in their circles.
                                                                                                                     Distribute cards with two slant lines on them.
                                                                                                                      Provide clay or play dough and have children
                                                                                                                      form short ropes to fit over the lines on the
                                                                                                                      cards.
                                                                                                                     Ask children to go to the board and draw a
                                                                                                                      picture of something wit h a slant line. The other
                                                                                                                      students guess the drawing.
                                                                                                                     Give children a paper with a large inverted V on
                                                                                                                      them. Instruct children to trace over the slant

                                                                                       17
                    Curriculum Management System      Topic:     Basi c Stroke s
                    Grade Level/Subject:
                                                      Goal 3: The student will be able to learn basic stroke s.
Suggested days of


                    Kindergarten/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                         Instructional Tools / Materials / Technology /
                                                                                                                  Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicator s   Sample Conceptual Understandings
                    (CPI's)                                                                                       Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                      and use the lines to make a picture.
                                                                                                                     Bring in bread dough and have children form
                                                                                                                      circle shaped rolls of dough. Then bak e the
                                                                                                                      dough. When the dough is finished children
                                                                                                                      can use their finger to trace the bread in a circle
                                                                                                                      motion saying circle forward.
                                                                                                                     Design a worksheet wit h a bubble wand and
                                                                                                                      have students trace the circles saying circle
                                                                                                                      forward and circle back.
                                                                                                                     Children join hands in a circle. Review that a
                                                                                                                      circle can go back and forward, left and right.
                                                                                                                      Play music and have them move one way and
                                                                                                                      when the music stops change the direction.
                                                                                                                     Have children make various strokes and/or
                                                                                                                      pictures with different colors of yarn.
                                                                                                                     Have students draw different shaped
                                                                                                                      birdhouses to practice the different strokes.
                                                                                                                     Have children use paint to draw strokes on
                                                                                                                      construction paper while listening to lively
                                                                                                                      music.
                                                                                                                     Make shapes on the floor with masking tape.
                                                                                                                      Have students walk, hop, or jump around each
                                                                                                                      shape using the verbal directions.
                                                                                                                     Give the children verbal directions to draw the
                                                                                                                      parts of a house using the verbal directions for
                                                                                                                      making the lines.




                                                                                       18
                    Curriculum Management System            Topic: Writing Letters
                    Grade Level/Subject:
                                                            Goal 4: The student will be able to write all uppercase and lowercase letters of the alphabet from teacher
Suggested days of


                    Kindergarten/Handwriting                        copy.
                    Objectives / Cluster Concepts /         Essential Questions                                          Instructional Tools / Materials / Technology /
                                                                                                                         Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators          Sample Conceptual Understandings
                    (CPI's)                                                                                              Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
  27                4.1.   write all uppercase and             How do I writ e each letter?                             Learning Activities: (Knowledge, Application)
                           lowercase letters from              Does my letter look like the teacher’s/ book’s letter?      Teacher presents and models the letter, saying
                           teacher copy.                                                                                     verbal directions while drawing the letter in the
                                                               What do I say when I’m writing eac h letter?
                    4.2.   use verbal prompts when                                                                           air and writing it on the board.
                           writing letters.                                                                                 Children draw the letter with their arm in the air
                                                                                                                             while verbally saying the directions.
                                                            See CP I’s and Learning Activities for sample conc eptual
                    (3.2.C.5 write all uppercase and                                                                        Children trace the letter using their finger on
                           lowercase letters of the         understandings.
                                                                                                                             their own laminated ABC chart while verbally
                           alphabet from teacher                                                                             saying the directions.
                           copy.)
                                                                                                                            Children writ e their own letters copying the
                    (3.2.C.3 recognize and begin to                                                                          teacher’s model.
                           use left-t o-right and top-to-
                                                                                                                           Children trace words with target letter.
                           bottom directionality and
                                                                                                                            (children’s names)
                           spacing between words
                           when writing.)                                                                                Assessment:
                                                                                                                         Teacher obs ervation to see that they are forming
                                                                                                                         and writing the letters correctly.
                                                                                                                         Self-Assessment:
                                                                                                                            Children stop and check their own work when
                                                                                                                             prompted to circle their best letter.
                                                                                                                             Does your letter look like mine?
                                                                                                                             Did you say the directions aloud?


                                                                                                                            Children practice letters in the following order:
                                                                                                                             Ll, Ii, Tt, Oo, Aa, Dd, Cc, Ee, Ff, Gg, Jj, Qq, Uu,
                                                                                                                             Ss, Bb, Pp, Rr, Nn, Mm, Hh, V v, Yy, Ww, Xx,
                                                                                                                             Kk, Zz
                                                                                                                            See attached verbal directions sheet for each
                                                                                                                             letter formation.

                                                                                                                         Optional Activities:

                                                                                               19
                    Curriculum Management System      Topic: Writing Letters
                    Grade Level/Subject:
                                                      Goal 4: The student will be able to write all uppercase and lowercase letters of the alphabet from teacher
Suggested days of


                    Kindergarten/Handwriting                  copy.
                    Objectives / Cluster Concepts /   Essential Questions                                       Instructional Tools / Materials / Technology /
                                                                                                                Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                     Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                   Children use sidewalk chalk to practice writing
                                                                                                                    letters.
                                                                                                                   Children use small round sponges to print a row
                                                                                                                    of circles across construction paper wit h paint.
                                                                                                                    When it dries, have them add eyes, mouths,
                                                                                                                    feelers, and L-shaped legs with crayons to
                                                                                                                    make a caterpillar.
                                                                                                                   Have children practice directionality by doing
                                                                                                                    the Hokey -Pokey (right hand in, right hand out,
                                                                                                                    slide right, slide left).
                                                                                                                   Create a letter-town wit h letter-shaped block
                                                                                                                    buildings.
                                                                                                                   Touch and trace large magnetic letters.
                                                                                                                   Make a sewing card for eac h letter.
                                                                                                                   Form letters from rows of dry beans, buttons,
                                                                                                                    counting bears, craft sticks, or other small
                                                                                                                    pieces.
                                                                                                                   Provide a variety of writing tools that interest
                                                                                                                    and motivate children, including chalk, markers,
                                                                                                                    glitter glue, pens, and white boards.
                                                                                                                   Provide pieces of sponges cut in the shape of
                                                                                                                    the target letter. Children use the sponge to
                                                                                                                    make the letter with wat er on the chalkboard.
                                                                                                                    Then they name the letter and repeat.
                                                                                                                   Play Simon Says with the direction words (slide
                                                                                                                    right, slide left, circle forward).
                                                                                                                   Form letters from clay or play dough.
                                                                                                                    Sort alphabet cards into similar shaped letters
                                                                                                                    and different letters.
                                                                                                                   Assemble edible letters from an assortment of
                                                                                                                    fruit and vegetable pieces.
                                                                                      20
                    Curriculum Management System      Topic: Writing Letters
                    Grade Level/Subject:
                                                      Goal 4: The student will be able to write all uppercase and lowercase letters of the alphabet from teacher
Suggested days of


                    Kindergarten/Handwriting                  copy.
                    Objectives / Cluster Concepts /   Essential Questions                                       Instructional Tools / Materials / Technology /
                                                                                                                Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                     Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                   On a bulletin board place a column of
                                                                                                                    uppercase letters and a column of lowercase
                                                                                                                    letters. Have children use yarn and push pins
                                                                                                                    to match the letters.
                                                                                                                   Take the children around the classroom on a
                                                                                                                    scavenger hunt for a single letter. Hide the
                                                                                                                    letter in an obvious plac e around the room.
                                                                                                                   Have the children cut fish shapes out of
                                                                                                                    construction paper. Write Ff on each fish.
                                                                                                                    Make a bulletin board with the fish.
                                                                                                                   Gather children in rows facing you. Invite them
                                                                                                                    to practice making slide right lines with their
                                                                                                                    feet.
                                                                                                                   Have children make Jj from modeling clay.
                                                                                                                    Have them roll clay between their hands to
                                                                                                                    make a rope and then shape the rope into a
                                                                                                                    letter.
                                                                                                                   Give each child a card with a letter. Have them
                                                                                                                    hold in their laps as you sing: If you have a J in
                                                                                                                    your lap give a clap.
                                                                                                                   To promote fine-mot or control, provide short
                                                                                                                    lengths of yarn and pictures of shoes. Have the
                                                                                                                    children glue the yarn to the shoe to show that
                                                                                                                    the laces are untied. When the glue is dry have
                                                                                                                    them tie the yarn int o a bow. Have them
                                                                                                                    practice tying their own shoes.
                                                                                                                   Draw a mouse on the chalkboard. Make a trail
                                                                                                                    of letters across the chalkboard leading to the
                                                                                                                    mouse hole. Write several u’s on the trail so
                                                                                                                    each child can trace one. Help the mouse
                                                                                                                    escape by tracing the u’s on the trail with
                                                                                                                    colored chalk.

                                                                                      21
                    Curriculum Management System      Topic: Writing Letters
                    Grade Level/Subject:
                                                      Goal 4: The student will be able to write all uppercase and lowercase letters of the alphabet from teacher
Suggested days of


                    Kindergarten/Handwriting                  copy.
                    Objectives / Cluster Concepts /   Essential Questions                                       Instructional Tools / Materials / Technology /
                                                                                                                Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                     Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                   Use glue to write a letter and then attach beans
                                                                                                                    to fill out the letter’s shape.
                                                                                                                   Print letters on the outside of grocery bags.
                                                                                                                    Write single letters on the outside of food
                                                                                                                    containers. Encourage children to sort the
                                                                                                                    groceries into their matching letter bags.
                                                                                                                   Provide an enlarged model of the target letter
                                                                                                                    and small implements like, craft sticks, a large
                                                                                                                    marble, a small plastic dinosaur, or a small toy
                                                                                                                    car. Trace the basic strokes of the letter with
                                                                                                                    the item.
                                                                                                                   Make two sets of letter cards. Lay one set in a
                                                                                                                    row on the floor. Scramble the second set and
                                                                                                                    lay them in a row near the first set. Rearrange
                                                                                                                    the second set to match the first.
                                                                                                                   Display letter cards that corres pond to sponge
                                                                                                                    letters. Have children make letters by dipping
                                                                                                                    the sponge letters into paint and printing.
                                                                                                                   Write different letters on tagboard shapes.
                                                                                                                    Punch a hole in each shape and put each
                                                                                                                    shape on yarn to make several bracelets. Hand
                                                                                                                    out bracelets to wear for the day. Throughout
                                                                                                                    the day ask- Will the children wearing letter G
                                                                                                                    get their coats?
                                                                                                                   Cut letter shapes in the surface of halved
                                                                                                                    potatoes. Dip into paint and print with them.
                                                                                                                   Read a children’s story. Hand out paper and
                                                                                                                    encourage students to draw and write about the
                                                                                                                    story.
                                                                                                                   Select a letter card. Then find the
                                                                                                                    corresponding Basic Strokes piece. Use the
                                                                                                                    strokes to form the letter beside the model card.

                                                                                      22
                    Curriculum Management System      Topic: Writing Letters
                    Grade Level/Subject:
                                                      Goal 4: The student will be able to write all uppercase and lowercase letters of the alphabet from teacher
Suggested days of


                    Kindergarten/Handwriting                  copy.
                    Objectives / Cluster Concepts /   Essential Questions                                       Instructional Tools / Materials / Technology /
                                                                                                                Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                     Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                   Hand out index cards with a letter on it. Have
                                                                                                                    the children scatter to different parts of the
                                                                                                                    classroom. Hold up a large construction paper
                                                                                                                    letter and have the child who is holding the
                                                                                                                    letter identify it and return to the circle area.
                                                                                                                   On construction paper have children us e glue to
                                                                                                                    highlight the strokes of K and place corn
                                                                                                                    kernels to cover the letter.
                                                                                                                   To improve motor skills, have children pretend
                                                                                                                    to: paddle a kayak, kick balloons, jump like
                                                                                                                    kangaroos, walk like an elephant, stretch like a
                                                                                                                    cat, and sway like a tree.




                                                                                      23
                    Curriculum Management System       Topic: Writing Numerals
                    Grade Level/Subject:
                                                       Goal 5: The student will be able to write numerals 1-10 from teacher copy.
Suggested days of


                    Kindergarten/Handwriting
                    Objectives / Cluster Concepts /    Essential Questions                                         Instructional Tools / Materials / Technology /
                                                                                                                   Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators     Sample Conceptual Understandings
                    (CPI's)                                                                                        Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
  10                5.1.   write numerals 1-10 from       How do I writ e each number?                            Learning Activities: (Knowledge, Application)
                           teacher copy.                  Does my number look like the teacher’s/ book’s             Teacher presents and models the number,
                    5.2.   use verbal prompts when         number?                                                     saying verbal directions while drawing the
                           writing numerals.              What do I say when I’m writing eac h number?                number in the air and writing it on the board.
                                                                                                                      Children draw the number with their finger in
                    (3.2.C.5 write all uppercase and                                                                   the air while verbally saying the directions.
                           lowercase letters of the                                                                   Children trace the shaded numerals with their
                           alphabet from teacher       See CP I’s and Learning Activities for sample conc eptual
                                                                                                                       pencil beginning each one correctly while
                           copy.)                      understandings.
                                                                                                                       verbally saying the directions.
                                                                                                                      Children writ e their own numerals carefully
                                                                                                                       copying the teac her’s model.
                                                                                                                     Children stop and check their own work when
                                                                                                                      prompted to self-evaluat e their best number.
                                                                                                                   Assessment:
                                                                                                                   Does your number look like mine?
                                                                                                                   Did you say the directions aloud?


                                                                                                                      Children practice numbers in the following
                                                                                                                       order: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
                                                                                                                      See attached verbal directions sheet for each
                                                                                                                       numeral formation.

                                                                                                                   Optional Activities:
                                                                                                                      Make a set of objects the children can match
                                                                                                                       and sort. The children lay out a row of items,
                                                                                                                       count the items and write corresponding
                                                                                                                       numerals.
                                                                                                                      Have the children cut different sized triangles
                                                                                                                       from construction paper to make a design.
                                                                                                                       Write a 3 inside eac h triangle.

                                                                                          24
                    Curriculum Management System      Topic: Writing Numerals
                    Grade Level/Subject:
                                                      Goal 5: The student will be able to write numerals 1-10 from teacher copy.
Suggested days of


                    Kindergarten/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                       Instructional Tools / Materials / Technology /
                                                                                                                Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                     Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                   Divide class into groups of four legged animals.
                                                                                                                    Ask each group to move like its animal while
                                                                                                                    the other group guesses which animal. Ask
                                                                                                                    counting questions like, “How many trunks does
                                                                                                                    an elephant have? How many ears does a
                                                                                                                    rabbit have?”
                                                                                                                   Give the children drawing paper. Have them
                                                                                                                    dip their thumb into paint and make thumbprints
                                                                                                                    on the paper. Use crayons or mark ers to add
                                                                                                                    legs and other features to make them bugs.
                                                                                                                    Add numerals to describe different parts of their
                                                                                                                    picture.
                                                                                                                   Give children papers with seven puppies on it.
                                                                                                                    Distribute seven paper bones to each child.
                                                                                                                    Have children match puppies with bones to
                                                                                                                    reinforce one-to-one counting.
                                                                                                                   Distribute a paper with ten squares drawn on it.
                                                                                                                    Provide pre-cut colored squares and have the
                                                                                                                    children glue a colored shape onto eac h
                                                                                                                    square. Encourage children to writ e a numeral
                                                                                                                    on each square.
                                                                                                                   Make a large numeral 9 on the floor with tape.
                                                                                                                    Have the children walk the line like a balance
                                                                                                                    beam.
                                                                                                                   Form a long line with the children. Ask the
                                                                                                                    leader to call out a movement. “Tak e 3 steps
                                                                                                                    backward, jump 10 times.” After the leader
                                                                                                                    gives an instruction s/he goes to the end of the
                                                                                                                    line.
                                                                                                                   Children work with partners. Tell one child to
                                                                                                                    hold up any number of fingers, while the second
                                                                                                                    child says the numeral and then writes it on the
                                                                                                                    chalkboard. Then they switch roles.
                                                                                      25
                    Curriculum Management System      Topic: Writing Numerals
                    Grade Level/Subject:
                                                      Goal 5: The student will be able to write numerals 1-10 from teacher copy.
Suggested days of


                    Kindergarten/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                       Instructional Tools / Materials / Technology /
                                                                                                                Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                     Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                   Provide play dough or clay and fill several
                                                                                                                    paper bags with paper shapes, buttons, and
                                                                                                                    other small items. Invite pairs to play a game.
                                                                                                                    One child forms a numeral from 1-10 from the
                                                                                                                    dough or clay, saying the strokes. The other
                                                                                                                    child traces the numeral and counts out that
                                                                                                                    number of objects from the bag. Then switch
                                                                                                                    roles.
                                                                                                                   Make a number line to represent a road. Put
                                                                                                                    the numerals 1-10 on small cars. Have the
                                                                                                                    children place the cars in order on number line
                                                                                                                    road.




                                                                                      26
                    Curriculum Management System        Topic: Letter Recogni tion
                    Grade Level/Subject:
                                                        Goal 1: The student will be able to write letters and numerals that they know.
Suggested days of


                    First/Handwriting
                    Objectives / Cluster Concepts /     Essential Questions                                         Instructional Tools / Materials / Technology /
                                                                                                                    Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators      Sample Conceptual Understandings
                    (CPI's)                                                                                         Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
    5               1.1.   write letters and numbers       Which letters do I know how to write from memory?       Materials:
                           that they know.                                                                          Laminated ABC chart
                                                                                                                    5/8 inch ruled paper
                                                        See CP I’s and Learning Activities for sample conc eptual   Start with beginner pencil, then switch to #2 pencil
                    (3.2.C.1 write all upper and        understandings.                                                 (depending on student readiness)
                    lowercase letters of the alphabet                                                               Sidewalk chalk
                    from memory.)
                                                                                                                    Printed Name Tag for desk

                                                                                                                    Learning Activities: (Knowledge, Application)
                                                                                                                       Pretest- Have children write their name, age,
                                                                                                                        and the letters that they know from memory to
                                                                                                                        show what they already know.
                                                                                                                       Preview the book with the children. Discuss
                                                                                                                        with the children that they always start at the
                                                                                                                        green dot.
                                                                                                                       Have students practice identifying letters by
                                                                                                                        asking, “Where is uppercase B? Now find
                                                                                                                        lowercase t.”
                                                                                                                      Have students point to each number as you
                                                                                                                       recite, “One potato, two potato, etc.”
                                                                                                                    Assessment:
                                                                                                                       Observe whether the children write their name
                                                                                                                        in all uppercase letters or use some lowercase
                                                                                                                        letters.
                                                                                                                       Use 4 keys to legibility to evaluate children’s
                                                                                                                        handwriting (size, shape, space, slant).
                                                                                                                       Children can self-evaluate by asking:
                                                                                                                        Did you begin your name with an uppercase?
                                                                                                                        Are the other letters in your name lowercase?
                                                                                                                        Do your letters look like the models?
                                                                                          27
                    Curriculum Management System      Topic: Letter Recogni tion
                    Grade Level/Subject:
                                                      Goal 1: The student will be able to write letters and numerals that they know.
Suggested days of


                    First/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                       Instructional Tools / Materials / Technology /
                                                                                                                Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                     Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:


                                                                                                                Optional Activities:
                                                                                                                   Have children write their name with crayon on
                                                                                                                    drawing paper. Suggest they use different
                                                                                                                    colors for each letter. Have them paint over it
                                                                                                                    with tempera paint and the cray oned letters will
                                                                                                                    show through.
                                                                                                                   Prepare 2 sets of cards with numerals 1-10 on
                                                                                                                    them. Turn all the cards facedown. The first
                                                                                                                    player chooses 2 cards, if they match have that
                                                                                                                    child name the numeral, trace it, and keep the
                                                                                                                    pair, if it doesn’t match it goes back. The player
                                                                                                                    with the most pairs wins.
                                                                                                                   To improve motor skills, have children stack
                                                                                                                    checkers, coins, or toy chips.
                                                                                                                   Have children make tactile alphabet letter cards
                                                                                                                    for the writing center. Print each letter,
                                                                                                                    uppercase and lowercase on a blank index
                                                                                                                    card. Invite them to glue seeds, glitter, colored
                                                                                                                    sand, or beans to the outline of each letter.
                                                                                                                    When the letters are finished have children
                                                                                                                    touch and name letter pairs.
                                                                                                                   Have children sit on chairs in a circle. Give
                                                                                                                    each one a different lowercase letter card.
                                                                                                                    Choose one child to stand in the center. The
                                                                                                                    teacher calls out 2 letters and says Alphabet
                                                                                                                    Switch. The 2 children switch spots, while the
                                                                                                                    child in the center tries to get a seat as well.
                                                                                                                   Provide large pieces of construction paper, one
                                                                                                                    piece eac h of green, blue, purple, red. Have
                                                                                                                    groups of children choose one of the pieces
                                                                                                                    and prepare a large key shape. They should
                                                                                                                    label their key with the appropriate word (green-
                                                                                      28
                    Curriculum Management System      Topic: Letter Recogni tion
                    Grade Level/Subject:
                                                      Goal 1: The student will be able to write letters and numerals that they know.
Suggested days of


                    First/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                       Instructional Tools / Materials / Technology /
                                                                                                                Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                     Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                    shape, blue-size, purple-spacing, red-slant).
                                                                                                                    Display the finished keys.




                                                                                      29
                    Curriculum Management System           Topic: Writing Positions
                    Grade Level/Subject:
                                                           Goal 2: The student will be able to develop the proper writing position s.
Suggested days of


                    First/Handwriting
                    Objectives / Cluster Concepts /        Essential Questions                                         Instructional Tools / Materials / Technology /
                                                                                                                       Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators         Sample Conceptual Understandings
                    (CPI's)                                                                                            Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
    3               2.1.   hold a pencil correctly.           How do I hold the pencil?                               Learning Activities: (Knowledge, Application)
                    2.2.   hold the paper in the correct      How can I sit in the proper handwriting position?          Help children establish a hand preference.
                           position using their helping                                                                
                                                              How should I hold my paper?                                 Encourage students to sit comfortably erect
                           hand.                                                                                           with their feet flat on the floor and their hips
                    2.3.   have good posture habits                                                                        touching the back of the chair. Both arms
                           when writing.                                                                                   should be resting on the desk.
                                                           See CP I’s and Learning Activities for sample conc eptual
                                                                                                                          Use tape to form a frame on each desk, so the
                                                           understandings.
                    (3.2.C.1 write all upper and                                                                           children will be able to place the paper in the
                    lowercase letters of the alphabet                                                                      correct position.
                    from memory.)                                                                                         Model good pencil position. The writing
                                                                                                                           implement is held bet ween the thumb and the
                                                                                                                           first two fingers about an inc h above its point.
                                                                                                                           The first finger rests on top of the implement.
                                                                                                                           The end of the thumb is placed against the
                                                                                                                           writing instrument to hold it high in the hand and
                                                                                                                           near the knuckle.


                                                                                                                       Optional Activities:
                                                                                                                          Have children do the Hokey-P okey to practice
                                                                                                                           knowing their left from their right.
                                                                                                                          To improve motor skills, provide opportunities to
                                                                                                                           cut with scissors, draw with stencils, lace cards,
                                                                                                                           use a pegboard, finger paint, and play with
                                                                                                                           sand.
                                                                                                                          Have the children help each ot her trace the
                                                                                                                           shape of both of their hands on construction
                                                                                                                           paper. Then, have children cut them out and
                                                                                                                           write L on the left and R on the right. Draw a
                                                                                                                           ring on the hand they use for writing.
                                                                                                                          Have the children play Simon Says using left
                                                                                                                           and right directions.
                                                                                                                          When students are writing call out “freeze”!
                                                                                             30
                    Curriculum Management System      Topic: Writing Positions
                    Grade Level/Subject:
                                                      Goal 2: The student will be able to develop the proper writing position s.
Suggested days of


                    First/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                        Instructional Tools / Materials / Technology /
                                                                                                                 Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                      Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                     Explain that when they hear this signal, they
                                                                                                                     should stop writing and freeze their position.
                                                                                                                     While they are frozen, students should check
                                                                                                                     their sitting, paper, and pencil positions. Have
                                                                                                                     them make any necessary adjustments before
                                                                                                                     they “thaw” and begin to write again.




                                                                                       31
                    Curriculum Management System           Topic: Guidelines
                    Grade Level/Subject:
                                                           Goal 3: The student will be able to write letters and numerals within the guidelines.
Suggested days of


                    First/Handwriting
                    Objectives / Cluster Concepts /        Essential Questions                                         Instructional Tools / Materials / Technology /
                                                                                                                       Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators         Sample Conceptual Understandings
                    (CPI's)                                                                                            Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
    1               3.1.   write letters and numerals         What are the lines on the page for?                     Learning Activities: (Knowledge, Application)
                           within the guidelines.                                                                         Discuss the headline, midline, and baseline and
                                                                                                                           its purpose.
                    (3.2.C.6 use left -right and top-to-   See CP I’s and Learning Activities for sample conc eptual      Guide children in naming each guideline. Have
                    bottom directionality and use          understandings.                                                 them tell its color and tell whether the line is
                    appropriate spacing between                                                                            solid or broken.
                    words.)                                                                                               Draw guidelines on the board and have children
                                                                                                                           name each line. Remind them that every stroke
                                                                                                                           and every letter must begin somewhere on
                                                                                                                           these lines.
                                                                                                                          Distribute writing paper to help children
                                                                                                                           familiarize themselves with guidelines. Help
                                                                                                                           them locate the first set. Have them follow
                                                                                                                           along as you trace the headline with a blue
                                                                                                                           crayon, the broken middle line with blue, and
                                                                                                                           the baseline with red.


                                                                                                                       Assessment:
                                                                                                                          Observe students to make sure children can
                                                                                                                           identify each line and form their letters within
                                                                                                                           the lines.

                                                                                                                       Optional Activities:
                                                                                                                          Draw guidelines with chalk on blacktop or make
                                                                                                                           them with masking tape on the floor. Ask
                                                                                                                           volunteers to follow directions similar to these:
                                                                                                                           Hop along the headline
                                                                                                                           Lie on the midline
                                                                                                                           Sit on the baseline
                                                                                                                           Sit in the space below the baseline
                                                                                                                           Walk the baseline on tiptoes.
                                                                                             32
                    Curriculum Management System      Topic: Guidelines
                    Grade Level/Subject:
                                                      Goal 3: The student will be able to write letters and numerals within the guidelines.
Suggested days of


                    First/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                        Instructional Tools / Materials / Technology /
                                                                                                                 Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                      Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                     Invite children to say directions for classmates
                                                                                                                     to follow.
                                                                                                                    Draw a simple hous e that begins at the
                                                                                                                     baseline and the roof touches the headline.
                                                                                                                     This could help reinforce the accurate
                                                                                                                     placement of letters on the line. For example:
                                                                                                                     This letter starts at the roof. This letters goes
                                                                                                                     all the way down to the basement.




                                                                                      33
                    Curriculum Management System         Topic: Ba sic Stroke s
                    Grade Level/Subject:
                                                         Goal 4: The student will be able to practice basic stroke s.
Suggested days of


                    First/Handwriting
                    Objectives / Cluster Concepts /      Essential Questions                                            Instructional Tools / Materials / Technology /
                                                                                                                        Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators       Sample Conceptual Understandings
                    (CPI's)                                                                                             Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
  10                4.1.   draw vertical lines.             How do I draw the lines?                                   Learning Activities: (Knowledge, Application)
                    4.2.   draw horizontal lines.                                                                          Teacher models and presents the vertical lines
                    4.3.   draw backward circle lines.                                                                      giving verbal directions (down, up) as s/he is
                                                                                                                            drawing them.
                    4.4.   draw slant lines.             See CP I’s and Learning Activities for sample conc eptual
                    4.5.   draw forward circle lines.    understandings.                                                   Students use arm movements, trace, and draw
                                                                                                                            the vertical lines with one continuous
                                                                                                                            movement.
                    (3.2.C.1 write all upper and                                                                        Assessment:
                    lowercase letters of the alphabet
                    from memory.)                                                                                       Observe whether children started each line at the
                                                                                                                        correct dot and drew the line vertically.


                                                                                                                           Teacher models and presents the horizontal
                                                                                                                            lines giving verbal directions (ac ross) as s/he is
                                                                                                                            drawing them.
                                                                                                                           Students use arm movements, trace, and draw
                                                                                                                            the horizontal lines with one continuous
                                                                                                                            movement.
                                                                                                                        Assessment:
                                                                                                                        Observe whether students started each line at the
                                                                                                                        correct dot and drew the line horizontally.


                                                                                                                           Teacher models and presents the backward
                                                                                                                            circle lines giving verbal directions (over) as
                                                                                                                            s/he is drawing them.
                                                                                                                           Students use arm movements, trace, and draw
                                                                                                                            the backward circle lines with one continuous
                                                                                                                            movement.
                                                                                                                        Assessment:
                                                                                                                        Observe whether children started each circle at the
                                                                                                                        correct dot and drew correctly.

                                                                                           34
                    Curriculum Management System      Topic: Ba sic Stroke s
                    Grade Level/Subject:
                                                      Goal 4: The student will be able to practice basic stroke s.
Suggested days of


                    First/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                            Instructional Tools / Materials / Technology /
                                                                                                                     Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                          Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                        Teacher models and presents the slant lines
                                                                                                                         giving verbal directions (slant down, slant up)
                                                                                                                         as s/he is drawing them.
                                                                                                                        Students use arm movements, trace, and draw
                                                                                                                         the slant lines with one continuous movement.
                                                                                                                     Assessment:
                                                                                                                     Observe whether the children started at the correct
                                                                                                                     dot and drew slant correctly.


                                                                                                                        Teacher models and presents the forward circle
                                                                                                                         lines giving verbal directions (over, around) as
                                                                                                                         s/he is drawing them.
                                                                                                                       Students use arm movements, trace, and draw
                                                                                                                        the circle forward lines with one continuous
                                                                                                                        movement.
                                                                                                                     Assessment:
                                                                                                                        Observe whether the children started each line
                                                                                                                         at the correct dot and drew correctly. Identify
                                                                                                                         those children who need small-mot or activities.


                                                                                                                     Optional Activities:
                                                                                                                            Sing the Alphabet Song replacing the last
                                                                                                                             two lines with the following: When you see
                                                                                                                             the ABCs, look for some straight lines with
                                                                                                                             me or When you see the ABCs, look for
                                                                                                                             circle lines with me or When you see the
                                                                                                                             ABCs, look for some slant lines with me.
                                                                                                                            Have children look around the room for
                                                                                                                             objects formed with lines. Help them
                                                                                                                             determine whet her a line is straight up and
                                                                                                                             down and describe it using the term

                                                                                       35
                    Curriculum Management System      Topic: Ba sic Stroke s
                    Grade Level/Subject:
                                                      Goal 4: The student will be able to practice basic stroke s.
Suggested days of


                    First/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                            Instructional Tools / Materials / Technology /
                                                                                                                     Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                          Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                            vertical. Have them trace the lines as well.
                                                                                                                           Have them draw a picture emphasizing
                                                                                                                            vertical lines. Have them circle the longest
                                                                                                                            and shortest lines. Make the lines different
                                                                                                                            colors and count the number of lines for
                                                                                                                            each color.
                                                                                                                           Have children write their name on the
                                                                                                                            chalkboard. Take turns finding the vertical
                                                                                                                            and horizontal lines in the letters in each
                                                                                                                            other’s names. Have them highlight it with
                                                                                                                            colored chalk.
                                                                                                                           Have children make letters with craft sticks.
                                                                                                                            Make a letter that only has vertical and
                                                                                                                            horizontal lines.
                                                                                                                           Use an overhead to project vertical,
                                                                                                                            horizontal, and circle lines on the
                                                                                                                            chalkboard. Ask children to wet their
                                                                                                                            fingers in a cup of water and trace the
                                                                                                                            enlarged lines on the chalkboard.
                                                                                                                           Draw a large circle on a piece of paper. Put
                                                                                                                            a star for the start and an arrow pointing in
                                                                                                                            a direction for cutting. Have children help
                                                                                                                            each other cut out circles. Talk about
                                                                                                                            things that are round, ask children to draw
                                                                                                                            round things on their circles.
                                                                                                                           Ask children to join hands and form a circle.
                                                                                                                            Play music and have children move in a
                                                                                                                            circle (backward, forward, left or right.).
                                                                                                                            Stop the music and have them change
                                                                                                                            direction.
                                                                                                                           On guidelines write several slant lines.
                                                                                                                            Include slant down and up, tall slants and
                                                                                                                            short ones. Have volunteers identify and
                                                                                       36
                    Curriculum Management System      Topic: Ba sic Stroke s
                    Grade Level/Subject:
                                                      Goal 4: The student will be able to practice basic stroke s.
Suggested days of


                    First/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                            Instructional Tools / Materials / Technology /
                                                                                                                     Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                          Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                            trace with colored chalk the kind of line you
                                                                                                                            call out.
                                                                                                                           Have children use circle slant strokes to
                                                                                                                            draw pictures of insects or animals.
                                                                                                                           Have children take turns drawing on the
                                                                                                                            board as you give them directions using:
                                                                                                                            vertical, horizont al, circle and slant lines.




                                                                                       37
                    Curriculum Management System      Topic: Writing Numerals
                    Grade Level/Subject:
                                                      Goal 5: The student will be able to write numerals 1-10 from memory.
Suggested days of


                    First/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                         Instructional Tools / Materials / Technology /
                                                                                                                  Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                       Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
  10                5.1.   write numerals 1-10 from      How do I writ e each number?                            Learning Activities: (Knowledge, Application)
                           teacher copy.                 Does my number look like the teacher’s/ book’s             Teacher presents and models the number,
                    5.2.   use verbal prompts when        number?                                                     saying verbal directions while drawing the
                           writing numerals.             What do I say when I’m writing eac h number?                number in the air and writing it on the board.
                                                                                                                     Children draw the number with their arm in the
                    (3.2.C.1 write all upper and                                                                      air while verbally saying the directions.
                           lowercase letters of the                                                                  Children trace the number with their finger on
                           alphabet from memory.)     See CP I’s and Learning Activities for sample conc eptual
                                                                                                                      their ABC chart while verbally saying the
                                                      understandings.
                                                                                                                      directions.
                                                                                                                     Children writ e their own numerals copying the
                                                                                                                      teacher’s/book’s model.
                                                                                                                     Children practice numbers in the following
                                                                                                                      order: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
                                                                                                                     See attached verbal directions sheet for each
                                                                                                                      numeral formation.
                                                                                                                  Assessment:
                                                                                                                  Children stop and check their own work when
                                                                                                                  prompted to self-assess their best number.
                                                                                                                  Does your number look like mine?
                                                                                                                  Did you say the directions aloud?


                                                                                                                  Optional Activities:
                                                                                                                     Cut colored paper into one inch squares. Have
                                                                                                                      the children write the numerals 1 through 5
                                                                                                                      down the left side on their paper. Invite them to
                                                                                                                      paste squares in rows going across (one
                                                                                                                      square next to 1, two squares next to 2, etc).
                                                                                                                      Review complet ed charts together.
                                                                                                                     Prepare squares of white paper wit h or wit hout
                                                                                                                      guidelines. Pair children and tell one child to
                                                                                                                      arrange small objects such as blocks, buttons,
                                                                                         38
                    Curriculum Management System      Topic: Writing Numerals
                    Grade Level/Subject:
                                                      Goal 5: The student will be able to write numerals 1-10 from memory.
Suggested days of


                    First/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                      Instructional Tools / Materials / Technology /
                                                                                                               Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                    Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                   or seeds into a group. Ask the other child to
                                                                                                                   write the numeral that shows how many. Have
                                                                                                                   them exchange tasks.
                                                                                                                  Brainstorm and list places where children see
                                                                                                                   numerals (houses, calendars, highways, street
                                                                                                                   signs, book pages, etc). Then discuss ways we
                                                                                                                   use numerals. Ask children questions that can
                                                                                                                   be ans wered with numerals and have them
                                                                                                                   write the answers on paper. Sample questions
                                                                                                                   might be:
                                                                                                                              How old are you?
                                                                                                                              How many brothers do you have?
                                                                                                                             What number is on your house or
                                                                                                                             apartment?
                                                                                                                             What day is your birthday?
                                                                                                                  Encourage children to imagine they are in
                                                                                                                   charge of a certain part of a grocery store.
                                                                                                                   Provide newsprint or other drawing paper, and
                                                                                                                   direct children to fold the paper in half. Have
                                                                                                                   them writ e a numeral 1-10 on the left side of
                                                                                                                   the paper and then draw that number of
                                                                                                                   specific items on the right side.
                                                                                                                  Write the numerals 1-10 in a large size on the
                                                                                                                   chalkboard. Invite the children to help you
                                                                                                                   classify the numerals according to their basic
                                                                                                                   shapes. Ask questions such as: Which
                                                                                                                   numerals are made with straight lines? Which
                                                                                                                   numeral is made with some straight lines and
                                                                                                                   some curved lines? Which numerals are made
                                                                                                                   with all curved lines? Invite the children to tell
                                                                                                                   ways numerals can be shown with all straight
                                                                                                                   lines or with all curved lines.
                                                                                                                  On chart paper, list the names of objects in
                                                                                     39
                    Curriculum Management System      Topic: Writing Numerals
                    Grade Level/Subject:
                                                      Goal 5: The student will be able to write numerals 1-10 from memory.
Suggested days of


                    First/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                      Instructional Tools / Materials / Technology /
                                                                                                               Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                    Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                   your classroom, leaving a spac e before each
                                                                                                                   word for a child to write a numeral. For
                                                                                                                   example, ____ chairs. Have each child choos e
                                                                                                                   a word, count the number of those items they
                                                                                                                   see, and fill in the blank space.




                                                                                     40
                    Curriculum Management System              Topic: Writing Letters
                    Grade Level/Subject:
                                                              Goal 6: The student will be able to write all uppercase and lowercase letters of the alphabet from memory.
Suggested days of


                    First/Handwriting
                    Objectives / Cluster Concepts /           Essential Questions                                          Instructional Tools / Materials / Technology /
                                                                                                                           Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators            Sample Conceptual Understandings
                    (CPI's)                                                                                                Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
  31                6.1.   write all uppercase and               How do I writ e each letter?                             Learning Activities: (Knowledge, Application)
                           lowercase letters from                Does my letter look like the teacher’s/ book’s letter?      Teacher presents and models the letter, saying
                           teacher copy.                                                                                       verbal directions while drawing the letter in the
                                                                 What do I say when I’m writing eac h letter?
                    6.2.   use verbal prompts when                                                                             air and writing them on the board.
                           writing letters.                                                                                   Children draw the letter with their arm in the air
                                                                                                                               while verbally saying the directions.
                                                              See CP I’s and Learning Activities for sample conc eptual
                    (3.2.C.1 write all upper and                                                                              Children trace the letter using their finger on
                           lowercase letters of the           understandings.
                                                                                                                               their own laminated ABC chart while verbally
                           alphabet from memory.)                                                                              saying the directions.
                    (3.2.C.6 use left -to right and top-to-                                                                   Children writ e their own letters copying the
                           bottom directionality and                                                                           teacher’s/book’s model.
                           use appropriate spacing
                                                                                                                              Children trace words with target letter.
                           between words.)
                                                                                                                              Children practice letters in the following order:
                                                                                                                               lL, iI, tT, oO, aA, dD, ?!, cC, eE, fF, gG, jJ, qQ,
                                                                                                                               uU, sS, bB, pP, rR, nN, mM, hH, vV, yY, wW,
                                                                                                                               x X, kK, zZ.
                                                                                                                              See attached verbal directions sheet for each
                                                                                                                               letter formation.
                                                                                                                           Assessment:
                                                                                                                           Teacher obs ervation to see that they are forming
                                                                                                                           and writing the letters correctly.
                                                                                                                           Children stop and check their own work when
                                                                                                                           prompted to self-evaluat e their best letter.
                                                                                                                           Does your letter look like mine?
                                                                                                                           Did you say the directions aloud?


                                                                                                                           Optional Activities:
                                                                                                                              Children use sidewalk chalk to practice writing
                                                                                                                               letters.
                                                                                                                              Hide letters cards around the classroom. Ask

                                                                                                 41
                    Curriculum Management System      Topic: Writing Letters
                    Grade Level/Subject:
                                                      Goal 6: The student will be able to write all uppercase and lowercase letters of the alphabet from memory.
Suggested days of


                    First/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                      Instructional Tools / Materials / Technology /
                                                                                                               Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                    Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                   the children to go on a letter hunt. Have them
                                                                                                                   write letters they find on the chalkboard and
                                                                                                                   name a word that begins wit h the letter.
                                                                                                                  Fill a learning center wit h a variety of ways for
                                                                                                                   the children to practice the vertical line stroke.
                                                                                                                   Some ideas include: using their fingers to trace
                                                                                                                   a craft stick from top to bottom, pulling a zipper
                                                                                                                   down, and painting vertical line raindrops on an
                                                                                                                   easel.
                                                                                                                  Write i or I on the chalkboard. Write all of the
                                                                                                                   children’s names on index cards and place
                                                                                                                   them in a bag. Choose one and ask whose
                                                                                                                   name it is. Identify any I in the name. Ask the
                                                                                                                   children to trace i or I on the board. If the child
                                                                                                                   traces I, he demonstrates an action for a
                                                                                                                   classmate to imitate. If the child traces I, he
                                                                                                                   makes up a riddle about an animal or object for
                                                                                                                   classmates to guess.
                                                                                                                  Paste one row of guidelines at the top of
                                                                                                                   drawing paper. Have the children write I lik e on
                                                                                                                   the lines. Then, invite them to draw pictures of
                                                                                                                   things, food, animals or people they like.
                                                                                                                   Suggest they talk in partners or groups about
                                                                                                                   the pictures.
                                                                                                                  Choose different colors to represent vertical,
                                                                                                                   horizontal, circle, and slant lines. Assign
                                                                                                                   several uppercase and lowercase letters to
                                                                                                                   each child. Invite children to write their letters
                                                                                                                   on tagboard sheets, using crayons or markers
                                                                                                                   of the selected colors (T would be 2 different
                                                                                                                   colors).
                                                                                                                  Make jigsaw puzzles by writing each letterform
                                                                                                                   on a square of tagboard and cutting it apart into
                                                                                                                   its basic strokes. Invite the children to put the
                                                                                     42
                    Curriculum Management System      Topic: Writing Letters
                    Grade Level/Subject:
                                                      Goal 6: The student will be able to write all uppercase and lowercase letters of the alphabet from memory.
Suggested days of


                    First/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                      Instructional Tools / Materials / Technology /
                                                                                                               Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                    Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                   pieces together to practice correct letter shape.
                                                                                                                  With masking tape, make a large l and L on the
                                                                                                                   floor. Invite children to walk along the outline of
                                                                                                                   the letters as you say directions for forming
                                                                                                                   them. Then, have the children jump, hop, or
                                                                                                                   tiptoe along the letters. Repeat the procedure
                                                                                                                   with i and I and with t and T.
                                                                                                                  Draw a bubble on a large sheet of paper. Put it
                                                                                                                   on the floor and let the children mak e bubbles.
                                                                                                                   They can cut circular shapes from paper or
                                                                                                                   fabric scraps and glue them to the collage. Cut
                                                                                                                   handwriting paper into circles and have children
                                                                                                                   write O and o on the guidelines. Add these
                                                                                                                   bubbles to the collage, too.
                                                                                                                  Record letter names and stroke descriptions on
                                                                                                                   an audio-cassette tape. Use these letters: A,a,
                                                                                                                   O, o, T, t, I, i, L, l. Provide a cassette player.
                                                                                                                   Invite children to listen and write the letters,
                                                                                                                   following the descriptions on the tape. Prepare
                                                                                                                   a tray of sand or shaving cream on a table. Tell
                                                                                                                   children to listen for words that begin with the
                                                                                                                   first sound they hear in alligator. Then say
                                                                                                                   words such as ask, apple, dog, tree, and ax.
                                                                                                                   Tell children to write a in the sand or shaving
                                                                                                                   cream if the word begins like alligator. Repeat
                                                                                                                   with names of people, and have children write
                                                                                                                   A.
                                                                                                                  Use sidewalk chalk on blacktop to write several
                                                                                                                   giant size manuscript letters the children have
                                                                                                                   been learning. Invite children to walk, hop, or
                                                                                                                   skip along the lines of the letters. Ask them to
                                                                                                                   point out the four kinds of lines that make up
                                                                                                                   manuscript letters: horizont al, vertical, circle,
                                                                                                                   and slant.
                                                                                     43
                    Curriculum Management System      Topic: Writing Letters
                    Grade Level/Subject:
                                                      Goal 6: The student will be able to write all uppercase and lowercase letters of the alphabet from memory.
Suggested days of


                    First/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                      Instructional Tools / Materials / Technology /
                                                                                                               Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                    Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                  Invite children to make d and D from modeling
                                                                                                                   clay. Then have them work in pairs, one saying
                                                                                                                   the stroke descriptions and the other tracing the
                                                                                                                   clay letters, first with their eyes open and then
                                                                                                                   closed. Have the children reverse roles. They
                                                                                                                   may want to make other letters, write their
                                                                                                                   names or write their names with clay.
                                                                                                                  Draw the outline of a large laundry basket on
                                                                                                                   the chalkboard and add guidelines. Give clues
                                                                                                                   to identify somet hing commonly found in a yard,
                                                                                                                   and ask a child to name it and to write it on the
                                                                                                                   basket. Classmates can help with spelling.
                                                                                                                   After the child writes, ask a volunteer to name
                                                                                                                   the kinds of strokes in the letters. Invite another
                                                                                                                   volunteer to tell where each letter begins and
                                                                                                                   ends. Erase the word and start again.
                                                                                                                  Draw exclamation points and question marks
                                                                                                                   on card stock. Ask the children to cut these out
                                                                                                                   and add designs. Attach the dots. Then have
                                                                                                                   them writ e either a question or an exclamation
                                                                                                                   on an index card with guidelines. Attach the
                                                                                                                   card to the correct punctuation mark, and hang
                                                                                                                   the punctuation mobiles. Invite children to
                                                                                                                   share their exclamations and questions with
                                                                                                                   classmates.
                                                                                                                  On the chalkboard, model how to draw a cat
                                                                                                                   using only c’s. Ask the children what other
                                                                                                                   animals’ names begin with the same c sound
                                                                                                                   they hear in cat, such as caterpillar and cougar.
                                                                                                                   Invite them to draw their own animal, using c's
                                                                                                                   and label it.
                                                                                                                  Have each child write Cc on a brown paper
                                                                                                                   circle (cookie). Invite children to think of words
                                                                                                                   that begin with c as in cookie. When a child
                                                                                     44
                    Curriculum Management System      Topic: Writing Letters
                    Grade Level/Subject:
                                                      Goal 6: The student will be able to write all uppercase and lowercase letters of the alphabet from memory.
Suggested days of


                    First/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                      Instructional Tools / Materials / Technology /
                                                                                                               Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                    Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                   names a word, he or she can place the cookie
                                                                                                                   on a bulletin board cookie jar.
                                                                                                                  Place cups of water near the chalkboard. Invite
                                                                                                                   children to practice writing letters and words by
                                                                                                                   dipping their finger or paintbrush int o the water
                                                                                                                   and writing on the chalkboard. Help children
                                                                                                                   form mental images of the letters by watching
                                                                                                                   as the letters disappear.
                                                                                                                  Say this F tongue twister for the children. Then
                                                                                                                   have them say it slowly, then quickly, with you:
                                                                                                                   Fran fed Fred’s frog. Explain that in a tongue
                                                                                                                   twister, the same sound is repeated in most
                                                                                                                   words. Have children make up their own F
                                                                                                                   tongue twisters. Then have them write f or F on
                                                                                                                   lined paper. Say the tongue twisters, and have
                                                                                                                   children point to f or F each time they hear /f/.
                                                                                                                  Cover a bulletin board with blue paper. Have
                                                                                                                   children sponge paint different colors on
                                                                                                                   drawing paper. When the paper is dry, help
                                                                                                                   them draw and cut out large fish shapes. Have
                                                                                                                   the children label the fish with f and F. Place
                                                                                                                   the fish on the blue paper to create a sea
                                                                                                                   scene.
                                                                                                                  Select a child to choose an action word and
                                                                                                                   pantomime it for the class to guess. After all
                                                                                                                   the words are guessed correctly, have more
                                                                                                                   volunteers act out other action words. When a
                                                                                                                   classmate guesses the word, you or one of the
                                                                                                                   children can write the new action word on
                                                                                                                   guidelines on the chalkboard.
                                                                                                                  Make a picture frame out of tagboard. Hang
                                                                                                                   the frame around a target letter on a prepared
                                                                                                                   alphabet wall chart. As children find the
                                                                                                                   featured letter in their writing, they should draw
                                                                                     45
                    Curriculum Management System      Topic: Writing Letters
                    Grade Level/Subject:
                                                      Goal 6: The student will be able to write all uppercase and lowercase letters of the alphabet from memory.
Suggested days of


                    First/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                      Instructional Tools / Materials / Technology /
                                                                                                               Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                    Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                   a frame around it. At the end of the day, ask
                                                                                                                   children to look at all the letters formed in the
                                                                                                                   frame. Ask, Do you notice improvement in your
                                                                                                                   writing?
                                                                                                                  In a shoebox, place pieces of yarn or string,
                                                                                                                   pipe cleaners, craft sticks, paper strips and
                                                                                                                   circles, and cotton swabs. Invite children to
                                                                                                                   work in pairs. Have them use the materials to
                                                                                                                   form g and G. Then have partners take turns
                                                                                                                   saying descriptions and tracing the letters.
                                                                                                                  Use masking tape to form giant-size j and J on
                                                                                                                   the classroom floor. Invite children to jump
                                                                                                                   along the outline of one of the letters as you say
                                                                                                                   directions for forming it. Then have children
                                                                                                                   hop, walk, or tiptoe along the letters.
                                                                                                                  Make available cotton swabs, several colors of
                                                                                                                   paint, and paper with guidelines. Invite children
                                                                                                                   to write Q and q with cotton swabs dipped in
                                                                                                                   paint. Have them describe to a partner how
                                                                                                                   they formed each letter. Encourage them to
                                                                                                                   continue by writing words with q.
                                                                                                                  Designate a section of the chalk board as a
                                                                                                                   message center. Encourage children to use the
                                                                                                                   message center to write news, questions, jokes,
                                                                                                                   and riddles, messages to you, and messages to
                                                                                                                   classmates. Remind children that because
                                                                                                                   their messages are for others to read, they
                                                                                                                   must be legible.
                                                                                                                  Distribute drawing paper and crayons. Play
                                                                                                                   some lively music and ask the children to draw
                                                                                                                   as they listen. Then stop the music. Have
                                                                                                                   children share their drawings. As children show
                                                                                                                   their work, ask classmates to identify pictures
                                                                                                                   that were formed wit h any of the basic strokes:
                                                                                     46
                    Curriculum Management System      Topic: Writing Letters
                    Grade Level/Subject:
                                                      Goal 6: The student will be able to write all uppercase and lowercase letters of the alphabet from memory.
Suggested days of


                    First/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                      Instructional Tools / Materials / Technology /
                                                                                                               Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                    Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                   vertical, horizont al, circle, slant.
                                                                                                                  Model a simple drawing of a railroad scene on
                                                                                                                   the chalkboard that children may copy for a
                                                                                                                   quick warm -up for writing. Use horizontal and
                                                                                                                   vertical lines to form a train track and railroad
                                                                                                                   car, circle lines to form wheels, and slant lines
                                                                                                                   to form cross braces on the car’s door.
                                                                                                                   Challenge children to think of other warm -up
                                                                                                                   drawings with the four basic manuscript
                                                                                                                   strokes.
                                                                                                                  Fold lined paper into nine boxes and write a tic
                                                                                                                   tac toe grid in each. Pair children and ask them
                                                                                                                   to use u and U instead of X and O. Suggest
                                                                                                                   that each child use a different color to write.
                                                                                                                   Children try to complete a vertical, horizontal, or
                                                                                                                   diagonal row to win.
                                                                                                                  Provide clay for children to roll bet ween their
                                                                                                                   hands and then shape into a long, long silly
                                                                                                                   snake and a short, short silly snake. Compare
                                                                                                                   the sizes. Ask them to say /s/ as in snake.
                                                                                                                   Have them repeat the activity, this time forming
                                                                                                                   the letters s and S. Compare the sizes. Have
                                                                                                                   children use their finger to trace over the
                                                                                                                   completed letters several times.
                                                                                                                  Prepare a surprise box with a set of textured
                                                                                                                   alphabet letters. You may wish to use only the
                                                                                                                   letters introduced so far. Have a volunt eer pull
                                                                                                                   a letter from the box, trace it with a finger, and
                                                                                                                   try to name the letter. Continue until all letters
                                                                                                                   have been named.
                                                                                                                  Help children make a board for this letter game
                                                                                                                   by dividing writing paper into sixteen boxes.
                                                                                                                   Invite children to write one uppercase or one
                                                                                                                   lowercase letter in each box. Make a set of
                                                                                     47
                    Curriculum Management System      Topic: Writing Letters
                    Grade Level/Subject:
                                                      Goal 6: The student will be able to write all uppercase and lowercase letters of the alphabet from memory.
Suggested days of


                    First/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                      Instructional Tools / Materials / Technology /
                                                                                                               Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                    Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                   letter cards for the caller. To play, choose a
                                                                                                                   letter card, call the letter, and have players
                                                                                                                   cover it with a marker if it is on their board.
                                                                                                                  Ask the children to imagine that they are inviting
                                                                                                                   guests for lunch and that they want to set the
                                                                                                                   table correctly. Distribute large sheets of
                                                                                                                   manila paper and crayons. Tell the children
                                                                                                                   that the paper represents a place mat, and they
                                                                                                                   will help set the table by drawing what is
                                                                                                                   needed. Demonstrate at the chalkboard. Ask
                                                                                                                   the children to draw a plate in the center of the
                                                                                                                   mat. Ask them to draw a fork to the left of the
                                                                                                                   plate and a knife and a spoon to the right of the
                                                                                                                   plate.
                                                                                                                  List these letters on the chalkboard: r, p, b, s, u,
                                                                                                                   and q. Then say:
                                                                                                                   I am a letter with a descender. I have a curve
                                                                                                                   forward strok e. I come aft er o in the alphabet.
                                                                                                                   Which letter am I? Ask more riddles and invite
                                                                                                                   children to make up their own.
                                                                                                                  List these 4 categories on the board: girl’s
                                                                                                                   names, boy’s names, food, animals. Invite
                                                                                                                   children to brainstorm words that begin with r or
                                                                                                                   R for eac h category. Write their responses and
                                                                                                                   ask volunteers to trace over the letters r and R
                                                                                                                   with colored chalk. Add other categories to
                                                                                                                   extend the game.
                                                                                                                  Collect and display different-shaped pastas and
                                                                                                                   have children describe the shapes. Point out
                                                                                                                   shapes that are straight up and down or that
                                                                                                                   have circles. Invite children to use the shapes
                                                                                                                   to form alphabet or “noodle-bet ” letters.
                                                                                                                  Invite children to help you write silly sentences

                                                                                     48
                    Curriculum Management System      Topic: Writing Letters
                    Grade Level/Subject:
                                                      Goal 6: The student will be able to write all uppercase and lowercase letters of the alphabet from memory.
Suggested days of


                    First/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                      Instructional Tools / Materials / Technology /
                                                                                                               Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                    Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                   about monkeys. Use several words that begin
                                                                                                                   with the same sound. Pair children and let
                                                                                                                   them work together. Here is an example:
                                                                                                                   Monkeys munch on marvelous muffins.
                                                                                                                  Choose a volunteer to be the “monk ey” of the
                                                                                                                   moment. Ask the child to write m or M on the
                                                                                                                   guidelines on the chalkboard. Then ask the
                                                                                                                   “monkey ” to choose another child to “see and
                                                                                                                   do” the same. As the game continues, select
                                                                                                                   different children to take the roles, and
                                                                                                                   encourage the “monkey ” to write words as well
                                                                                                                   as letters.
                                                                                                                  Introduce this game by describing a hungry
                                                                                                                   hippo you know who will eat almost anything.
                                                                                                                   Start the game, and soon the children will be
                                                                                                                   able to join in. I know a hippo who loves to eat.
                                                                                                                   He eats hens, but never chickens. He eats
                                                                                                                   hats, but never socks. Children should realize
                                                                                                                   he likes words that begin with h.
                                                                                                                  Ask children to examine the alphabet and find
                                                                                                                   letters within letters. For example: o is found in
                                                                                                                   a, d, g, and q; r is found in h, m, and n. have
                                                                                                                   children practice writing letters-wit hin-letters or
                                                                                                                   shaping them wit h clay.
                                                                                                                  Have the children practice writing r, n, m, h, R,
                                                                                                                   N, M, and H using paints and cotton swabs.
                                                                                                                   Ask them to form letters as you say the stroke
                                                                                                                   descriptions. Then have the children say the
                                                                                                                   stroke descriptions as classmates write letters.
                                                                                                                   Expand the activity by including other letters the
                                                                                                                   children have learned.
                                                                                                                  Paste one row of guidelines at the top of
                                                                                                                   drawing paper. Ask the children to write It is
                                                                                                                   very, very__________. Help them complete
                                                                                     49
                    Curriculum Management System      Topic: Writing Letters
                    Grade Level/Subject:
                                                      Goal 6: The student will be able to write all uppercase and lowercase letters of the alphabet from memory.
Suggested days of


                    First/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                      Instructional Tools / Materials / Technology /
                                                                                                               Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                    Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                   the sentence with an adjective of their choice.
                                                                                                                   Then ask them to draw a picture to illustrate the
                                                                                                                   sentence. Suggest they share their picture with
                                                                                                                   a part ner or small group.
                                                                                                                  Ask children to help you make alphabet
                                                                                                                   vegetable stew. Draw a large stew pot on
                                                                                                                   paper covering a bulletin board. Ask children to
                                                                                                                   suggest vegetables that might be added to the
                                                                                                                   stew. Have them choose one to draw, cut out,
                                                                                                                   label, and add to the pot. Then ask them to
                                                                                                                   write the alphabet letters, cut them out, and add
                                                                                                                   them to the pot.
                                                                                                                  Group the children and have them watch as you
                                                                                                                   measure a yard of paper from a roll. Ask them
                                                                                                                   to work cooperatively to fill the yard of paper
                                                                                                                   with a yard of writing. Let them decide whether
                                                                                                                   to write letters, words, or sentences and how to
                                                                                                                   divide the task. Remind them to write carefully.
                                                                                                                  Prepare 2 index cards with guidelines for each
                                                                                                                   child. Have children write yes on one card and
                                                                                                                   no on the other. Use the cards to play a
                                                                                                                   listening game. Ask children to hold up a card
                                                                                                                   to indicate their answer to fact or opinion
                                                                                                                   statements such as these: L comes after M in
                                                                                                                   the alphabet. I like to read. Whales are large
                                                                                                                   animals.
                                                                                                                  Arrange string or yarn into a large web shape
                                                                                                                   bulletin board. Add a paper or plastic spider.
                                                                                                                   Distribute index cards with guidelines. After
                                                                                                                   everyone agrees that web begins with w, ask
                                                                                                                   children to write a word that begins wit h w on
                                                                                                                   each card. Encourage the use of dictionaries
                                                                                                                   and ot her books for ideas. Arrange the cards
                                                                                                                   over the web to see the words the spider
                                                                                     50
                    Curriculum Management System      Topic: Writing Letters
                    Grade Level/Subject:
                                                      Goal 6: The student will be able to write all uppercase and lowercase letters of the alphabet from memory.
Suggested days of


                    First/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                      Instructional Tools / Materials / Technology /
                                                                                                               Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                    Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                   caught.
                                                                                                                  Choose one play er to act out an action word for
                                                                                                                   classmates to guess. Remind children that they
                                                                                                                   are not allowed to give any oral clues, but
                                                                                                                   explain that they can give one written clue by
                                                                                                                   writing on the chalkboard the letter that begins
                                                                                                                   the action word.
                                                                                                                  Write a story with fill-in blanks on the
                                                                                                                   chalkboard. Ask the children to write in the
                                                                                                                   blanks words or phrases that begin with v, y, w,
                                                                                                                   V, Y, or W. Then enjoy the resulting story.
                                                                                                                   Have volunteers read the story, a sentence at a
                                                                                                                   time. Invite children to say whether each
                                                                                                                   sentence makes sense or is nonsense.
                                                                                                                  Point out that x is a letter that does not begin
                                                                                                                   many words but can be found in other positions
                                                                                                                   in words. Write words that have x, such as box,
                                                                                                                   six, excellent, and Texas. Choose volunteers to
                                                                                                                   use their finger to trace each x. Provide
                                                                                                                   dictionaries for children to use, and have them
                                                                                                                   work in pairs to search for words with x. Ask
                                                                                                                   them to list words they find.
                                                                                                                  Invite children to use dry spaghetti to form the
                                                                                                                   straight lines and slant letters they have been
                                                                                                                   learning. Demonstrate how to break the
                                                                                                                   spaghetti and how to match the size of the
                                                                                                                   pieces. Have children glue each spaghetti
                                                                                                                   letter to an index card and then write the letter
                                                                                                                   below it.
                                                                                                                  Word pairs with switched first letters are called
                                                                                                                   spoonerisms. Write several word pairs such as
                                                                                                                   these on the guidelines on the chalkboard: gold
                                                                                                                   coat, big dog, yellow bell, bat call, tall man.
                                                                                                                   Guide children in switching the initial letters to
                                                                                     51
                    Curriculum Management System      Topic: Writing Letters
                    Grade Level/Subject:
                                                      Goal 6: The student will be able to write all uppercase and lowercase letters of the alphabet from memory.
Suggested days of


                    First/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                      Instructional Tools / Materials / Technology /
                                                                                                               Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                    Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                   create new word pairs (gold coat becomes cold
                                                                                                                   goat). Write the new word pairs on the
                                                                                                                   chalkboard and encourage children to write
                                                                                                                   their own spoonerisms.
                                                                                                                  Have children work in small groups to examine
                                                                                                                   magazines and newspapers to find examples of
                                                                                                                   each letter in a variety of fonts. Display the
                                                                                                                   letters, in alphabetical order, on a bulletin board
                                                                                                                   or on mural paper. Discuss the shapes of the
                                                                                                                   letters in different fonts. The letter g, for
                                                                                                                   example may have a simple curved descender
                                                                                                                   or a curly descender. Ask children to identify
                                                                                                                   fonts that are more legible than others.
                                                                                                                  Give each child a 5 inch oak tag square.
                                                                                                                   Assign letters and have children use a marker
                                                                                                                   to write their letters. Then have them use
                                                                                                                   pencils and crayons to turn the letters into new
                                                                                                                   zoo creatures. Have children label their
                                                                                                                   creatures and arrange them in a zoo scene on
                                                                                                                   a bulletin board.




                                                                                     52
                    Curriculum Management System      Topic: Legibility & Analyze Student Writing
                    Grade Level/Subject:
                                                      Goal 1: The student will be able to identify the 4 keys to legibility and analze their own writing.
Suggested days of


                    Second/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                         Instructional Tools / Materials / Technology /
                                                                                                                  Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                       Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
    2               1.1.   identify the 4 keys to        What shape should my letters be?                        Materials:
                           legibility.                   What size should my words be?                           #2 pencil
                                                         How much space should I have between words?             ½ inch ruled paper
                    (3.2.C.6 write legibly to meet
                                                         What does the slant stroke look like?                   Printed Name Tag for desk
                    district standards).

                                                                                                                  Learning Activities: (Knowledge)
                                                      See CP I’s and Learning Activities for sample conc eptual      Pretest
                                                      understandings.                                                Check students letter knowledge with an
                                                                                                                      identification game. Ask them to point out
                                                                                                                      letters on the page as you ask questions such
                                                                                                                      as: Which lowercase letters are tall? Which
                                                                                                                      uppercase letters have slant lines?
                                                                                                                     Preview the Practice book- review guidelines
                                                                                                                      and starting point.
                                                                                                                     Review the four keys to legibility.


                                                                                                                  Optional Activities:
                                                                                                                     Discuss with students the various kinds of
                                                                                                                      writing they may do at different times.
                                                                                                                      Brainstorm a list of things they might write. If
                                                                                                                      your students like a challenge, ask them to
                                                                                                                      think of one idea for each letter of the alphabet.
                                                                                                                      Here are some ideas to get started: alphabet
                                                                                                                      books, brochures, cartoons, diaries, envelopes,
                                                                                                                      friendly letters, and greeting cards.
                                                                                                                     Take a walk with your class through the
                                                                                                                      classroom or school building. Ask the students
                                                                                                                      to look for examples of environmental print.
                                                                                                                      After touring, make a chart of your findings. List
                                                                                                                      the messages and the places where they
                                                                                                                      appeared.

                                                                                        53
                    Curriculum Management System      Topic: Legibility & Analyze Student Writing
                    Grade Level/Subject:
                                                      Goal 1: The student will be able to identify the 4 keys to legibility and analze their own writing.
Suggested days of


                    Second/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                         Instructional Tools / Materials / Technology /
                                                                                                                  Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                       Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                     Invite students to make a set of tactile alphabet
                                                                                                                      letter cards for a bulletin board display. Print
                                                                                                                      each letter pair (uppercase and lowercase) on a
                                                                                                                      blank index card and distribute the cards. Ask
                                                                                                                      students to cover the letters with glue and then
                                                                                                                      add glitter or small piec es of macaroni. Label
                                                                                                                      the bulletin board “Letter Town, USA,” an d
                                                                                                                      invite students to visit and touch the letters
                                                                                                                      often.
                                                                                                                     Place classified ad pages horizontally on desks.
                                                                                                                      The columns of the newspaper, going across,
                                                                                                                      will form giant guidelines for writing practice.
                                                                                                                      Explain that the first column forms the space
                                                                                                                      between the headline and the midline, the
                                                                                                                      second column forms the space between the
                                                                                                                      midline and the baseline, etc. Invite students to
                                                                                                                      practice writing on the giant guidelines with
                                                                                                                      crayons or markers. Encourage them to write
                                                                                                                      with large, sweeping motions. Invite students to
                                                                                                                      tell how the guidelines help them write letters
                                                                                                                      with correct size. Have them describe how their
                                                                                                                      writing meets the Keys to Legibility.




                                                                                       54
                    Curriculum Management System           Topic: Writing Position s
                    Grade Level/Subject:
                                                           Goal 2: The student will be able to develop the proper writing position s.
Suggested days of


                    Second/Handwriting
                    Objectives / Cluster Concepts /        Essential Questions                                         Instructional Tools / Materials / Technology /
                                                                                                                       Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators         Sample Conceptual Understandings
                    (CPI's)                                                                                            Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
    3               2.1.   hold a pencil correctly.           How do I hold the pencil?                               Learning Activities: (Knowledge, Application)
                    2.2.   hold the paper in the correct      How can I sit in the proper handwriting position?          Encourage students to sit comfortably erect
                           position using their helping                                                                    with their feet flat on the floor and their hips
                                                              How should I hold my paper?
                           hand.                                                                                           touching the back of the chair. Both arms
                    2.3.   have good posture habits                                                                        should rest on the desk. Be sure students are
                           when writing.                                                                                   relaxed, holding their pencils correctly.
                                                           See CP I’s and Learning Activities for sample conc eptual      Use tape to form a frame on the desk so the
                                                           understandings.                                                 students will be able to plac e the paper in the
                    (3.2.C.6 write legibly to meet
                    district standards.)                                                                                   correct position.
                                                                                                                          Model good pencil position for the students.
                                                                                                                           The writing implement is held bet ween the
                                                                                                                           thumb and the first two fingers, about an inch
                                                                                                                           above its point. The first finger rests on the top
                                                                                                                           of the implement. The end of the bent thumb is
                                                                                                                           placed against the writing instrument to hold it
                                                                                                                           high in the hand and near the knuckle.


                                                                                                                       Optional Activities:
                                                                                                                          Play Simon Says to have them practice left and
                                                                                                                           right.
                                                                                                                          Ask students to listen to the following directions
                                                                                                                           and to pantomime the activities, using the hand
                                                                                                                           you name. Pick up a pencil wit h your left hand.
                                                                                                                           Comb your hair wit h your right hand. Catch a
                                                                                                                           ball with both hands. Write wit h your right
                                                                                                                           hand. Draw with your left hand. Lift a box wit h
                                                                                                                           both hands.
                                                                                                                          Legibility is vitally connected to good writing
                                                                                                                           positions. Have pairs of students model the
                                                                                                                           correct positions for sitting, holding a pencil,
                                                                                                                           and placing the paper in preparation for writing.
                                                                                                                          When students are writing call out “freeze”!

                                                                                             55
                    Curriculum Management System      Topic: Writing Position s
                    Grade Level/Subject:
                                                      Goal 2: The student will be able to develop the proper writing position s.
Suggested days of


                    Second/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                        Instructional Tools / Materials / Technology /
                                                                                                                 Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                      Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                     Explain that when they hear this signal, they
                                                                                                                     should stop writing and freeze their position.
                                                                                                                     While they are frozen, students should check
                                                                                                                     their sitting, paper, and pencil positions. Have
                                                                                                                     them make any necessary adjustments before
                                                                                                                     they “thaw” and begin to write again.




                                                                                       56
                    Curriculum Management System         Topic: Ba sic Stroke s
                    Grade Level/Subject:
                                                         Goal 3: The student will be able to practice basic stroke s.
Suggested days of


                    Second/Handwriting
                    Objectives / Cluster Concepts /      Essential Questions                                            Instructional Tools / Materials / Technology /
                                                                                                                        Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators       Sample Conceptual Understandings
                    (CPI's)                                                                                             Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
    5               3.1.   draw vertical lines.             How do I draw the lines?                                   Learning Activities: (Knowledge, Application)
                    3.2.   draw horizontal lines.                                                                          Teacher models and presents the vertical lines
                    3.3.   draw backward circle lines.                                                                      giving verbal directions (down, up) as s/he is
                                                                                                                            drawing them.
                    3.4.   draw slant lines.             See CP I’s and Learning Activities for sample conc eptual
                    3.5.   draw forward circle lines.    understandings.                                                  Students trace and draw the vertical lines with
                                                                                                                           one continuous movement.
                                                                                                                        Assessment:
                    (3.2.C.6 write legibly to meet
                    district standards.)                                                                                Observe whether children started each line at the
                                                                                                                        correct dot and drew the line vertically.


                                                                                                                           Teacher models and presents the horizontal
                                                                                                                            lines giving verbal directions (ac ross) as s/he is
                                                                                                                            drawing them.
                                                                                                                          Students trace and draw the horizontal lines
                                                                                                                           with one continuous movement.
                                                                                                                        Assessment:
                                                                                                                        Observe whether students started each line at the
                                                                                                                        correct dot and drew the line horizontally.


                                                                                                                           Teacher models and presents the circle lines
                                                                                                                            giving verbal directions (over) as s/he is
                                                                                                                            drawing them.
                                                                                                                           Students trace and draw the backward circle
                                                                                                                            lines with one continuous movement.
                                                                                                                        Assessment:
                                                                                                                        Observe whether children started each circle at the
                                                                                                                        correct dot and drew correctly.


                                                                                                                           Teacher models and presents the slant lines
                                                                                                                            giving verbal directions (slant down, slant up)

                                                                                           57
                    Curriculum Management System      Topic: Ba sic Stroke s
                    Grade Level/Subject:
                                                      Goal 3: The student will be able to practice basic stroke s.
Suggested days of


                    Second/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                            Instructional Tools / Materials / Technology /
                                                                                                                     Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                          Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                         as s/he is drawing them.
                                                                                                                        Students trace and draw the slant lines with one
                                                                                                                         continuous movement.
                                                                                                                     Assessment:
                                                                                                                     Observe whether the children started at the correct
                                                                                                                     dot and drew slant correctly.


                                                                                                                     Optional Activities:
                                                                                                                        Make a dot-t o-dot series on the chalkboard and
                                                                                                                         label each dot with an uppercase alphabet
                                                                                                                         letter. Provide colored chalk for students to
                                                                                                                         use. Choose volunteers to connect two labeled
                                                                                                                         dots with either a down stroke, an up stroke, or
                                                                                                                         an across stroke as you give directions.
                                                                                                                        Ask students to name the letters that are
                                                                                                                         formed with only down or ac ross strokes. List
                                                                                                                         them (E, F, H, I, l, L, t, T) on the chalkboard.
                                                                                                                         Cut construction paper into strips about one-
                                                                                                                         half inch by three inches. Distribute strips and
                                                                                                                         some glue. Demonstrate how to form a letter
                                                                                                                         by gluing strips together. Tell students they will
                                                                                                                         need to trim some strips. Have them make as
                                                                                                                         many letters as time allows.
                                                                                                                        Distribute drawing paper and crayons. Play
                                                                                                                         lively music and ask the students to draw as
                                                                                                                         they listen. Then stop the music. Have the
                                                                                                                         students share their drawings. As students
                                                                                                                         show their work, ask classmates to identify lines
                                                                                                                         that were formed wit h any of the basic strokes:
                                                                                                                         vertical, horizont al, circle, slant.
                                                                                                                        Assign each student a letter pair (uppercase
                                                                                                                         and lowercase) and distribute modeling clay.
                                                                                                                         Have students form the letter pair with clay.
                                                                                       58
                    Curriculum Management System      Topic: Ba sic Stroke s
                    Grade Level/Subject:
                                                      Goal 3: The student will be able to practice basic stroke s.
Suggested days of


                    Second/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                            Instructional Tools / Materials / Technology /
                                                                                                                     Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                          Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                        When the letters are completed, assemble them
                                                                                                                        on a table for a guessing game. Ask volunteers
                                                                                                                        to close their eyes, trace a letter pair with a
                                                                                                                        finger, and name the letter.




                                                                                       59
                    Curriculum Management System      Topic: Writing Numerals
                    Grade Level/Subject:
                                                      Goal 4: The student will be able to write numerals 1-10 from memory.
Suggested days of


                    Second/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                         Instructional Tools / Materials / Technology /
                                                                                                                  Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                       Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
    2               4.1.   write numerals 1-10 from      How do I writ e each number?                            Learning Activities: (Knowledge, Application)
                           memory.                       Does my number look like the teacher’s/ book’s             Teacher presents and models writing the
                    4.2.   use verbal prompts when        number?                                                     number, saying verbal directions while drawing
                           writing numerals.             What do I say when I’m writing eac h number?                the number in the air and writing it on the board.
                                                                                                                     Children trace the number with their finger while
                    (3.2.C.6 write legibly to meet                                                                    verbally saying the directions.
                           district standards.)                                                                      Children writ e their own numerals copying the
                                                      See CP I’s and Learning Activities for sample conc eptual
                                                                                                                      teacher’s/book’s model.
                                                      understandings.
                                                                                                                     Children practice numbers in the following
                                                                                                                      order: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
                                                                                                                     See attached verbal directions sheet for each
                                                                                                                      numeral formation.
                                                                                                                  Assessment:
                                                                                                                  Children stop and check their own work when
                                                                                                                  prompted to self-evaluat e their best number.
                                                                                                                  Does your number look like mine?
                                                                                                                  Did you say the directions aloud?


                                                                                                                  Optional Activities:
                                                                                                                     Distribute 11x17 paper. Have students position
                                                                                                                      the paper vertically and write the numerals 1-10
                                                                                                                      down the left side. Encourage students to think
                                                                                                                      of a favorite store, such as a grocery store,
                                                                                                                      department store, or toy store. Then, have
                                                                                                                      them choose an item to illustrate each numeral;
                                                                                                                      for example, 1 toy train, 2 sand pails, etc.
                                                                                                                      Review the completed charts together.




                                                                                         60
                    Curriculum Management System      Topic: Writing Letters
                    Grade Level/Subject:
                                                      Goal 5: The student will be able to write all uppercase and lowercase letters of the alphabet legibly.
Suggested days of


                    Second/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                          Instructional Tools / Materials / Technology /
                                                                                                                   Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                        Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
  48                5.1.   Write all uppercase and       How do I writ e each letter?                             Learning Activities: (Knowledge, Application)
                           lowercase letters from        Does my letter look like the teacher’s/ book’s letter?      Teacher presents and models the letter, saying
                           teacher copy.                                                                               verbal directions while drawing the letter in the
                                                         What do I say when I’m writing eac h letter?
                    5.2.   Use verbal prompts when                                                                     air and writing them on the board.
                           writing letters.                                                                           Children trace the letter using their finger while
                                                                                                                       verbally saying the directions.
                                                      See CP I’s and Learning Activities for sample conc eptual
                    (3.2.C.6 Write legibly to meet                                                                    Children writ e their own letters copying the
                           district standards.)       understandings.
                                                                                                                       teacher’s/book’s model.
                                                                                                                      Children writ e words with target letter.
                                                                                                                      Children practice letters in the following order: l,
                                                                                                                       i, t, L, I, T, o, a, d, O, A, D, c, e, f, C, E, F, g, j,
                                                                                                                       q, G, J, Q, u, s, U, S, b, p, r, B, P, R, n, m, h, N,
                                                                                                                       M, H, v, y, w, V, Y, W, x, k, z, X. K, Z.
                                                                                                                      See attached verbal directions sheet for each
                                                                                                                       letter formation.
                                                                                                                   Assessment:
                                                                                                                   Teacher obs ervation to see that they are forming
                                                                                                                   and writing the letters correctly.
                                                                                                                   Children stop and check their own work when
                                                                                                                   prompted to self-evaluat e their best letter.
                                                                                                                   Does your letter look like mine?
                                                                                                                   Did you say the directions aloud?


                                                                                                                   Optional Activities:
                                                                                                                      Have partners play a game to practice writing
                                                                                                                       vertical and horizontal lines. Arrange 20 or
                                                                                                                       more dots in a grid pattern. Leaving one-half an
                                                                                                                       inch between dots. Duplicate the grid for each
                                                                                                                       pair of students. Play by taking turns drawing
                                                                                                                       straight lines to connect two dots. When a box
                                                                                                                       is formed, the student writes his or her initials
                                                                                         61
                    Curriculum Management System      Topic: Writing Letters
                    Grade Level/Subject:
                                                      Goal 5: The student will be able to write all uppercase and lowercase letters of the alphabet legibly.
Suggested days of


                    Second/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                        Instructional Tools / Materials / Technology /
                                                                                                                 Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                      Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                     and draws another line. The student that draws
                                                                                                                     the most boxes wins.
                                                                                                                    Prepare a tray of sand or shaving cream on a
                                                                                                                     table. Tell students to listen for words that
                                                                                                                     begin with the first sound that they hear in
                                                                                                                     apple. Then say words such as alligat or, ask,
                                                                                                                     applesauce, dog, tree, and ax. Tell students to
                                                                                                                     write a in the sand or shaving cream if the word
                                                                                                                     begins like apple.
                                                                                                                    Invite students to draw cookies, eggs, or fruit.
                                                                                                                     Distribute writing paper and ask students to
                                                                                                                     write words that begin with the same letter as
                                                                                                                     the name of the food.
                                                                                                                    Write a word that begins with g, j, or q on each
                                                                                                                     of twelve index cards. Have each student
                                                                                                                     choose a word and act it out until a classmate
                                                                                                                     guesses it and writes it on the board.
                                                                                                                    Draw a large umbrella and a winding snake on
                                                                                                                     the chalkboard, or cut them from construction
                                                                                                                     paper. Place the snake under the umbrella.
                                                                                                                     Write words that begin with u or s on squares of
                                                                                                                     colorful paper with guidelines and place them
                                                                                                                     “Under the Umbrella.”
                                                                                                                    Ask: What has long floppy ears and hops?
                                                                                                                     Choose a student to write the answer on
                                                                                                                     guidelines on the chalkboard or on chart paper.
                                                                                                                     Point out that the ans wer begins with r (rabbit)
                                                                                                                     or b (bunny). Then, have students take turns
                                                                                                                     asking other one-sentence riddle questions.
                                                                                                                    Write a story involving math on the chalkboard
                                                                                                                     with fill-in blanks. Ask students to write a word
                                                                                                                     or phrase that begins with n, m, or h for each
                                                                                                                     blank. Allow time for students to share their
                                                                                      62
                    Curriculum Management System      Topic: Writing Letters
                    Grade Level/Subject:
                                                      Goal 5: The student will be able to write all uppercase and lowercase letters of the alphabet legibly.
Suggested days of


                    Second/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                        Instructional Tools / Materials / Technology /
                                                                                                                 Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                      Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                     finished story.
                                                                                                                    Have students practice writing v, y, w, and other
                                                                                                                     letters using paints and cotton swabs. Ask
                                                                                                                     them to form letters as you say the stroke
                                                                                                                     descriptions. Then have students say the
                                                                                                                     stroke descriptions as classmates write the
                                                                                                                     letters.
                                                                                                                    On the chalkboard, writ e the spelling patterns
                                                                                                                     -ack, -ox, and –zz. Give clues like those below,
                                                                                                                      and ask a student to write each answer under
                                                                                                                      the correct pattern. A boy’s name ending in
                                                                                                                       –ack. An animal’s name ending in –ox. A
                                                                                                                      sound a bee makes, ending in –zz.
                                                                                                                    Write the following list (or a list based on a
                                                                                                                     different category ) on the chalkboard.
                                                                                                                     G--se
                                                                                                                     Gira--e
                                                                                                                     d--r
                                                                                                                     --rdvark
                                                                                                                     a--igator
                                                                                                                     bab--n
                                                                                                                     bu--alo
                                                                                                                      gori--a
                                                                                                                      kangar--
                                                                                                                      Tell students that each animal name can be
                                                                                                                      completed with double letters. Do the first one
                                                                                                                      together, and then have students write the list
                                                                                                                      and complete it independently.
                                                                                                                    Write words such as these on index cards:
                                                                                      63
                    Curriculum Management System      Topic: Writing Letters
                    Grade Level/Subject:
                                                      Goal 5: The student will be able to write all uppercase and lowercase letters of the alphabet legibly.
Suggested days of


                    Second/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                        Instructional Tools / Materials / Technology /
                                                                                                                 Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                      Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                     bear, turn, ground, light, out, say. Prepare
                                                                                                                     enough cards so each student will have one.
                                                                                                                     Distribute the cards and ask students to write
                                                                                                                     as many words as they can that rhyme with the
                                                                                                                     printed word. Have students read aloud their
                                                                                                                     rhyming words, and ask classmates to suggest
                                                                                                                     words for them to add to their lists.




                                                                                      64
                    Curriculum Management System           Topic: Writing Positions
                    Grade Level/Subject:
                                                           Goal 1: The student will be able to develop the proper writing position s.
Suggested days of


                    Third/Handwriting
                    Objectives / Cluster Concepts /        Essential Questions                                         Instructional Tools / Materials / Technology /
                                                                                                                       Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators         Sample Conceptual Understandings
                    (CPI's)                                                                                            Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
    3               1.1.   hold a pencil correctly.           How do I hold the pencil?                               Materials:
                    1.2.   hold the paper in the correct      How should I hold my paper?                             ½ inch ruled paper
                           position using their helping
                                                              How should I sit?                                       #2 pencil
                           hand.
                                                              What should my writing positions be when I write in     Name tag in print and cursive for desk
                    1.3.   develop proper posture.
                                                               cursive?
                                                                                                                       Learning Activities: (Knowledge, Application)
                    (3.2.C.5 write legibly in manuscript
                    or cursive to meet district                                                                             Use tape to form a frame on the desk so the
                    standards.)                            See CP I’s and Learning Activities for sample conc eptual         students will be able to plac e the paper in the
                                                           understandings.                                                   correct position.
                                                                                                                            Model good pencil position for the students.
                                                                                                                             The writing implement is held bet ween the
                                                                                                                             thumb and the first two fingers, about an inch
                                                                                                                             above its point. The first finger rests on the top
                                                                                                                             of the implement. The end of the bent thumb is
                                                                                                                             placed against the writing instrument to hold it
                                                                                                                             high in the hand and near the knuckle.
                                                                                                                          Encourage students to sit comfortably erect
                                                                                                                           with their feet flat on the floor and their hips
                                                                                                                           touching the back of the chair. Both arms
                                                                                                                           should rest on the desk.
                                                                                                                       Cursive
                                                                                                                            Make sure paper is slanted. Writing on a
                                                                                                                             slanted surface provides stability to the base of
                                                                                                                             the hand and can help students maintain good
                                                                                                                             hand and wrist position.


                                                                                                                           Optional Activity:
                                                                                                                            When students are writing call out “freeze”!
                                                                                                                             Explain that when they hear this signal, they
                                                                                                                             should stop writing and freeze their position.
                                                                                                                             While they are frozen, students should check
                                                                                             65
                    Curriculum Management System      Topic: Writing Positions
                    Grade Level/Subject:
                                                      Goal 1: The student will be able to develop the proper writing position s.
Suggested days of


                    Third/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                        Instructional Tools / Materials / Technology /
                                                                                                                 Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                      Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                     their sitting, paper, and pencil positions. Have
                                                                                                                     them make any necessary adjustments before
                                                                                                                     they “thaw” and begin to write again.




                                                                                       66
                    Curriculum Management System           Topic: Keys to Legibility
                    Grade Level/Subject:
                                                           Goal 2: The student will be able to identify the 4 keys to legibility.
Suggested days of


                    Third/Handwriting
                    Objectives / Cluster Concepts /        Essential Questions                                           Instructional Tools / Materials / Technology /
                    Cumulative Progress Indicators         Sample Conceptual Understandings                              Resource s / Learning Activitie s /
Instruction




                    (CPI's)                                                                                              Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:

    2               2.1.   identify the 4 keys to             What are the 4 keys to legibility?                        Learning Activities: (Knowledge)
                           legibility.                                                                                      Brainstorm the qualities of good legible
                                                                                                                             handwriting.
                    (3.2.C.5 write legibly in manuscript   See CP I’s and Learning Activities for sample conc eptual        Review the use of guidelines for correct letter
                    or cursive to meet district            understandings.                                                   formation
                    standards.)                                                                                             Discuss the 4 keys of legibility with students
                                                                                                                             (shape, size, spacing, slant).
                                                                                                                         Optional Activity:
                                                                                                                            Write words, singly or in pairs, with obvious
                                                                                                                             errors in spacing. Challenge volunt eers to
                                                                                                                             come to the board, identify an error, and tell
                                                                                                                             how it should be corrected.




                                                                                              67
                    Curriculum Management System           Topic: Writing Manuscript Letters
                    Grade Level/Subject:
                                                           Goal 3: The student will be able to review manuscript letters.
Suggested days of


                    Third/Handwriting
                    Objectives / Cluster Concepts /        Essential Questions                                          Instructional Tools / Materials / Technology /
                                                                                                                        Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators         Sample Conceptual Understandings
                    (CPI's)                                                                                             Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
  18                3.1.   review manuscript letters.         How can I write in manuscript the correct way?           Learning Activities: (Knowledge, Application)
                                                              Does my letter look like the teacher’s/ book’s letter?      Teacher models writing eac h letter on the
                    (3.2.C.5 write legibly in manuscript                                                                    guidelines, saying verbal directions while writing
                    or cursive to meet district                                                                             the letter on the board.
                    standards.)                                                                                            Students trace the letter using their finger on
                                                           See CP I’s and Learning Activities for sample conc eptual
                                                                                                                            their desk.
                                                           understandings.
                                                                                                                           Have students practice writing letters on white
                                                                                                                            boards or slates.
                                                                                                                           Students writ e their own letters carefully.
                                                                                                                           Children writ e words with target letter.
                                                                                                                           Children practice letters in the following order:
                                                                                                                            Ll, Ii, Tt, Oo, Aa, Dd, Cc, Ee, Ff, Gg, Jj, Qq, Uu,
                                                                                                                            Ss, Bb, Pp, Rr, Nn, Mm, Hh, V v, Yy, Ww, Xx,
                                                                                                                            Kk, Zz.
                                                                                                                          See attached verbal directions sheet for each
                                                                                                                           letter formation.
                                                                                                                        Assessment:
                                                                                                                        Teacher obs ervation to see that they are forming
                                                                                                                        and writing the letters correctly.
                                                                                                                        Student observation
                                                                                                                        Children stop and check their own work when
                                                                                                                        prompted to self-evaluat e their best letter.
                                                                                                                        Students determine strengt hs and weaknesses
                                                                                                                        based on the Keys to Legibility.
                                                                                                                        Students diagnos e the cause of any difficulties.
                                                                                                                        Do my letters rest on the baseline or reach the
                                                                                                                        headline?
                                                                                                                        Do my letters look right?


                                                                                                                        Optional Activities:
                                                                                              68
                    Curriculum Management System      Topic: Writing Manuscript Letters
                    Grade Level/Subject:
                                                      Goal 3: The student will be able to review manuscript letters.
Suggested days of


                    Third/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                        Instructional Tools / Materials / Technology /
                                                                                                                 Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                      Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                      Label pictures and objects.
                                                                                                                      Make lists of things in categories.
                                                                                                                      Write invitations.
                                                                                                                      Write about field trips.
                                                                                                                      Write facts.
                                                                                                                      Retell a story in writing.
                                                                                                                      Write about books.
                                                                                                                      Write stories, poems, and descriptions.




                                                                                      69
                    Curriculum Management System           Topic: Introducing Cursive
                    Grade Level/Subject:
                                                           Goal 4: The student will be able to read and identify cursive letters.
Suggested days of


                    Third/Handwriting
                    Objectives / Cluster Concepts /        Essential Questions                                         Instructional Tools / Materials / Technology /
                                                                                                                       Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators         Sample Conceptual Understandings
                    (CPI's)                                                                                            Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
    1               4.1.   read cursive writing.              What does cursive look like?                            Learning Activities: (Knowledge, Application,
                    4.2.   recognize cursive letters.         What are the us es and purposes of cursive writing?     Analysis)
                                                                                                                          Tape a cursive name tag on each child’s desk
                                                                                                                           with their first and last name on it.
                    (3.2.C.5 write legibly in manuscript
                    or cursive to meet district                                                                           Analyze cursive chart and compare it to
                                                           See CP I’s and Learning Activities for sample conc eptual
                    standards.)                                                                                            manuscript.
                                                           understandings.
                                                                                                                          Discuss where you have seen cursive
                                                                                                                           handwriting used and the purpose of it.
                                                                                                                          Review the use of guidelines for correct letter
                                                                                                                           formation. Draw guidelines on the board and
                                                                                                                           have volunteers come up and write words on
                                                                                                                           them.
                                                                                                                       Optional Activity:
                                                                                                                          Give half of the students manuscript letter cards
                                                                                                                           and the other half the corresponding cursive
                                                                                                                           letter cards. On a signal, have them scramble
                                                                                                                           to locate their partner. Repeat several times to
                                                                                                                           reinforce identification of the cursive letters.




                                                                                              70
                    Curriculum Management System           Topic: Ba sic Stroke s
                    Grade Level/Subject:
                                                           Goal 5: The student will be able to write basic stroke s for cursive letters.
Suggested days of



                    Third/Handwriting
                    Objectives / Cluster Concepts /        Essential Questions                                          Instructional Tools / Materials / Technology /
                                                                                                                        Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators         Sample Conceptual Understandings
                    (CPI's)                                                                                             Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
    8               5.1.   draw undercurve strokes.           How do I draw the lines?                                 Learning Activities: (Knowledge, Application)
                    5.2.   draw downcurve strokes.                                                                         Teacher models and presents the undercurve
                    5.3.   draw overcurve strokes.                                                                          stroke giving verbal directions as s/he is
                                                                                                                            drawing them.
                    5.4.   draw slant strokes.             See CP I’s and Learning Activities for sample conc eptual
                                                           understandings.                                                 Students trace and draw the two sizes of
                                                                                                                            undercurve strokes.
                    (3.2.C.5 write legibly in manuscript
                    or cursive to meet district                                                                         Assessment:
                    standards.)                                                                                         Observe whether students start each line at the
                                                                                                                        correct dot and draw the undercurve correctly.


                                                                                                                           Teacher models and presents the downcurve
                                                                                                                            stroke giving verbal directions as s/he is
                                                                                                                            drawing them.
                                                                                                                           Students trace and draw the two sizes of
                                                                                                                            downcurve strok es.
                                                                                                                        Assessment:
                                                                                                                        Observe whether students started each line at the
                                                                                                                        correct dot and drew the downc urve correctly.


                                                                                                                           Teacher models and presents the overcurve
                                                                                                                            stroke giving verbal directions (over) as s/he is
                                                                                                                            drawing them.
                                                                                                                          Students trace and draw the two sizes of
                                                                                                                           overcurve strokes.
                                                                                                                        Assessment:
                                                                                                                        Observe whether students started each circle at the
                                                                                                                        correct dot and drew the overcurve correctly.


                                                                                                                           Teacher models and presents the slant lines

                                                                                             71
                    Curriculum Management System      Topic: Ba sic Stroke s
                    Grade Level/Subject:
                                                      Goal 5: The student will be able to write basic stroke s for cursive letters.
Suggested days of


                    Third/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                          Instructional Tools / Materials / Technology /
                                                                                                                   Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                        Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                       giving verbal directions as s/he is drawing them.
                                                                                                                      Students trace and draw the two sizes of slant
                                                                                                                       strokes.
                                                                                                                   Assessment:
                                                                                                                   Observe whether the children started at the correct
                                                                                                                   dot and drew the slant correctly.




                                                                                        72
                    Curriculum Management System           Topic: Writing Cursi ve Lowercase Letters
                    Grade Level/Subject:
                                                           Goal 6: The student will be able to write lowercase cursive letters.
Suggested days of



                    Third/Handwriting
                    Objectives / Cluster Concepts /        Essential Questions                                         Instructional Tools / Materials / Technology /
                                                                                                                       Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators         Sample Conceptual Understandings
                    (CPI's)                                                                                            Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
  14                6.1.   write lowercase cursive            How do I writ e cursive lowercase letters?              Learning Activities: (Knowledge, Application)
                           letters.                                                                                       Teacher models writing eac h letter on the
                    6.2.   group letters according to                                                                      guidelines, saying verbal directions while writing
                           size, shape, beginning,                                                                         the letter on the board.
                           stroke, and ending stroke.      See CP I’s and Learning Activities for sample conc eptual
                                                           understandings.                                                Students trace the letter using their finger on
                                                                                                                           their desk.
                    (3.2.C.5 write legibly in manuscript                                                                  Students practice writing the letter on white
                    or cursive to meet district                                                                            boards.
                    standards.)
                                                                                                                          Students trace and write each letter carefully on
                                                                                                                           the guidelines.
                                                                                                                          Children practice letters in the following order: i,
                                                                                                                           t, u, w, e, l, b, h, f, k, r, s, j, p, a, d, g, o, c, q, n,
                                                                                                                           m, y, x, v, z.
                                                                                                                         See attached verbal directions sheet for each
                                                                                                                          letter formation.
                                                                                                                       Assessment:
                                                                                                                       Teacher obs ervation to see that they are forming
                                                                                                                       and writing the letters correctly.
                                                                                                                       Student observation
                                                                                                                       Children stop and check their own work when
                                                                                                                       prompted to circle their best letter.
                                                                                                                       Students determine strengt hs and weaknesses
                                                                                                                       based on the Keys to Legibility.
                                                                                                                       Students diagnos e the cause of any difficulties.
                                                                                                                       Do my letters rest on the baseline or reach the
                                                                                                                       headline?
                                                                                                                       Do my letters look right?


                                                                                                                       Optional Activities:

                                                                                              73
                    Curriculum Management System      Topic: Writing Cursi ve Lowercase Letters
                    Grade Level/Subject:
                                                      Goal 6: The student will be able to write lowercase cursive letters.
Suggested days of


                    Third/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                         Instructional Tools / Materials / Technology /
                                                                                                                  Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                       Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                     Make a set of letters cards by writing uppercase
                                                                                                                      and lowercase letters in cursive on paper with
                                                                                                                      guidelines. Cut out each letter and tape it to an
                                                                                                                      index card. Write tall and short on the
                                                                                                                      chalkboard or on chart paper to form two
                                                                                                                      columns. Ask students to select cards and tape
                                                                                                                      them under the appropriate column. Ask
                                                                                                                      students to tell how they know whether letters
                                                                                                                      are tall or short. Remind them that tall letters
                                                                                                                      touch the headline and short letters touch the
                                                                                                                      midline. Invite volunteers to make a check
                                                                                                                      mark beside cards with letters with dec anters
                                                                                                                      that go below the baseline and touch the next
                                                                                                                      headline. Place the letter cards in the writing
                                                                                                                      center and invite students to sort them by size.
                                                                                                                     On guidelines on the chalkboard, write words,
                                                                                                                      singly or in pairs, with obvious errors in spacing.
                                                                                                                      Challenge volunteers to come to the board,
                                                                                                                      identify an error, and tell how it should be
                                                                                                                      corrected.
                                                                                                                     Use the chalkboard for practicing basic strokes,
                                                                                                                      letters and numerals.
                                                                                                                     Provide sheets of newsprint and a dark crayon
                                                                                                                      for each student. Let students tape their papers
                                                                                                                      to a board or wall and practice the strokes in
                                                                                                                      large, sweeping motions. Have them practice
                                                                                                                      each stroke several times to feel the motion that
                                                                                                                      each one involves.
                                                                                                                     Prepare a set of lowerc ase cursive alphabet
                                                                                                                      cards. Have a student or group of students sort
                                                                                                                      the letters by size.
                                                                                                                     Use the overhead projector to project a letter
                                                                                                                      onto the chalkboard. Ask students to wet their

                                                                                       74
                    Curriculum Management System      Topic: Writing Cursi ve Lowercase Letters
                    Grade Level/Subject:
                                                      Goal 6: The student will be able to write lowercase cursive letters.
Suggested days of


                    Third/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                         Instructional Tools / Materials / Technology /
                                                                                                                  Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                       Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                      index finger in a cup of water and trace over the
                                                                                                                      letter on the chalkboard as you say the stroke
                                                                                                                      description.
                                                                                                                     Draw writing lines on one side of 9 x 12 pieces
                                                                                                                      of oak tag and laminate one for eac h student.
                                                                                                                      Students can use these as slates, practicing
                                                                                                                      their handwriting with a wipe-off crayon or
                                                                                                                      marker.
                                                                                                                     Have students form letters and joinings in a thin
                                                                                                                      layer of finger paint spread on aluminum foil.
                                                                                                                     Provide a shallow tray or box lid with a thin
                                                                                                                      layer of sand in it. Allow students to form letters
                                                                                                                      and joinings in the sand while they say the
                                                                                                                      stroke descriptions.
                                                                                                                     Stress correct joining strokes, ask a volunteer
                                                                                                                      to write a word in cursive on the chalkboard.
                                                                                                                      Then have a second volunt eer use colored
                                                                                                                      chalk to highlight the joining strokes.
                                                                                                                     To practice joinings, have students make word
                                                                                                                      lists or write tongue twisters.
                                                                                                                     Write a few words and sentences with several
                                                                                                                      obvious errors on the chalkboard. Have
                                                                                                                      volunteers come to the chalkboard to locate,
                                                                                                                      identify, and correct the errors.
                                                                                                                     Place cups of water near the chalkboard. Invite
                                                                                                                      students to practice writing strokes, letters,
                                                                                                                      joinings, and words you call out by dipping their
                                                                                                                      fingers or paint brushes into the water and
                                                                                                                      writing them on the board.
                                                                                                                  .




                                                                                       75
                    Curriculum Management System           Topic: Writing Upperca se Cursi ve Letters
                    Grade Level/Subject:
                                                           Goal 7: The student will be able to write uppercase cursive letters.
Suggested days of



                    Third/Handwriting
                    Objectives / Cluster Concepts /        Essential Questions                                         Instructional Tools / Materials / Technology /
                                                                                                                       Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators         Sample Conceptual Understandings
                    (CPI's)                                                                                            Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
  14                7.1.   write cursive uppercase            How do I writ e cursive uppercase letters?              Learning Activities: (Knowledge, Application)
                           letters.                                                                                       Teacher models writing eac h letter on the
                    7.2.   group letters according to                                                                      guidelines, saying verbal directions while writing
                           size, shape, beginning,                                                                         the letter on the board.
                           stroke, and ending stroke.      See CP I’s and Learning Activities for sample conc eptual
                                                           understandings.                                                Students trace the letter using their finger on
                                                                                                                           their desk.
                    (3.2.C.5 write legibly in manuscript                                                                  Students practice writing the letter on white
                    or cursive to meet district                                                                            boards.
                    standards.)
                                                                                                                          Students trace and write each letter carefully on
                                                                                                                           the guidelines.
                                                                                                                          Children practice letters in the following order:
                                                                                                                           A, O, D, C, E, N, M, H, K, U, Y, Z, V, W, X, I, J,
                                                                                                                           Q, T, F, G, S, L, P, R, B.
                                                                                                                         See attached verbal directions sheet for each
                                                                                                                          letter formation.
                                                                                                                       Assessment:
                                                                                                                       Teacher obs ervation to see that they are forming
                                                                                                                       and writing the letters correctly.
                                                                                                                       Student observation
                                                                                                                       Children stop and check their own work when
                                                                                                                       prompted to circle their best letter.
                                                                                                                       Students determine strengt hs and weaknesses
                                                                                                                       based on the Keys to Legibility.
                                                                                                                       Students diagnos e the cause of any difficulties.
                                                                                                                       Do my letters rest on the baseline or reach the
                                                                                                                       headline?
                                                                                                                       Do my letters look right?


                                                                                                                       Optional Activities:

                                                                                             76
                    Curriculum Management System      Topic: Writing Upperca se Cursi ve Letters
                    Grade Level/Subject:
                                                      Goal 7: The student will be able to write uppercase cursive letters.
Suggested days of


                    Third/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                        Instructional Tools / Materials / Technology /
                                                                                                                 Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                      Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                    Explain that before students write, they should
                                                                                                                     say Ready, Set, Write quietly to themselves
                                                                                                                     following certain directions after each word.
                                                                                                                     Ready: Position the chair in front of the desk or
                                                                                                                     table, leaving enough room to sit comfortably
                                                                                                                     and lean forward from the hips. Keep feet flat
                                                                                                                     on the floor and place arms on the desktop.
                                                                                                                     Set: Position the paper properly on the desk or
                                                                                                                     table and hold the pencil in the correct position.
                                                                                                                     Write: Begin writing.
                                                                                                                     Help students practice the strategy by calling
                                                                                                                     out Ready, Set, Write and asking students to
                                                                                                                     follow the steps. Encourage them to use the
                                                                                                                     strategy on their own whenever they write.
                                                                                                                    Using card stock or other heavy paper, cut out
                                                                                                                     the parts of a letter (basic strokes) and have the
                                                                                                                     students put them together to form the letter.
                                                                                                                    When you have written words or sentences on
                                                                                                                     the board, invite volunteers to trace your writing
                                                                                                                     with colored chalk. This allows students to
                                                                                                                     compare their writing with the model.
                                                                                                                    Provide a small amount of shaving cream, a
                                                                                                                     drop of tempera paint, and a paper plate for
                                                                                                                     each student. Direct the students to mix the
                                                                                                                     shaving cream and paint with their fingertips
                                                                                                                     and to practice the strokes, joinings, and letters
                                                                                                                     you call out.
                                                                                                                    Write letters on pieces of poster board or
                                                                                                                     cardboard and laminate them. Students can
                                                                                                                     use them as a base to form letters with clay.
                                                                                                                    Have students compare their writing now with
                                                                                                                     earlier samples to note improvements.

                                                                                      77
                    Curriculum Management System      Topic: Writing Upperca se Cursi ve Letters
                    Grade Level/Subject:
                                                      Goal 7: The student will be able to write uppercase cursive letters.
Suggested days of


                    Third/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                        Instructional Tools / Materials / Technology /
                                                                                                                 Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                      Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                    To improve poor slant strokes, have students
                                                                                                                     use soft, oversized chalk at the chalkboard,
                                                                                                                     holding it as they would hold a pencil. Place
                                                                                                                     sets of 2 dots about 6 inches apart and at the
                                                                                                                     correct slant to mark the starting and stopping
                                                                                                                     points of each slant stroke, and have students
                                                                                                                     connect the dots.
                                                                                                                    Give each student a card on which one of the
                                                                                                                     basic strokes is written. Tell the student to write
                                                                                                                     that basic stroke on paper and to write all the
                                                                                                                     uppercase and lowercase letters that have that
                                                                                                                     basic stroke.
                                                                                                                    To make sure students are gaining
                                                                                                                     automaticity, ask them to demonstrate correct
                                                                                                                     letter formation with their eyes closed.




                                                                                      78
                    Curriculum Management System           Topic: Writing Positions
                    Grade Level/Subject:
                                                           Goal 1: The student will be able to develop the proper writing position s.
Suggested days of



                    Fourth/Handwriting
                    Objectives / Cluster Concepts /        Essential Questions                                         Instructional Tools / Materials / Technology /
                                                                                                                       Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators         Sample Conceptual Understandings
                    (CPI's)                                                                                            Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
    3               1.1.   hold a pencil correctly.           How do I hold the pencil?                               Materials:
                    1.2.   hold the paper in the correct      How should I hold my paper?                             3/8 inch ruled paper
                           position using their helping       How should I sit?                                       #2 pencil
                           hand.
                                                              What should my writing positions be when I write        Cursive Name Tag for desk
                    1.3.   develop proper posture.
                                                               cursive?
                                                                                                                       Learning Activities: (Knowledge, Application)
                    (3.2.C.11 write legibly in
                    manuscript or cursive to meet                                                                         Use tape to form a frame on the desk so the
                                                           See CP I’s and Learning Activities for sample conc eptual       students will be able to plac e the paper in the
                    district standards.)
                                                           understandings.                                                 correct position.
                                                                                                                          Model good pencil position for the students.
                                                                                                                           The writing implement is held bet ween the
                                                                                                                           thumb and the first two fingers, about an inch
                                                                                                                           above its point. The first finger rests on the top
                                                                                                                           of the implement. The end of the bent thumb is
                                                                                                                           placed against the writing instrument to hold it
                                                                                                                           high in the hand and near the knuckle.
                                                                                                                          Encourage students to sit comfortably erect
                                                                                                                           with their feet flat on the floor and their hips
                                                                                                                           touching the back of the chair. Both arms
                                                                                                                           should rest on the desk.
                                                                                                                          Assign chairs, tables, and desks of varying
                                                                                                                           heights to achieve the best fit for each student.
                                                                                                                       Cursive
                                                                                                                       Make sure paper is slanted. Writing on a slanted
                                                                                                                       surface provides stability to the base of the hand
                                                                                                                       and can help students maintain good hand and
                                                                                                                       wrist position.
                                                                                                                       Right -handers- the paper should be tilted so the
                                                                                                                       lower left corner points toward the mid -section.
                                                                                                                       Downstrokes should be pulled toward the center of
                                                                                                                       the body, and the paper is shifted as the writing
                                                                                             79
                    Curriculum Management System      Topic: Writing Positions
                    Grade Level/Subject:
                                                      Goal 1: The student will be able to develop the proper writing position s.
Suggested days of


                    Fourth/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                        Instructional Tools / Materials / Technology /
                                                                                                                 Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                      Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                 progresses.
                                                                                                                 Left-handers- should tilt the paper so the lower right
                                                                                                                 corner is a little to the right of the midsection. The
                                                                                                                 downstrokes should be pulled toward the left elbow
                                                                                                                 to achieve the correct forward slant for cursive
                                                                                                                 writing.
                                                                                                                 Optional Activity:
                                                                                                                    When students are writing call out, “Freez e”!
                                                                                                                     Explain that when they hear this signal, they
                                                                                                                     should stop writing and freeze their position.
                                                                                                                     While they are frozen, students should check
                                                                                                                     their sitting, paper, and pencil positions. Have
                                                                                                                     them make any necessary adjustments before
                                                                                                                     they “thaw” and begin to write again.




                                                                                       80
                    Curriculum Management System        Topic: Manuscript Letters
                    Grade Level/Subject:
                                                        Goal 2: The student will be able to review manuscript letters.
Suggested days of



                    Fourth/Handwriting
                    Objectives / Cluster Concepts /     Essential Questions                                          Instructional Tools / Materials / Technology /
                                                                                                                     Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators      Sample Conceptual Understandings
                    (CPI's)                                                                                          Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
  10                2.1.   review manuscript letters.      How can I write in manuscript the correct way?           Learning Activities: (Knowledge, Application)
                                                           Does my letter look like the teacher’s/ book’s letter?      Review the basic strokes of manuscript writing.
                    (3.2.C.11 write legibly in                                                                          Discuss situations that require manuscript
                    manuscript or cursive to meet                                                                        writing.
                    district standards.)
                                                        See CP I’s and Learning Activities for sample conc eptual       Review the use of guidelines for correct letter
                                                        understandings.                                                  formation.
                                                                                                                      Children practice all letters.
                                                                                                                     Assessment:
                                                                                                                     Teacher obs ervation to see that they are forming
                                                                                                                     and writing the letters correctly.
                                                                                                                     Student observation.s
                                                                                                                     Children stop and check their own work when
                                                                                                                     prompted to self-evaluat e their best letter.
                                                                                                                     Students determine strengt hs and weaknesses
                                                                                                                     based on the Keys to Legibility.
                                                                                                                     Students diagnos e the cause of any difficulties.
                                                                                                                     Do my letters rest on the baseline or reach the
                                                                                                                     headline?
                                                                                                                     Do my letters look right?

                                                                                                                     Optional Activities:
                                                                                                                        Have students use manuscript to prepare
                                                                                                                         invitations to parties, send holiday greetings,
                                                                                                                         and label maps and diagrams.
                                                                                                                        Draw guidelines on the chalkboard using
                                                                                                                         colored chalk. Invit e volunteers to writ e words
                                                                                                                         on the guidelines.
                                                                                                                        Provide real-world experiences for practicing
                                                                                                                         manuscript such as writing labels, filling out
                                                                                           81
                    Curriculum Management System      Topic: Manuscript Letters
                    Grade Level/Subject:
                                                      Goal 2: The student will be able to review manuscript letters.
Suggested days of


                    Fourth/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                        Instructional Tools / Materials / Technology /
                                                                                                                 Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                      Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                       forms and applications, preparing invitations,
                                                                                                                       labeling pictures and objects, writing the names
                                                                                                                       of friend’s pets, listing games for parties, and
                                                                                                                       labeling maps and diagrams.




                                                                                      82
                    Curriculum Management System      Topic: Ba sic Stroke s
                    Grade Level/Subject:
                                                      Goal 3: The student will be able to practice basic stroke s for cursive letters.
Suggested days of



                    Fourth/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                          Instructional Tools / Materials / Technology /
                                                                                                                   Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                        Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
    4               3.1.   draw undercurve strokes.      How do I draw the lines?                                 Learning Activities: (Knowledge, Application)
                    3.2.   draw downcurve strokes.                                                                    Teacher models and presents the undercurve
                    3.3.   draw overcurve strokes.                                                                     stroke giving verbal directions as s/he is
                                                                                                                       drawing them.
                    3.4.   draw slant strokes.        See CP I’s and Learning Activities for sample conc eptual
                                                      understandings.                                                 Students trace and draw the two sizes of
                                                                                                                       undercurve strokes.
                    (3.2.C.11 write legibly in
                    manuscript or cursive to meet                                                                  Assessment:
                    district standards.)                                                                           Observe whether students started each line at the
                                                                                                                   correct dot and drew the undercurve correctly.


                                                                                                                      Teacher models and presents the downcurve
                                                                                                                       stroke giving verbal directions as s/he is
                                                                                                                       drawing them.
                                                                                                                      Students trace and draw the two sizes of
                                                                                                                       downcurve strok es.
                                                                                                                   Assessment:
                                                                                                                   Observe whether students start each line at the
                                                                                                                   correct dot and draw the downc urve correctly.


                                                                                                                      Teacher models and presents the overcurve
                                                                                                                       stroke giving verbal directions (over) as s/he is
                                                                                                                       drawing them.
                                                                                                                     Students trace and draw the two sizes of
                                                                                                                      overcurve strokes.
                                                                                                                   Assessment:
                                                                                                                   Observe whether students started each circle at the
                                                                                                                   correct dot and drew the overcurve correctly.


                                                                                                                      Teacher models and presents the slant lines

                                                                                        83
                    Curriculum Management System      Topic: Ba sic Stroke s
                    Grade Level/Subject:
                                                      Goal 3: The student will be able to practice basic stroke s for cursive letters.
Suggested days of


                    Fourth/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                          Instructional Tools / Materials / Technology /
                                                                                                                   Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                        Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                       giving verbal directions as s/he is drawing them.
                                                                                                                      Students trace and draw the two sizes of slant
                                                                                                                       strokes.
                                                                                                                   Assessment:
                                                                                                                   Observe whether the children started at the correct
                                                                                                                   dot and drew the slant correctly.


                                                                                                                   Optional Activities:
                                                                                                                      Give each student a card on which one of the
                                                                                                                       cursive basic strokes is written. Tell students to
                                                                                                                       write that stroke on lined paper and then to
                                                                                                                       identify all the uppercas e and lowercase letters
                                                                                                                       that contain that stroke. Students can trade
                                                                                                                       cards and repeat the activity.
                                                                                                                      Using cardstock cut out the parts of a letter and
                                                                                                                       have students put the parts together to form the
                                                                                                                       letter while saying the name of each stroke.




                                                                                       84
                    Curriculum Management System      Topic: Keys of Legibility
                    Grade Level/Subject:
                                                      Goal 4: The student will be able to identify the four keys to legibility.
Suggested days of



                    Fourth/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                           Instructional Tools / Materials / Technology /
                                                                                                                    Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                         Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
    1               4.1.   identify the 4 keys to        What are the 4 keys to legibility?                        Learning Activities: (Knowledge, Application)
                           legibility.                                                                                 Brainstorm the qualities of good legible
                                                                                                                        handwriting.
                    (3.2.C.11 write legibly in        See CP I’s and Learning Activities for sample conc eptual        Review the use of guidelines for correct letter
                    manuscript or cursive to meet     understandings.                                                   formation
                    district standards.)
                                                                                                                       Discuss the 4 keys of legibility with students
                                                                                                                        (shape, size, spacing, slant).
                                                                                                                    Optional Activities:
                                                                                                                       Write words, singly or in pairs, with obvious
                                                                                                                        errors in spacing. Challenge volunt eers to
                                                                                                                        come to the board, identify an error, and tell
                                                                                                                        how it should be corrected.




                                                                                         85
                    Curriculum Management System        Topic: Cursive Lowercase Letters
                    Grade Level/Subject:
                                                        Goal 5: The student will be able to practice writing cursive lowercase letters.
Suggested days of



                    Fourth/Handwriting
                    Objectives / Cluster Concepts /     Essential Questions                                         Instructional Tools / Materials / Technology /
                                                                                                                    Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators      Sample Conceptual Understandings
                    (CPI's)                                                                                         Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
  21                5.1.   write lowercase cursive         How do I writ e cursive lowercase letters?              Learning Activities: (Knowledge, Application)
                           letters.                                                                                    Teacher models writing eac h letter on the
                    5.2.   group letters according to                                                                   guidelines, saying verbal directions while writing
                           size, shape, beginning,                                                                      the letter on the board.
                           stroke, and ending stroke.   See CP I’s and Learning Activities for sample conc eptual
                                                        understandings.                                                Students trace the letter using their finger on
                                                                                                                        their desk.
                    (3.2.C.11 write legibly in                                                                         Students practice writing letter on white boards.
                    manuscript or cursive to meet
                                                                                                                       Students trace and write each letter carefully on
                    district standards.)
                                                                                                                        the guidelines.
                                                                                                                       Children practice letters in the following order: ,
                                                                                                                        i, t, u, w, e, l, b, h, f, k, r, s, j, p, a, d, g, o, c, q,
                                                                                                                        n, m, y, x, v, z.
                                                                                                                       See attached verbal directions sheet for each
                                                                                                                        letter formation.
                                                                                                                    Assessment:
                                                                                                                    Teacher obs ervation to see that they are forming
                                                                                                                    and writing the letters correctly.
                                                                                                                    Student observation
                                                                                                                    Children stop and check their own work when
                                                                                                                    prompted to circle their best letter.
                                                                                                                    Students determine strengt hs and weaknesses
                                                                                                                    based on the Keys to Legibility.
                                                                                                                    Students diagnos e the cause of any difficulties.
                                                                                                                    Do my letters rest on the baseline or reach the
                                                                                                                    headline?
                                                                                                                    Do my letters look right?

                                                                                                                    Optional Activities:
                                                                                                                       Have students write any word on the
                                                                                           86
                    Curriculum Management System      Topic: Cursive Lowercase Letters
                    Grade Level/Subject:
                                                      Goal 5: The student will be able to practice writing cursive lowercase letters.
Suggested days of


                    Fourth/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                        Instructional Tools / Materials / Technology /
                                                                                                                 Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                      Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                     chalkboard and then use colored chalk to
                                                                                                                     highlight the joining strokes. Help students
                                                                                                                     realize that incorrect joining strokes will make
                                                                                                                     their writing less legible.
                                                                                                                    To help pencil grip, have students crumple a
                                                                                                                     piece of paper, place it in the palm of their
                                                                                                                     writing hand, and pick up the pencil. This will
                                                                                                                     serve as a reminder to not squeeze the pencil.
                                                                                                                    After you have written words or sentences on
                                                                                                                     the board, invite volunteers to trace your words
                                                                                                                     with colored chalk. This allows students to
                                                                                                                     compare their writing with the model.
                                                                                                                    Write several words on the board with errors in
                                                                                                                     shape, size, spacing, and slant. Ask student
                                                                                                                     volunteers to explain the errors and then rewrit e
                                                                                                                     the words correctly with colored chalk.
                                                                                                                    To stress correct joining strokes, ask a
                                                                                                                     volunteer to writ e a word on the chalkboard.
                                                                                                                     Then have a second volunt eer use colored
                                                                                                                     chalk to highlight the joining strokes.
                                                                                                                    To help students improve slant, draw parallel
                                                                                                                     slant lines and have a student change them int o
                                                                                                                     slant strokes of a word.
                                                                                                                    Students can take turns saying stroke
                                                                                                                     descriptions so auditory learners can write what
                                                                                                                     they hear. Visuals learners benefit from
                                                                                                                     copying from prepared models. Kinesthetic
                                                                                                                     learners will enjoy forming letters with ropes of
                                                                                                                     clay.




                                                                                       87
                    Curriculum Management System        Topic: Cursive Upperca se Letters
                    Grade Level/Subject:
                                                        Goal 6: The student will be able to practice writing uppercase cursi ve letters.
Suggested days of



                    Fourth/Handwriting
                    Objectives / Cluster Concepts /     Essential Questions                                          Instructional Tools / Materials / Technology /
                                                                                                                     Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators      Sample Conceptual Understandings
                    (CPI's)                                                                                          Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
  21                6.1.   write cursive uppercase         How do I writ e cursive uppercase letters?               Learning Activities: (Knowledge, Application)
                           letters.                        What are the similarities and differenc es between the      Teacher models writing eac h letter on the
                    6.2.   group letters according to       letters?                                                     guidelines, saying verbal directions while writing
                           size, shape, beginning,                                                                       the letter on the board.
                           stroke, and ending stroke.                                                                   Students trace the letter using their finger on
                                                                                                                         their desk.
                                                        See CP I’s and Learning Activities for sample conc eptual
                    (3.2.C.11 write legibly in          understandings.                                                 Students practice writing letter on white boards.
                    manuscript or cursive to meet
                                                                                                                        Students trace and write each letter carefully on
                    district standards.)
                                                                                                                         the guidelines.
                                                                                                                        Children practice letters in the following order:
                                                                                                                         A, O, D, C, E, N, M, H, K, U, Y, Z, V, W, X, I, J,
                                                                                                                         Q, T, F, G, S, L, P, R, B.
                                                                                                                        See attached verbal directions sheet for each
                                                                                                                         letter formation.
                                                                                                                     Assessment:
                                                                                                                     Teacher obs ervation to see that they are forming
                                                                                                                     and writing the letters correctly.
                                                                                                                     Student observation
                                                                                                                     Children stop and check their own work when
                                                                                                                     prompted to circle their best letter.
                                                                                                                     Students determine strengt hs and weaknesses
                                                                                                                     based on the Keys to Legibility.
                                                                                                                     Students diagnos e the cause of any difficulties.
                                                                                                                     Do my letters rest on the baseline or reach the
                                                                                                                     headline?
                                                                                                                     Do my letters look right?

                                                                                                                     Optional Activities:
                                                                                                                        Write several words on the board with errors in
                                                                                          88
                    Curriculum Management System      Topic: Cursive Upperca se Letters
                    Grade Level/Subject:
                                                      Goal 6: The student will be able to practice writing uppercase cursi ve letters.
Suggested days of


                    Fourth/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                         Instructional Tools / Materials / Technology /
                                                                                                                  Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                       Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                      shape, size, spacing, and slant. Ask student
                                                                                                                      volunteers to explain the errors and then rewrit e
                                                                                                                      the words correctly with colored chalk.
                                                                                                                     The folded paper technique provides a quick
                                                                                                                      check of letter form ation. After students have
                                                                                                                      written a letter three times on practice paper,
                                                                                                                      have them fold the paper back and under, just
                                                                                                                      above the letters written. By placing the paper
                                                                                                                      directly below the model in the book, students
                                                                                                                      can easily compare the shape of their letters
                                                                                                                      with the model to det ermine likenesses and
                                                                                                                      differenc es.
                                                                                                                     For students who need additional practice with
                                                                                                                      basic strokes, give each student a card on one
                                                                                                                      of the cursive basic strokes (undercurve,
                                                                                                                      downcurve, overcurve, slant ). Tell students to
                                                                                                                      write that stroke on lined paper and then to
                                                                                                                      identify all the uppercas e and lowercase letters
                                                                                                                      that contain that stroke. Students can trade
                                                                                                                      cards and repeat the activity.
                                                                                                                     Encourage students to look through their writing
                                                                                                                      folders or other school papers and select a
                                                                                                                      sample that best showcases their ability to write
                                                                                                                      legibly. Students may change their selections
                                                                                                                      as their handwriting skills improve.
                                                                                                                     To make sure students are gaining
                                                                                                                      automaticity, ask them to demonstrate correct
                                                                                                                      letter formation with their eyes closed.
                                                                                                                     Review a group of letters that share a common
                                                                                                                      stroke. For example, G, S, and L all begin with
                                                                                                                      an undercurve, loop. Ask: How are the letters
                                                                                                                      alike? How are they different? Which strokes
                                                                                                                      are the same? Repeat with other group of
                                                                                                                      letters.
                                                                                       89
                    Curriculum Management System      Topic: Cursive Upperca se Letters
                    Grade Level/Subject:
                                                      Goal 6: The student will be able to practice writing uppercase cursi ve letters.
Suggested days of


                    Fourth/Handwriting
                    Objectives / Cluster Concepts /   Essential Questions                                         Instructional Tools / Materials / Technology /
                                                                                                                  Resource s / Learning Activitie s /
Instruction




                    Cumulative Progress Indicators    Sample Conceptual Understandings
                    (CPI's)                                                                                       Interdisciplinary Activi ties / Asse ssment Model


                    The student will be able to:
                                                                                                                     Make an audiotape of letter names and stroke
                                                                                                                      descriptions, and provide a tape player. Have
                                                                                                                      students who still need practice with individual
                                                                                                                      letters listen to the tape and write the letters
                                                                                                                      described.




                                                                                       90
                                                                 Handwriting

                                                          COURSE BENCHMARKS


Kindergarten

1.   The student will be able   to name and recognize most uppercase and lowercase letters.
2.   The student will be able   to develop the proper writing positions.
3.   The student will be able   to learn basic strokes.
4.   The student will be able   to write all uppercase and lowercase letters of the alphabet from teacher copy.
5.   The student will be able   to write numerals 1-10 from teacher copy.

First Grade

1.   The student will be able   to write letters and numerals that they know.
2.   The student will be able   to develop the proper writing positions.
3.   The student will be able   to write letters and numerals within the guidelines .
4.   The student will be able   to practice basic strokes.
5.   The student will be able   to write numerals 1-10 from memory.
6.   The student will be able   to write all uppercase and lowercase letters of the alphabet from memory.

Second Grade

1.   The student will be able   to identify the four keys to legibility and analyze their own writing .
2.   The student will be able   to develop the proper writing positions.
3.   The student will be able   to write letters and numerals within the guidelines.
4.   The student will be able   to write numerals from memory.
5.   The student will be able   to write all uppercase and lowercase letters of the alphabet legibly.

Third Grade

1. The student will be able to develop the proper writing positions.
2. The student will be able to identify the four keys to legibility.
                                                                         91
3.   The student will be able   to review manuscript letters.
4.   The student will be able   to read and identify cursive letters.
5.   The student will be able   to write basic strokes for cursive letters.
6.   The student will be able   to write lowercase cursive letters.
7.   The student will be able   to write uppercase cursive letters.

Fourth Grade

1.   The student will be able   to develop the proper writing positions .
2.   The student will be able   to review manuscript letters.
3.   The student will be able   to practice basic strokes for cursive letters.
4.   The student will be able   to identify the four keys to legibility.
5.   The student will be able   to practice writing lowercase cursive letters.
6.   The student will be able   to practice writing uppercase cursive letters.

Numeral Verbal Directions

1 down
2 curve up, slant down, across
3 curve up, curve up
4 down, across, down
5 down, curve up, across
6 curve down, curve up
7 across, slant down
8 curve down, curve up, slant up
9 curve down, down
10 down, over, around, close

Manuscript Verbal Directions

Lowercase Letters
a over, around and down
b dow…n, up and around
c over, around and open
d over, around, u…p and down
e across, over, around and open
f over, down…n, across
                                                                          92
g over, around, dow…n and curve
h dow…n, up and over
i down, dot
j down, curve, dot
k dow…n,slant in, slant out
l down
m down, up, over, up, over
n down, up, over
o over, around, close
p dow…n, up, around
q over, around, down, curve
r down, up, curve
s over, around and curve
t down, across
u down, curve up, down
v slant down, slant up
w slant down, slant up, slant down, slant up
x slant down, slant across
y slant down, slant dow…n
z across, slant down, across

Uppercase Letters
A slant down, slant down, across
B down, up, around, around
C over, around and open
E down, across, across, across
F down, across, across
G over, around, across
H down, down, across
I down, across, across
J down, curve, across
K down, slant in, slant out
L down, across
M down, slant down, slant up, down
N down, slant down, up
O over, around, close
P down, up, around
                                               93
Q over, around, close, slant out
R down, up, around, slant out
S over, around, curve
T down, across
U down, curve up
V slant down, slant up
W slant down, slant up, slant down, slant up
X slant down, slant across
Y slant down, slant up, down
Z across, slant down, across

Cursive Verbal Directions

Lowercase Letters
A downcurve, undercurve, slant, undercurve
B undercurve, loop back, slant, undercurve, checkstroke
C downcurve, undercurve
D downcurve, undercurve, slant, undercurve
E undercurve, loop back, slant, undercurve
F undercurve, loop back, slant, loop forward, undercurve
G downcurve, undercurve, slant, loop back, overcurve
H undercurve, loop back, slant, overcurve, slant, undercurve
I undercurve, slant, undercurve, dot
J undercurve, slant, loop back, overcurve, dot
K undercurve, loop back, slant, overcurve, curve forward, curve under, slant right, undercuve
L undercurve, loop back, slant, undercurve
M overcurve, slant, overcurve, slant, overcurve, slant, undercurve
N overcurve, slant, overcurve, slant, undercurve
O downcurve, undercurve, checkstroke
P undercurve, slant, loop back, overcurve, curve back, undercurve
Q downcurve, undercurve, slant, loop forward, undercurve
R undercurve, slant right, slant, undercurve
S undercurve, retrace, curve down and back, undercurve
T undercurve, slant, undercurve, slide right
U undercurve, slant, undercurve, slant, undercurve
V overcurve, slant, undercurve, checkstroke
W undercurve, slant, undercurve, slant, undercurve, checkstroke
X overcurve, slant, undercurve, slant
                                                                   94
Y overcurve, slant, undercurve, slant, loop back, overcurve
Z overcurve, slant, overcurve, curve down, loop overcurve

Uppercase Letters
A downcurve, undercurve, slant, undercurve
B undercurve, slant, retrace, curve forward, loop, curve forward and back, retrace, curve right
C slant, downcurve, undercurve
D downcurve, loop, curve down and up, loop, curve right
E slant, downcurve, loop, downcurve, undercurve
F slant, curve forward and right, doublecurve, curve up, retrace, curve right, slide right
G undercurve, loop, curve forward, doublecurve, curve up, retrace, curve right
H curve forward, slant, curve back, slant, retrace, loop, curve right
I overcurve, curve down and up, retrace, curve right
J overcurve, slant, loop back, overcurve
K curve forward, slant, doublecurve, curve forward and down, undercurve
L undercurve, loop, curve down, loop, curve under
M curve forward, slant, overcurve, slant, overcurve, slant, undercurve
N curve forward, slant, overcurve, slant, undercurve
O downcurve, undercurve, loop, curve right
P undercurve, slant, retrace, curve forward and back
Q curve back, overcurve, curve down, retrace, curve forward, curve under
R undercurve, slant, retrace, curve forward and back, curve forward, undercurve
S undercurve, loop, curve down and up, retrace, curve right
T slant, curve forward and right, doublecurve, curve up, retrace, curve right
U curve forward, slant, undercurve, slant, undercurve
V curve forward, slant, undercurve, overcurve
W curve forward, slant, undercurve, slant, undercurve, overcurve
X curve forward, slant, undercurve, slant
Y curve forward, slant, undercurve, slant, loop back, overcurve
Z curve forward and down, slant, overcurve, curve down, loop, overcurve




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Description: Handwriting Tracing Worksheets for Kindergarten Students document sample