· Pretest Pretest x Ii and Ll x Ii and Ll x x x x x Tt and Ff x Tt and Ff x x x x x Ee and Dd x...

Correlation Chart

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Pretest Pretest x

Ii and Ll x Ii and Ll x x x x x

Tt and Ff x Tt and Ff x x x x x

Ee and Dd x Ee and Dd x x x x x

Oo and Cc x Oo and Cc x x x x x

Jj and Gg x x Jj and Gg x x x x x

Qq and Hh x x Qq and Hh x x x x x

Bb and Pp x x x Bb and Pp x x x x x

Rr and Ss x Rr and Ss x x x x x

Uu and Aa x Uu and Aa x x x x x

Mm and Nn x x x Mm and Nn x x x x x

Zz and Kk x x x Zz and Kk x x x x x

Vv and Ww x Vv and Ww x x x x x x

Xx and YY x Xx and YY x x x x

Write Numerals x Write Numerals x

Time to Show Off Time to Show Off x

Four Strokes x Four Strokes x x x x

Prefixes x x x Prefixes x x x

Suffixes x x x Suffixes x x x

Base Words x Base Words x

Endings x x Endings x x

Compound Words x x Compound Words x

Spacing Spacing x x

Fiction x x Fiction x x

Characters x x x x Characters x

Setting x x Setting x x

Summarizing x Summarizing x x x

Informational Text x x Informational Text x x x

Cause and Effect x x x Cause and Effect x x

Main Idea and Details x Main Idea and Details x x x x

Fact or Fantasy? x x Fact or Fantasy? x x x

Poetry Poetry x x x

Size x Size x

Thank-You Note x x Thank-You Note x x

Get-Well Note x x Get-Well Note x x x

Lists x Lists x

Science Words x x x x Science Words x x

Math Words x x Math Words x x x

Social Studies Words x x x Social Studies Words x x

Words on Signs x x Words on Signs x

Slant Slant x x x

Syllables x x Syllables x x x

Dropping e x x x Dropping e x x x

Changing y to i, Doubling Final Consonant x x Changing y to i,

Doubling Final Consonant x x

Forming Plurals x x Forming Plurals x x x x

Proper Nouns x x Proper Nouns x x

Abbreviations x x Abbreviations x x

Contractions x x Contractions x

Quotation Marks x Quotation Marks x x

Fluency x Fluency x

Posttest Posttest x

6

Correlation Chart

Abb

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atio

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Ant

onym

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Are

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Pretest Pretest x

Ii and Ll x Ii and Ll x x x x x

Tt and Ff x Tt and Ff x x x x x

Ee and Dd x Ee and Dd x x x x x

Oo and Cc x Oo and Cc x x x x x

Jj and Gg x x Jj and Gg x x x x x

Qq and Hh x x Qq and Hh x x x x x

Bb and Pp x x x Bb and Pp x x x x x

Rr and Ss x Rr and Ss x x x x x

Uu and Aa x Uu and Aa x x x x x

Mm and Nn x x x Mm and Nn x x x x x

Zz and Kk x x x Zz and Kk x x x x x

Vv and Ww x Vv and Ww x x x x x x

Xx and YY x Xx and YY x x x x

Write Numerals x Write Numerals x

Time to Show Off Time to Show Off x

Four Strokes x Four Strokes x x x x

Prefixes x x x Prefixes x x x

Suffixes x x x Suffixes x x x

Base Words x Base Words x

Endings x x Endings x x

Compound Words x x Compound Words x

Spacing Spacing x x

Fiction x x Fiction x x

Characters x x x x Characters x

Setting x x Setting x x

Summarizing x Summarizing x x x

Informational Text x x Informational Text x x x

Cause and Effect x x x Cause and Effect x x

Main Idea and Details x Main Idea and Details x x x x

Fact or Fantasy? x x Fact or Fantasy? x x x

Poetry Poetry x x x

Size x Size x

Thank-You Note x x Thank-You Note x x

Get-Well Note x x Get-Well Note x x x

Lists x Lists x

Science Words x x x x Science Words x x

Math Words x x Math Words x x x

Social Studies Words x x x Social Studies Words x x

Words on Signs x x Words on Signs x

Slant Slant x x x

Syllables x x Syllables x x x

Dropping e x x x Dropping e x x x

Changing y to i, Doubling Final Consonant x x Changing y to i,

Doubling Final Consonant x x

Forming Plurals x x Forming Plurals x x x x

Proper Nouns x x Proper Nouns x x

Abbreviations x x Abbreviations x x

Contractions x x Contractions x

Quotation Marks x Quotation Marks x x

Fluency x Fluency x

Posttest Posttest x

7

Program Resources

Student Books• Clear,consistentguidelinesfor

letter formation

• Integratedlanguageartsskillsforrelevant practice

Teacher Editions• Athree-steppresentation—Present,

Practice, and Proceed

• Detailedformationdirectionsforthecapitaland lowercase forms of the letter for the teacher to verbalize while modeling

• Letter-specificevaluationstatements

• Activitiestoreinforceandextendthegrade-appropriate language arts focus of the lesson

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

15

a

bill hill Jill will chill spill

I little live land line large

What is a mountain fall?

Write a sentence using one of the words above

Read and write the Hink Pink Use two of the words above to write the answer

Write the words

Circle the word that shows your best handwriting.

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

14

ill island lucky ladderi i i i i i l l l l l l li i i i i i l l l l l l lI I I I I I L L L L L LI I I I I I L L L L L L

Trace the letter Then try it on your own

I i L l

Name

I i L l

I L

i l

U u

Could you put up your umbrella?

u u u u u u u u u u

Ulysses Ukiah Uncle Uther

U U U U U U U U U

u

U

U u

A a

He raced along the narrow path.

a a a a a a a a a

Alicia Arturo Autumn Aunt

A A A A A A A A

a

A

A a

PRACTiCE MASTERS

Time Out to Evaluate

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

31

us under around after

What is a cozy insect?

Write a sentence below using another -ug word

Read and write the Hink Pink Use two of the words above and write the answer

Write the words

bug dug hug rug chug snug

auseless umbrella angry armadillo

Place a next to your best uppercase letter.

U Does your U begin at the skyline and pull down to just above the baseline?

Does it circle forward, touch the baseline, and then push straight up to the skyline?

Does your U match the size of the model?

u Does your u begin at the midline and pull down to just above the baseline?

Does it circle forward at the baseline?

Does it end with a vertical stroke from the midline to the baseline?

Is your u the size of the model?

Ask students to consider the following questions to evaluate their formation of the new letters.

A Does your A begin at the skyline and slant left to the baseline?

Does it return to the skyline and slant right to the baseline?

Does it have a horizontal stroke at the midline?

Are your strokes straight?

Does your A match the size of the model?

a Does your a begin just below the midline and circle backward to just above the baseline?

Does it push up to the midline and pull straight down to the baseline?

Is your a the size of the model?

an armadillo angry? (Possible responses: Someone might step on it. It might not have anything to eat.) Have children practice the featured words.

ProceedRead the high-frequency words •on the second page of the lesson together or ask volunteers to read the words. Ask specific questions about the words. Which words have 2 syllables? Which of the words has 1 syllable? What vowel sound do you hear in the words us and under?

Call attention to the • -ug phonogram words. Ask a volunteer to read the words. Discuss the phonogram. What vowel sound do you hear in -ug? What sound does the letter g make in these words? (hard g, /g/)

Have a volunteer read the Hink •Pink question. A Hink Pink is two rhyming words. Explain to students that the answer will be two of the phonogram words. Provide guidance as needed to assist students in determining the correct answer.

Have students complete the page •by writing the high-frequency words, the phonogram words, and the Hink Pink question and answer. Circulate and offer assistance as

needed.

When children have completed •the page, encourage them to share the words and sentences they wrote.

Curriculum ConnectionExplain to students that you will read questions about synonyms and antonyms. The answer to each question will be one of the high-frequency or phonogram words in the lesson. Students should write the word that answers each question.

What word means the opposite of them? (us)

What word is a synonym for insect? (bug)

What word is an antonym for over? (under)

What word means almost the same as “warm and comfortable”? (snug)

What word means the opposite of before? (after)

What word is a synonym for carpet? (rug)

55

LANG

UAGE

ART

S FO

CUS antonyms

high-frequency words

long vowel sounds

rhyming words

short vowel sounds

syllables

synonyms

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

30

Name

U u A a

U U U U U A A A A ATrace the letter Then try it on your own

U U U U U A A A A Au u u u u u a a a a a au u u u u u a a a a a auseless umbrella angry armadillo

u a

U A

U u A a

– – – – – – –

– – – – – – –

– – – – – – –

– – – – – – –

U

u

A

a

PresentAsk students to name the letters •featured at the top of the page. Ask specific questions that will provide students an opportunity to compare and contrast the formation strokes used. Which letter is formed entirely with straight lines? Which letter has no pencil lifts? Which letters are formed with vertical lines? Which letter has 3 pencil lifts?

Model the formation of U and u. •Verbalize the formation strokes as you make the letter on the board or a transparency. Then ask students to use the pointer finger on their writing hand to make the capital and lowercase letter on their desk as you state the formation strokes.

Model the formation of A and a. •Verbalize the formation strokes as you make the letter on the board or a transparency. Then ask students to use the pointer finger on their writing hand to make the capital and lowercase letter on their desk as you state the formation strokes.

PracticeHave students look at the example •letters at the top of the page. Review the meaning of the arrows and numbers and discuss the

specifics for the two forms of the featured letters.

Ask students to use their pointer •fingers to trace the capital and lowercase forms at the top of the first page of the lesson as you repeat the formation strokes.

Have students use their pencils to •trace the capital letter in the first practice row. Encourage them to think about the formation strokes as they complete the tracing row. Continue by having students write the capital letter themselves on the following line. Remind them to begin each letter at the starting dot. Explain that these dots guide their spacing of the letters. Repeat the process with the lowercase form of the letter and the capital and lowercase forms of the other featured letter.

Discuss the illustration featured for •the first letter. (useless umbrella) What vowel sound is heard in the word useless? (long u) What vowel sound is heard in the word umbrella? (short u) What might make an umbrella useless? (Possible response: It could have a hole in it.) Have children practice the featured words.

Discuss the illustration featured •for the second letter. (angry armadillo) What might make

1. Begin just below the midline; circle backward, ending just above the baseline; push up to the midline; pull straight down to the baseline.

1. Begin at the skyline; slant left to the baseline.

2. Jump to the skyline; slant right to the baseline.

3. Jump to the midline; slide right.

1. Begin at the midline; pull straight down to just above the baseline; circle forward, touching the baseline; push straight up to the midline; pull straight down to the baseline.

1. Begin at the skyline; pull straight down to just above the baseline; circle forward, touching the baseline; continue by pushing straight up to the skyline.

U

u

A

a

54

8

Practice Masters• Lesson-specificmastersprovide

added practice.

Desk Strips• Removable,self-adhesivedeskstripsprovide

letter models and formation guidelines for every student.

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww XxYy Zz 1 2 3 4 5 6 7 8 9 10Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww XxYy Zz 1 2 3 4 5 6 7 8 9 10

Wall Posters• Sectionalwallpostersfeature

capital and lowercase letters with formation arrows and numbers.

– – – – – – – – – – – – – – – – – Aa BbAa Bb

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –NameA a


a a a a a a a a a


A A A A A A A A

a

A

A a

22

– – – – – – – – – – – – – – – – –

Cc DdCc DdBenson Font Software

• UsetheBensonfonttocreateyourown worksheets. Templates with appropriately sized lines are available online and on CD.

9

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – –

26

Name

B B B B B P P P P P

b b b b b b p p p p p p


bully banana proud porcupine


B B B B B P P P P P

B b P p

b p

B P

B b P p

Student BookFeaturesBenson Handwriting uses consistent letter formation guidelines and teacher modeling to guide children in developing fluent, legible handwriting.

Letter models with arrows and

numbers begin the lesson and provide

visual formation guidelines.

The first section of the student book reviews letter formation. Fun graphics illustrate two objects that begin with the featured letter.

Starting dots help students learn to space their letters.

Writing practice occurs directly

below letter models.

Alliterative adjective-noun combinations match the clever

graphics and are used as practice for the featured letters.

10

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – –

26

Name

B B B B B P P P P P



bully banana proud porcupine


B B B B B P P P P P

B b P p

b p

B P

B b P p

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

27

Write a sentence using one of the words above

a

What is a tear in a boat?Read and write the Hink Pink Use two of the words above and write the answer

dip hip lip rip sip drip ship

back before play placeWrite the words

bully banana proud porcupineUnderline the word in the Hink Pink question that can also mean what comes out of your eyes when you cry.

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

40

Name

1 1 1 1 1 1 1 2 2 2 2 2Write the numerals

1 1 1 1 1 1 1 2 2 2 2 23 3 3 3 3 4 4 4 4 43 3 3 3 3 4 4 4 4 45 5 5 5 5 6 6 6 6 6

7 7 7 7 7 8 8 8 8 85 5 5 5 5 6 6 6 6 6

7 7 7 7 7 8 8 8 8 8

1 2

3 4

6

7 8

Students also practice the featured letters in high-frequency words and words

with a featured phonogram.

“Frank” encourages

students to assess their work and

reminds them of important size, shape, spacing,

or slant guidelines.

Numerals and number words one through

twelve (1–12) are presented,

practiced, and reviewed

following the presentation of the lowercase

and capital letters.

In this lesson, students use phonogram

knowledge and context to choose two

rhyming words to answer the Hink Pink

riddle.

11

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

45

Four StrokesYou can write all the letters and numerals using just four different strokes Trace the letters and numerals below

Many letters and numerals use vertical lines These are pull straight down lines

B b F h i 1 9The horizontal line is an important part of many letters This line is straight from side to side These are the slide right or the slide left lines

f L T Z z 4 5The slanted line is another handwriting stroke This line can slant to the right or slant to the left

A k M W x 7Circle lines are also used to make letters and numerals Letters and numerals use forward circles and backward circles

a C d O p 3 6

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

46

Name

Add the prefixes Write the meaning

un- is a prefix that means “not”

Prefixes are small word parts added to the beginning

of a word They change the meaning of the word

Word Parts: Prefixes

__happy means

__afraid means

__kind means

re- is a prefix that means “again”

__read means __run means

__write means

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 48

Name

Suffixes are small word parts added to the end of a word They add to the meaning of the word

Word Parts: Suffixes

Add the suffixes Write the meaning -er is a suffix that means “one who does”A teach___ is one whoA farm___ is one whoA golf___ is one who

-ful is a suffix that means “full of”joy___ means

fear___ means

thought___ means – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

51

Write this poem about the farmer’s wife

Three Blind MiceThree blind mice. Three blind mice.See how they run. See how they run.They all ran after the farmer’s wife.She cut off their tails with a carving knife.Did you ever see such a sight in your lifeAs three blind mice?

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

50

Name

Write the base words

Base words are the main parts of the words

before prefixes or suffixes are added

un thought ful = unthoughtful

prefix base word suffix

Word Parts: Base Words

unzip rename

remove reader

cheerful unequal

player redo

unpaid speaker

painter cupful

Mark the word

with your best

vertical lines.

Student BookIntegrated Language ArtsFour units guide students in basic legibility considerations—strokes, spacing, size, and slant—with lessons offering relevant practice through integrated language arts.

The Four Strokes opener explains the four main strokes used to form all of the letters and numerals. The unit features

lessons on word parts, inflectional endings, and compound words.

12

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

57

Letters in words and words in sentences with good spacing are easy to read

Letter spacing: The letters in the words should not touch each other

Spacing

too close t o o f a r a p a r t just right

Word spacing: The words should not touch each other Leave a space between words about the size of a pencil or a paper clip

tooclose too far apart

just right

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 60

Name

Write the book title next to the matching character name Nate the Great Frog and Toad Are Friends

Amelia Bedelia and the Baby The Stories Julian TellsRamona Quimby, Age 8 Junie B. Jones Is Not a Crook

Characters are the people, or sometimes animals, in a story

Fiction: Characters

Frog

Amelia Bedelia

Ramona

Junie B. Jones

Julian

Nate Underline the title that shows your best spacing.

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

74

Name

Read the poem called My Cat Write it below

My Cat

My cat is such a funny pet.

She lies around all day.

But when the sun has finally set.

That’s when she wants to play.

Poetry

Poetry is a type of writing Often the lines in a

poem are short Sometimes the lines rhyme

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

66

Name

Write the informational book titles below Remember most words in a book title are capitalized

Informational text is writing that is true, or factual Informational books are books with facts

What Is Informational Text?

Growing a Pumpkin

George Washington, Our First President

How to Be Healthy

The American Flag

Underline the title that shows your best word spacing.

Capitalization in titles is emphasized as students write

informational book titles.

Students match characters to book titles to practice handwriting

and focus on spacing.

The Focus on Spacing lesson reminds students how to space individual

letters in words and words within sentences. The unit features lessons on

genres, including fiction, informational text, and poetry, as well as the distinguishing

elements of these genres.

13

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

77

Size

Small letters sit on the baseline They are only as tall as the midline, or the dotted line in the middle Write a row of small letters below

Below-the-line letters are as tall as the midline, but they hang below the baseline They touch the skyline below Write a row of below-the-line letters

How many words can you write that are made up of all small letters?

Letters and numerals come in three sizes Tall letters touch the top guideline, or the skyline All of the capital letters and numerals are tall What other letters are tall? Write a row of tall letters on the first line and numerals on the second line

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

1

2

3

1

2

3

82

Name

Making lists will help you be organized Lists can

be things you need to buy or things you need to do

Sometimes lists are numbered

Making Lists

Things to Buy Things to Do

clean my room

birthday card

sweatshirt

study spelling

call Grandma

baseball glove

Read the items below Organize them into two lists

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

89

Slant

Focus on making your letters straight up and down as you write the following

What goes up and down stairs without moving?

carpet

What goes up and never comes down?

your age

Your letters should be straight up and down

up down

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 92

Name

Add -ing to the following words Remember spelling changes for the words that end in e

Dropping Final eSome words need spelling changes before adding a suffix Dropping the final e before adding -ing is one of those spelling changes move move + -ing = moving

base word drop the e and add -ing

Spelling Changes

chase live

score enter

help dive

ride pay

taste skate

shout type

STEP

1 STEP

2STEP

3

Student Book

The Focus on Size lesson explains the individual and relative sizes of letters and the importance of the guidelines. The unit features lessons on writing letters and lists

as well as content-area vocabulary.

The Focus on Slant lesson reminds students to form their

letters straight up and down. The unit features lessons on spelling

skills and strategies.

14

– – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

6

Time to Show OffPretest

Write the poem below and on the next page Use your best handwriting

Who Has Seen the Wind?Who has seen the wind?

Neither I nor you.But when the leaves hang trembling,

The wind is passing through.

Name

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – –

– – – – – – – –

– – – – – – – –

– – – – – – – –

– – – – – – – –

– – – – – – – –

– – – – – – – –

– – – – – – – –

– – – – – – – –

42

Name

Write the four words from the puzzle Then write one rhyming word for each

Fun with Letters

Time to Show Off

1 2 3

4 5 6

7 8 9

1. Write a in boxes 4 and 8.

2. Write i in box 2.

3. Write o in box 6.

4. Color box 5 red.

5. Write t in boxes 3 and 7.

6. Write p in box 9.

7. Write s in box 1.

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

108

Name

Now, practice the sentences again, a little more quickly this time

FluencyLearning to form your letters well, but quickly, is important to becoming a good writer Practice these sentences Write them quickly but clearly

I thought a thought.

But the thought I thought wasn’t the thought

I thought I thought.

Assessment

The student book begins with a Pretest to help you evaluate your students’ handwriting needs. This

same test is provided as a Posttest at the end of the student book so

you and your students can celebrate their progress.

A fun review follows the presentation and practice of all the letters and numerals.

Fluency, or automaticity, in handwriting is important so that children can write quickly and legibly, especially in testing

situations where time is a factor.

15

LANG

UAGE

ART

S FO

CUS antonyms


long vowel sounds

rhyming words

short vowel sounds

syllables

synonyms

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

30

Name

U u A a



u a

U A

U u A a

– – – – – – –

– – – – – – –

– – – – – – –

– – – – – – –

U

u

A

a

PresentAsk students to name the letters •featured at the top of the page. Ask specific questions that will provide students an opportunity to compare and contrast the formation strokes used. Which letter is formed entirely with straight lines? Which letter has no pencil lifts? Which letters are formed with vertical lines? Which letter has 3 pencil lifts?



PracticeHave students look at the example •letters at the top of the page. Review the meaning of the arrows and numbers and discuss the



Have students use their pencils to •trace the capital letter in the first practice row. Encourage them to think about the formation strokes as they complete the tracing row. Continue by having students write the capital letter themselves on the following line. Remind them to begin each letter at the starting dot. Explain that these dots guide their spacing of the letters. Repeat the process with the lowercase form of the letter and the capital and lowercase forms of the other featured letter.









U

u

A

a

54

Teacher EditionFeatures

Each lesson begins with detailed formation directions for the capital and lowercase

forms of the letters for the teacher to read and model.

Relevant skills are listed for every lesson.

A reduced version of the student book lesson provides

easy reference.

Each lesson follows a three-step presentation: Present, Practice, Proceed.

16

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – –Name

U u


u u u u u u u u u u


U U U U U U U U U

u

U

U u

21

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – –Name

A a


a a a a a a a a a


A A A A A A A A

a

A

A a

22

PRACTiCE MASTERS


– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

31





Write the words





















ProceedRead the high-frequency words •on the second page of the lesson together or ask volunteers to read the words. Ask specific questions about the words. Which words have 2 syllables? Which of the words has 1 syllable? What vowel sound do you hear in the words us and under?



Have students complete the page •by writing the high-frequency words, the phonogram words, and the Hink Pink question and answer. Circulate and offer assistance as

needed.









55

Letter-specific evaluation statements reinforce important

formation guidelines.

The Curriculum Connection suggestion reinforces and extends the grade-appropriate language arts focus of

the lesson.

A reduced version of the Practice Master is featured

for easy reference.

17

Sup

port

s te

ache

r pa

ges

34–6

7S

uppo

rts

stud

ent

page

s 14

–43

Unit PlannerYou can complete each handwriting lesson in about 15 minutes. Your children will develop better handwriting skills if you teach handwriting consistently, at least 3 to 4 times per week. You can complete the handwriting book in about 15 weeks by teaching 3 to 4 handwriting lessons per week.

Lessons Additional Resources Literacy Connection Featured Vocabulary Additional Vocabulary

Write Ii and Ll

Student Book pages 14–15 Teacher Edition pages 38–39

Suggested time: 15 minutes

Practice Masters pages 5–6 phonogram -ill

More Hink Pinks

What is a sick pickle? an ill dill

What is an exciting tool? a thrill drill

ill island

lucky ladder

I, little, live, land, line, large

bill, hill, Jill, will, chill, spill

Additional i sight words: idea, important, Indian, it’s

Additional l sight words: last, later, learn, leave, left, let, letter, life light, line, list

Additional -ill words: dill, fill, gill, ill, kill, mill, pill, sill, till, will, drill, frill, grill, skill, still, thrill, twill

Write Tt and Ff



Practice Masters pages 7–8 phonogram -ift

More Hink Pinks

What is cheap movement? a thrift shift

teaching toad

flat fruit

take, thing, follow, farm

gift, lift, drift, shift, swift

Additional t sight words: take, talk, tell, thing, think, those, thought, three, through, together, too, took, tree, turn

Additional f sight words: family, far, farm, father, feet, few, follow, food, found, four

Additional -ift words: sift, thrift

Write Ee and Dd



Practice Masters pages 9–10 phonogram -eed

More Hink Pinks

What do you have when you want to start a garden? a seed need

extra ear

dead dragon

end, even, does, different

feed, need, seed, weed, speed

Additional e sight words: earth, eat, enough, example, eye

Additional d sight words: don’t

Additional -eed words: deed, heed, reed, bleed, freed, greed

Write Oo and Cc



Practice Masters pages 11–12 phonogram -ock

More Hink Pinks

What is a scared group of birds? a shocked flock

What is a stone that is worn with shoes? a rock sock

old onion

cute carrot

over, only, came, change

lock, rock, sock, block, clock

Additional o sight words: off, often, old, once, open, our, own

Additional c sight words: car, carry, children, city, close, country, cut

Additional -ock words: dock, knock, tock, crock, flock, shock

Write Jj and Gg

Student Book pages 22–23

Teacher Edition pages 46–47


Practice Masters pages 13–14 phonogram -og

More Hink Pinks

What is it called when a toad goes for a run? a frog jog

What is it called when smoke in the air is blocked? a smog clog

jogging jellyfish

giant grape

joke, joy, good, great

dog, fog, hog, log, jog, frog

Additional j sight words: just

Additional g sight words: girl, give, got, group, grow

Additional -og words: clog, smog

Write Qq and Hh




Practice Masters pages 15–16 phonogram -ight

More Hink Pinks

What is a scary vision? a fright sight

What is a crowded plane trip? a tight flight

quick quarter

hungry hound

quart, help, here, house

light, knight, night, right, bright

Additional h sight words: hand, hard, head, hear, high, home

Additional -ight words: might, sight, tight, flight, fright, slight

Write Bb and Pp




Practice Masters pages 17–18 phonogram -ip

More Hink Pinks

What is a jump journey? a skip trip

What is the end of a fastener called? a clip tip

bully banana

proud porcupine

back, before, play, place

dip, hip, lip, rip, sip, drip, ship

Additional b sight words: because, began, begin, being, below, between, big, book, both, boy

Additional p sight words: page, paper, picture, plant, point, put

Additional -ip words: nip, tip, zip, chip, clip, flip, grip, skip, slip, trip

Write Rr and Ss




Practice Masters pages 19–20 phonogram -ar

More Hink Pinks

What is an automobile glass container? a car jar

What is a distant pole? a far bar

rude radish

silly socks

read, river, sound, same

car, far, jar, tar, scar, star

Additional r sight words: really, right, run

Additional s sight words: saw, say, school, sea, second, seem, sentence, set, should, show, side, small, something, sometimes, song, soon, spell, start, state, still, stop, story, such

Additional -ar words: bar

34

Language Arts Focus

context; high-frequency words; long vowel sounds; rhyming words; short vowel sounds; syllables

high-frequency words; long vowel sounds; rhyming words; short vowel sounds; syllables; synonyms

antonyms; high-frequency words; long vowel sounds; rhyming words; short vowel sounds; synonyms; syllables

hard and soft c and g; high-frequency words; long vowel sounds; rhyming words; short vowel sounds; syllables

following directions; hard and soft g; high-frequency words; long vowel sounds; rhyming words; short vowel sounds; syllables

antonyms; context; high-frequency words; long vowel sounds; rhyming words; short vowel sounds; syllables

consonant blends; context; following directions; high-frequency words; long vowel sounds; rhyming words; short vowel sounds; syllables

context; high-frequency words; long vowel sounds; r-controlled vowels; rhyming words; short vowel sounds; syllables

Unit PlannerYou can complete each handwriting lesson in about 15 minutes. Your children will develop better handwriting skills if you teach handwriting consistently, at least 3 to 4 times per week. You can complete the handwriting book in about 15 weeks by teaching 3 to 4 handwriting lessons per week.


Write Ii and Ll



Practice Masters pages 5–6 phonogram -ill

More Hink Pinks

What is a sick pickle? an ill dill

What is an exciting tool? a thrill drill

ill island

lucky ladder

I, little, live, land, line, large

bill, hill, Jill, will, chill, spill

Additional i sight words: idea, important, Indian, it’s

Additional l sight words: last, later, learn, leave, left, let, letter, life light, line, list

Additional -ill words: dill, fill, gill, ill, kill, mill, pill, sill, till, will, drill, frill, grill, skill, still, thrill, twill

Write Tt and Ff



Practice Masters pages 7–8 phonogram -ift

More Hink Pinks

What is cheap movement? a thrift shift

teaching toad

flat fruit

take, thing, follow, farm

gift, lift, drift, shift, swift

Additional t sight words: take, talk, tell, thing, think, those, thought, three, through, together, too, took, tree, turn

Additional f sight words: family, far, farm, father, feet, few, follow, food, found, four

Additional -ift words: sift, thrift

Write Ee and Dd



Practice Masters pages 9–10 phonogram -eed

More Hink Pinks

What do you have when you want to start a garden? a seed need

extra ear

dead dragon

end, even, does, different

feed, need, seed, weed, speed

Additional e sight words: earth, eat, enough, example, eye

Additional d sight words: don’t

Additional -eed words: deed, heed, reed, bleed, freed, greed

Write Oo and Cc



Practice Masters pages 11–12 phonogram -ock

More Hink Pinks

What is a scared group of birds? a shocked flock

What is a stone that is worn with shoes? a rock sock

old onion

cute carrot

over, only, came, change

lock, rock, sock, block, clock

Additional o sight words: off, often, old, once, open, our, own

Additional c sight words: car, carry, children, city, close, country, cut

Additional -ock words: dock, knock, tock, crock, flock, shock

Write Jj and Gg




Practice Masters pages 13–14 phonogram -og

More Hink Pinks

What is it called when a toad goes for a run? a frog jog

What is it called when smoke in the air is blocked? a smog clog

jogging jellyfish

giant grape

joke, joy, good, great

dog, fog, hog, log, jog, frog

Additional j sight words: just

Additional g sight words: girl, give, got, group, grow

Additional -og words: clog, smog

Write Qq and Hh




Practice Masters pages 15–16 phonogram -ight

More Hink Pinks

What is a scary vision? a fright sight

What is a crowded plane trip? a tight flight

quick quarter

hungry hound

quart, help, here, house

light, knight, night, right, bright

Additional h sight words: hand, hard, head, hear, high, home

Additional -ight words: might, sight, tight, flight, fright, slight

Write Bb and Pp




Practice Masters pages 17–18 phonogram -ip

More Hink Pinks

What is a jump journey? a skip trip

What is the end of a fastener called? a clip tip

bully banana

proud porcupine

back, before, play, place

dip, hip, lip, rip, sip, drip, ship

Additional b sight words: because, began, begin, being, below, between, big, book, both, boy

Additional p sight words: page, paper, picture, plant, point, put

Additional -ip words: nip, tip, zip, chip, clip, flip, grip, skip, slip, trip

Write Rr and Ss




Practice Masters pages 19–20 phonogram -ar

More Hink Pinks

What is an automobile glass container? a car jar

What is a distant pole? a far bar

rude radish

silly socks

read, river, sound, same

car, far, jar, tar, scar, star

Additional r sight words: really, right, run

Additional s sight words: saw, say, school, sea, second, seem, sentence, set, should, show, side, small, something, sometimes, song, soon, spell, start, state, still, stop, story, such

Additional -ar words: bar

35

Sup

port

s te

ache

r pa

ges

34–6

7S

uppo

rts

stud

ent

page

s 14

–43


Write Uu and Aa




Practice Masters pages 21–22 phonogram -ug

More Hink Pinks

What is a proud dog? a smug pug

What is a cup container? a mug jug

What is it called when you pull on an electric cord? a plug tug

useless umbrella

angry armadillo

us, under, around, after

bug, dug, hug, rug, chug, snug

Additional u sight words: until

Additional a sight words: above, add, again, air, almost, along, also, always, animal, another, answer, ask, away

Additional -ug words: jug, mug, pug, tug, plug, shrug, smug

Write Mm and Nn




Practice Masters pages 23–24 phonogram -ime

More Hink Pinks

What do you get from a green clock? lime time

magic monster

narrow neck

most, much, new, need, name

dime, time, chime, crime, grime

Additional m sight words: man, me, mean, men, might, mile, miss, mother, mountain, must

Additional n sight words: name, near, never, next, night

Additional -ime words: lime, prime, slime

Write Zz and Kk




Practice Masters pages 25–26 phonogram -ink

More Hink Pinks

What is a small animal chain? a mink link

zigzag zipper

karate kangaroo

keep, kind, kick, kit, know

link, pink, rink, wink, blink, stink

Additional k sight words: know

Additional -ink words: mink, sink, clink, drink, shrink, think

Write Vv and Ww




Practice Masters pages 27–28 phonogram -ow

More Hink Pinks

What is a bird line? a crow row

vacation van

weird walrus

every, move, work, world, very

bow, low, mow, blow, slow

Additional v sight words: very

Additional w sight words: walk, want, watch, well, went, where, while, white, without

Additional -ow words: know, row, sow, tow, crow, flow, glow, grow, show

Write Xx and Yy




Practice Masters pages 29–30 phonogram -ay

More Hink Pinks

What is a light black squirt? a gray spray

extra exercise

young yam

year, yes, try, why, any, study

say, day, hay, clay, play, stay

Additional y sight words: year, young

Additional -ay words: bay, gay, jay, lay, may, pay, ray, way, gray, spray, sway, tray

Write Numerals




Practice Masters pages 31–32

PrepareEach of the lessons in this section features a common phonogram for relevant handwriting practice. Forming connections between handwriting, reading, and spelling skills helps to reinforce achievement in literacy at the same time students develop good handwriting skills.

Meeting Students’ NeedsWork with students to solve the first Hink Pink question featured. When you introduce the first Hink Pink question on page 15 of the Student Book, model the process step-by-step for students.

What is a mountain fall?Ask students to look at the -ill phonogram words and find a synonym for, or word that is close in meaning to, mountain. Identify hill as the the only word that is close in meaning. Follow the same process and ask students to choose from the four remaining -ill phonogram words, the one that is a synonym for fall. The only word that fits is spill. So a “mountain fall” is a “hill spill.” Remind students to break down the Hink Pink questions in this way to solve them.36

Language Arts Focus

antonyms; high-frequency words; long vowel sounds; rhyming words; short vowel sounds; syllables; synonyms

context; hard and soft c and g; high-frequency words; long vowel sounds; rhyming words; short vowel sounds; syllables; synonyms

consonant blends; context; following directions; high-frequency words; long vowel sounds; rhyming words; short vowel sounds; syllables

capitalization; high-frequency words; long vowel sounds; r-controlled vowels; rhyming words; punctuation; syllables

context; high-frequency words; long vowel sounds; rhyming words; short vowel sounds; syllables

following directions; rhyming words


Write Uu and Aa




Practice Masters pages 21–22 phonogram -ug

More Hink Pinks

What is a proud dog? a smug pug

What is a cup container? a mug jug

What is it called when you pull on an electric cord? a plug tug

useless umbrella

angry armadillo

us, under, around, after

bug, dug, hug, rug, chug, snug

Additional u sight words: until

Additional a sight words: above, add, again, air, almost, along, also, always, animal, another, answer, ask, away

Additional -ug words: jug, mug, pug, tug, plug, shrug, smug

Write Mm and Nn




Practice Masters pages 23–24 phonogram -ime

More Hink Pinks

What do you get from a green clock? lime time

magic monster

narrow neck

most, much, new, need, name

dime, time, chime, crime, grime

Additional m sight words: man, me, mean, men, might, mile, miss, mother, mountain, must

Additional n sight words: name, near, never, next, night

Additional -ime words: lime, prime, slime

Write Zz and Kk




Practice Masters pages 25–26 phonogram -ink

More Hink Pinks

What is a small animal chain? a mink link

zigzag zipper

karate kangaroo

keep, kind, kick, kit, know

link, pink, rink, wink, blink, stink

Additional k sight words: know

Additional -ink words: mink, sink, clink, drink, shrink, think

Write Vv and Ww




Practice Masters pages 27–28 phonogram -ow

More Hink Pinks

What is a bird line? a crow row

vacation van

weird walrus

every, move, work, world, very

bow, low, mow, blow, slow

Additional v sight words: very

Additional w sight words: walk, want, watch, well, went, where, while, white, without

Additional -ow words: know, row, sow, tow, crow, flow, glow, grow, show

Write Xx and Yy




Practice Masters pages 29–30 phonogram -ay

More Hink Pinks

What is a light black squirt? a gray spray

extra exercise

young yam

year, yes, try, why, any, study

say, day, hay, clay, play, stay

Additional y sight words: year, young

Additional -ay words: bay, gay, jay, lay, may, pay, ray, way, gray, spray, sway, tray

Write Numerals




Practice Masters pages 31–32

PrepareEach of the lessons in this section features a common phonogram for relevant handwriting practice. Forming connections between handwriting, reading, and spelling skills helps to reinforce achievement in literacy at the same time students develop good handwriting skills.

ELL T i p s

Learning and understanding the names of the guidelines is critical to •correct letter formation. For second-language students, call attention to the colors used for the lines. The actual line and name for skyline are written in blue, and relating this to the blue sky may help second-language students understand. Additionally, the line and the name for the baseline are both red. If basements are common in your area, you could compare the baseline at the bottom to the basement in a home, which is the bottom of the house.

Review with your second-language students the meaning of the •common prepositions used in letter formation: on, at, below.

Arrange second-language students in multilevel groups or work with •them to solve the Hink Pink questions.

37

LANG

UAGE

ART

S FO

CUS antonyms


long vowel sounds

rhyming words

short vowel sounds

syllables

synonyms

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – –

30

Name

U u A a



u a

U A

U u A a

U

u

A

a

PresentAsk students to name the letters •featured at the top of the page. Ask specific questions that will provide students an opportunity to compare and contrast the formation strokes used. Which letter is formed entirely with straight lines? Which letters are formed with vertical lines? Which letter has 3 pencil strokes?



PracticeHave students look at the example •letters at the top of the page. Reviewthemeaningofthearrowsand numbers and discuss the



Have students use their pencils to •trace the capital letter in the first practice row. Encourage them to think about the formation strokes as they complete the tracing row. Continue by having students write the capital letter themselves on thefollowingline.Remindthemto begin each letter at the starting dot. Explain that these dots guide theirspacingoftheletters.Repeatthe process with the lowercase form of the letter and the capital and lowercase forms of the other featured letter.









U

u

A

a

54

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – –Name

U u


u u u u u u u u u u


U U U U U U U U U

u

U

U u

21

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – –Name

A a


a a a a a a a a a


A A A A A A A A

a

A

A a

22

PRACTiCE MASTERS


– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

31





Write the words





















ProceedReadthehigh-frequencywords•on the second page of the lesson together or ask volunteers to read the words. Ask specific questions about the words. Which words have 2 syllables? Which of the words has 1 syllable? What vowel sound do you hear in the words us and under?



Have students complete the page •by writing the high-frequency words, the phonogram words, and the Hink Pink question and answer.

Circulate and offer assistance as needed.









55

LANG

UAGE

ART

S FO

CUS

base words

capitalization

context

prefixes

punctuation

word meanings

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

46

Name

Add the prefixes Write the meaning

un- is a prefix that means “not”

Prefixes are small word parts added to the beginning of a word They change the meaning of the word

Word Parts: Prefixes

__happy means

__afraid means

__kind means

re- is a prefix that means “again”

__read means __run means

__write means

PresentExplain to students that they •will be working with word parts. Together, read the title and the boxed information at the top of the lesson.

On the board, write the words •real and play. Model adding the prefix un- to write the word unreal and the prefix re- to write the word replay. Discuss how adding the prefix un- forms a word that means “not real.” Adding the prefix re- forms a word that means “play again.”

PracticeHave students complete the •page by adding a prefix to each base word and then writing the meaning of the new word. Circulate and offer assistance as needed.

When students have completed •the page, ask volunteers to read their words and the meanings. Have volunteers use each new word in a sentence.

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PRACTiCE MASTERS

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

Name

The man was __kind to the dog.

Tim wants to __read that book.

The __happy baby cried.

We watched a __run on TV.

Add un- or re- to make a word that fits in each sentence . Then write the sentence on the line below .

34

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

47

Write a story about a time when you were unhappy or unafraid

Circle a letter made with a forward circle.

ProceedTogether, read the directions •at the top of the second page ofthelesson.Remindstudentsthat the prefix un- means “not.” Discuss the meanings of the words unhappy and unafraid.

Provide time for students to •writetheirstories.Remindthemto begin the first word of each sentence with a capital letter and to end each sentence with the appropriate punctuation mark.When children have completed the page, encourage them to read their stories aloud to partners.

Curriculum ConnectionOn the board, write the prefixes un- and re- and the base words happy, zip, place, and heat. Together, read the base words. Explain to students that you will read a sentence that is missing a word. The missing word in each sentence will be a word made by combining un- or re- with one of the base words on the board. Students should write the word that fits in each sentence.

Mom will ___ the soup in the microwave. (reheat)

I am warm, so I will ___ my jacket. (unzip)

Did you ___ the book on the shelf where it belongs? (replace)

Our team was ___ about losing the game. (unhappy)

Ask children to consider the following questions to evaluate their handwriting.

Did you form all the strokes correctly?

Did you leave enough space between letters in words?

Are your words easy to read?


73

LANG

UAGE

ART

S FO

CUS

capitalization

fiction

informational text

punctuation

– – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

66

Name

Write the informational book titles below Remember most words in a book title are capitalized

Informational text is writing that is true, or factual Informational books are books with facts

What Is Informational Text?

Growing a Pumpkin

George Washington, Our First President

How to Be Healthy

The American Flag

Underline the title that shows your best word spacing.

PresentReadaloudthetitleofthelesson•and the boxed information at the top of the page. Ask specific questions that will help students understand the differences between fiction and informational text. Which paragraph would be informational: A paragraph about how to care for a pony or one about a boy who dreams about getting a pony?

Together read the directions for •completingthepage.Reviewtheuse of capital letters for the first, last, and all important words in a title. Have students skim the list of titles to find words that are not capitalized.

Have volunteers read the titles •aloud. For each title, ask students what kind of information they might find in that book.

PracticeAsk students to complete the page •by writing each informational booktitle.Remindthemtousetheir best handwriting and to leave the appropriate amount of space between letters in words and between words in titles.

When children have completed •the page, have students pair up and show each other which title they underlined as an example of their best word spacing.

96

PRACTiCE MASTERS

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

Name

Mercury is the closest planet to the Sun.

Long ago, people told time by using the Sun.

Read the informational book titles . Write each title on the line under a fact you might learn by reading

that book .

Volcanoes and Earthquakes The History of ClocksThe Planets

All About AnimalsAll About Insects

Great Presidents

Ash, dust, and lava come out of a volcano.50

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

Name

George Washington was the first president.

The elephant is the biggest land animal.

Write a fact you might learn by reading the book All About Insects .

51

Curriculum ConnectionReviewwithstudentsapassagethey have read recently from a textbook, magazine, or another source. Ask them to each write one fact they learned from the text.Remindthemtowriteacomplete sentence and to use their best handwriting.

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

67

Think about informational text What is your favorite thing to read about? What are you most interested in? Write your favorite subject and what you know and what you’d like to learn

Subject:

ProceedRemindstudentsthat•informational text is writing that gives facts about a topic. A fact is “something that can be proven.” Ask questions to help students distinguish factual information. Which of these sentences states a fact? Clouds form in the sky. The fluffy clouds are beautiful.

Together, read the text at the top •of the second page of the lesson. Point out that children need to choose a favorite informational topic.Remindstudentsthatthetopic they choose needs to be real. For example, they may like to read about fairies, but books about fairies are fiction, so the topic would not work.

Have students complete the •page by writing the name of a subject they want to learn about, what they already know, and some questions they would like answered about that subject. Circulate and offer assistance as needed.

When children have completed •the page, ask several volunteers to share their work.

Time Out to EvaluateAsk children to consider the following questions to evaluate their handwriting.

Did you form all the letters correctly?

Did you leave enough space between letters in words?

Did you leave a space between the words in each title?

Are your titles and answers easy to read?

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· Pretest Pretest x Ii and Ll x Ii and Ll x x x x x Tt and Ff x Tt and Ff x x x x x Ee and Dd x...

Documents

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