GRADES K–5 Handwriting BENSON - Perfection Learning

[Pages:24]SLANT MANUSCRIPT SERIES

GRADES K?5

HaBENSnON dwriting WITH READING AND LANGUAGE ARTS

NEW FOR PROCLAMATION 2019 100% TEKS CONFORMING

txhandwriting (800) 831-4190

Instruction and practice in less than

15 minutes per day

Integrated ELAR skills in every lesson

Spanish for all grade levels

Texas Guided Reading

See pages 16?21.

LEVEL E Five Little Monkeys Jumping on the Bed SvIdyemntterMhhnososteebiucnorobEoryertekonnehxoidpbelOngtkHyparmd,ithyidnidsenhsnmlnVhDoaca,uTefyatgienaeTo,tlisttriioseyuhnas,lecW ihitdlst,1inedhsceJdchr1tnewe"rluo.tgreeuB,iiIeoa.3ioqmOoovmrsnhbo6sssovastfTcm.us,irfshib.EotooawosrssnornrlnticDptreitoaatdonehvauifchghdghoeh"uudCdrnionnet:dkruseaydneeanTiedw:o.dtudcoektldol:mnbnmaeyhgopihuEumiwoW baeebAerwvy,meozurubdtndiraidecnieysnnxereneroilerlstndiorolenlftieuasepedbd.uartdskgtsntystfeoGgrdtfyitpcbnasghhsnatasdrtss,ghfrdsAoivaotihy.le.ueyttsst)rerltdltnlteeirWsthehrossrenuevohemTlahokhaCeetacgaistksedetctetndrteemhswahewh,nanoilthiaerhraenanolsh,tteeBoeijdepsdmrtaroh,eodssbgspeonteibnbntrhdeteirtrassfaaodiusauansnhodeefuyrdrypidtirfntolsuPotecsflpsdkierhigasooisemamwe.ndsersttcataticaeaoee".enwretc-orhtrh,weutdtotnymdonniyipeidorhoeHomaeewnsnrinsLyedstairntteesrinwrrnthslM'atigg-saolid,-dahddctebtstfdftneseoaaovrophetarerfratefaewp,asiededeeiflebonerefnumanrdwgynne?unajcld.swinloybmuiiejltvtsndlnforastnosza,ssP'a,iilrrsiemnhe"tmttleemdpmnn-dyouhttiumvhrnrtaedfcoaroda,satftsseioitphboesahetybooonaeirve.ghnotia,b-y.nymelffaodnosxhrertunaieecgrndmmSaedsagmerunolteaondoolsseponitdarktrl,ataectyeoeohnam,euteynlaeg.deaadsb,l,etu(nrcwga,toysOrtaesasboyEeeewarefdvuadtrttsslaMtrthiau,annpthrnniehhhsedil,litelhtwylaemmtasdedtooeeeed.seraompi)tucteprsi.seoecriu,tsapHnsbaisuabtfmnyp,hcelhtvcpeapurteecggyjilseaoieanoaheaaanCrdvudptssbspaocgvplnoeemrnrpnte,dlaseeiahafe(ibteonsdntanpteisenjthnaorraswunaejdrees.tilnestuesfrceglhtihphmsng,gtsbfoniitsestmdon.dhoteouae"aoeest,mesrephsvgfiwoLvhwlrdrnamwpdpdofofoieottiaeinufeceeeleew"ntutreifuprtoglfiahgtl.hndtsFnoitontiper'lhrno.ffnshhre,eatEoeisf(adecssviIieetietye.nxnnbllnhnttashore.lsRsmaho,igeptahatngl,d.elluvded.uetnilyyiLnp,deoPahdeksods.eeimaagownoiuide.ertetfxxnnnstpoeb:dtsiteARolpettntisparedbht,fstttrsliythtyifoiihhacddotenkaeodmf:ehsriaaeionsnt.nriinceslthtetbtmskdlohtegUeeiefpumansmeessbass,dt.)leleejltwtpAeeaheGaHfinoeGmoousxenTtpeautrhittEuisaar.sve.nnhneKismlePtodrdAsog,oSoeow.ersal:i:i:EklndnkSl1FEeOn1teo.uRirii.3cnlfvrg2erfe.pttoecep8Criemalocorroah,spnie,naddomdlrso1edae1bb/mnuoCotiv.Phlepaon2.uokccem3hosoalrse9iltotgraacn.roireatyLoo,Ektier,rkrsotslnLniy1as,regbitia.seyk,ems.i1yoeen1nnSevualss.fsoa1dy5hphnt.eigttmhgws0,uhoodpHlce.e.:re1uwwioo1leaShsa.bErn2vns6aaiarttomoeht,e..vrtoEfDgopehaweisrlrkeahs,etedsdutrowatolidtyutflhoicf-,etdelehtisnofoerehetfrnsontinswt. the

Perfection Learning?

The History of Benson Handwriting

The W.S. Benson & Company was started in 1917 and first published in the area of handwriting three years later when Benson's Muscular Writing by Minnie B. Graves was adopted for the state of Texas. Since that time, Benson handwriting programs have been used by countless teachers and students. Perfection Learning? is proud to present this completely new edition updated for today's Texas classrooms.

Program Authors

Marianne Gibbs, MOT, OTR, Texas Registered Master Trainer, Contributing Author Marianne Gibbs is an occupational therapist and the owner of Gibbs Consulting, Inc., based in Houston, Texas. As an educational speaker, Ms. Gibbs provides inspiring professional development workshops supporting the appropriate development of all young children.

Dr. Aimee Piller, OTR/L, Contributing Author Dr. Piller is a pediatric occupational therapist and owner of Pillar Child Development, LLC, located in Phoenix, Arizona. Dr. Piller specializes in sensory integration treatment and focuses on working with children with a variety of developmental and motor delays, including children with handwriting difficulties. She is passionate about working with children and believes all children should have the opportunity to learn and become independent in their environments.

Anita Uphaus, Ed.M., Contributing Author Anita Uphaus, a respected leader in public education and early childhood advocacy, has extensive experience in curriculum development and educator training.

For three decades, her passion and influence have provided support to teachers. She successfully directed model pre-kindergarten and kindergarten programs in Texas public schools where she was recognized and honored as an outstanding administrator. She served as president of local and state educator organizations.

In retirement, she shares her dedicated commitment as a champion for young children.

Try it out today!

Digital samples at

txhandwriting

Benson Handwriting

Grades K?5

K2Transition

EsBENScON ritura

CON LECTURA Y ARTES DEL LENGUAJE

K2Transition

HaBENSnON dwriting

WITH READING AND LANGUAGE ARTS

Perfection Learning?

1

EsBENScON ritura

CON LECTURA Y ARTES DEL LENGUAJE

1

HaBENSnON dwriting

WITH READING AND LANGUAGE ARTS

Spanish editions now available for every

grade level!

2

Transition

EsBENScON ritura

CON LECTURA Y ARTES DEL LENGUAJE

2

Transition

HaBENSnON dwriting

WITH READING AND LANGUAGE ARTS

Perfection Learning?

Grade K

Introduction to manuscript

3

EsBENScON ritura

CON LECTURA Y ARTES DEL LENGUAJE

3

HaBENSnON dwriting WITH READING AND LANGUAGE ARTS

Perfection Learning? Perfection Learning?

Grade 1

Mastery of manuscript

4

EsBENScON ritura

CON LECTURA Y ARTES DEL LENGUAJE

4

HaBENSnON dwriting WITH READING AND LANGUAGE ARTS

Perfection Learning? Perfection Learning?

Grade 2 Transition

Transition to cursive

5

EsBENScON ritura

CON LECTURA Y ARTES DEL LENGUAJE

5

HaBENSnON dwriting WITH READING AND LANGUAGE ARTS

Perfection Learning?

Perfection Learning?

Grade 3

Development of cursive

Perfection Learning?

Perfection Learning?

Grade 4

Mastery of cursive

Perfection Learning?

Perfection Learning?

Grade 5

Reinforcement of cursive

Aa Bb ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

? Perfection Learning?

77969 978-0-7891-7977-7

Aa Bb ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Both Vertical & Slant Manuscript Series Available The choice is yours!

? Perfection Learning?

77972 978-0-7891-7980-7

1

SLANMATTHMEMAANTICUSSFCLORRIIPDTA SSTAENRDIAERSDS

GRADES K?5

Handwriting MBATEHNESMOATNICS FLORIDA STANDARDS

WITH READING AND LANGUAGE ARTS

HANDWRITING LESSONS

Each lesson takes approximately 15 minutes and includes

? letter formation models ? scaffolded practice with print and digital support ? independent practice

F ? extension activities through print and digital practice materials ? ? ? ? ? ? ? self-assessment prompts

f? ? ? ? ? ?

I? ? ? ? ? ?

i? ? ? ? ? ?

Trace the letter.

I II I I I ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Try it on your own.

I I I I I ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Trace the name and the word.

Iris It ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Trace the letter .

F FF FF FF F F ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Trace the letter.

Tr?y?it?o?n?y?ou?r?o?w?n? . ? ? ? ? ? ? ? ? ?

i i i i i ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

F F F F F F Try it on your own.

i i i i i ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Trace the name and the word .

FpienlixwiFnind ?Tr?ace?th?e w?ord?s.? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

?Perfection Learning? NO REPRODUCTION ALLOWED.

Try it on your own. ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

TrTyryiitt oonnyoyuoruorwon.wn . ?? ?? ?? ??? ?? ????? ?? ??? ?? ?? ??? ?? ??? ?? ? ? ? ? ? ? ? ? ? ? ?

Formation Focus

I? ? ? ? ? ?

1. Slant down left. 2. Slide right. 3. Slide right.

20

i 1. Slant down left,

? ? ? ? ? ? curve up.

2. Dot. Formation Focus

Underline your best i

and I.

FI ? ? ? ? ? ?

1 . Pull straight down . 2 . Slide right . 3 . Slide right, stopping short .

f 1 .

? ? ? ? ? ?

2 .

2

26

? ? ? T?ry?it o?n y?our?ow?n. ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Tr?y it?on?yo?ur o?wn?.

l l l l l l l l l ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

? ? ? ? ? ? ? ? ?

l Il Il Il Il lI l il il ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Trace the name and the word.

Trace the words.

LETTER FORMATION

Iris It pin ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

? ? ? ? ? ? ? ? ?

Support for proper letter formation through multiple print and digital avenues.

l ? simple letter formation with easyPp-rrtaaocc-ttfiiccoeellTdojroywwiintiiitonnhnsgtythroueucrwlotoiwioothnpn.sobtaihncekersaletcrthoteklrees.syAsoosunwhiathvemleoasrtnoefdt.hTehilsetitsetrhsTreyyofiituros'nvteytoaluellraloerwnttened.r,

ript and cursive ? QR codes at point of use providwe iathnitmhea?tce?udr?vle?tut?enr?def?orr?tmo?ajot?ion?.n?m?o?de?ls? a?c?ce?s?sib? le? o? n? ? ?

? ? ? ? ? ? ? ? ?

????? ????? ???? ???Y? ???? ???? are and contrast the mobile devices--school-to-hom?e?su?pp?o?rt ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? desk strips and wall posters

I i ? reproducible letter tracing cards

(grades K and 1)

?

?

?

Formation Focus

? ? ? ?

1. Slant down left.

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? 2. Slide right. 3. Slide right.

?

?

1. Slant down left,

? ? ? ? ? ? ? ? ? ? ? ? ? curve up. 2. Dot.

?

?

?

?

?

he letter, and ask viewing the letter.

I

?????Y? 2??0?? ? ? ??? ????? ? ?????????? ? ??????????? ? ? ?? ?Y???????

r l begin?L(EaGtIBthILeITY--KEEP THE FO?C?U?S ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

stroke end? (at the A Keep the Focus feature in each lesson reinforces the four components of legibility.

does the low? seizrecase

? spacing ? slant

you make?tshtreokelsetter s to use the pointer

Keep the

Focus

Spacing Are the letters in your words space so they don't touch and they are easy to read?

Keep the

Focus

Size Do all of your tall cursive letters touch the skyline?

40

l

ke the letLtAerNGoUnAtGhEeiArRTS & READING

okes. Each lesson contains activities incorporating

Try some sentences.

left-handers

ELL SupIptorits a pin. grade-appropriate ELAR or SLAR TEKS such as

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

? Foundational Skills--phonological

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

awareness, phonics, and phonPogircamtus re it! Encourage learners to write a series

Iris wants to win. e page. Review the cursive l's in a sequence. Then ask them to fo ? Reading Skills--following directions, main idea and details, cause and effect,

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

s. Ask a volunteer to oval created after they loop back. They should compare and contrast, using textual

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

ask specific questions consistency of the shape as well as the slant a evidence, figures of speech, point of view, and plot and characters

Write more words that rhyme with pin.

students r?eWfeorrdtSotutdhy--eidentifying word meaning,

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

?Perfection Learning? NO REPRODUCTION ALLOWED.

prefixes/suffixes, synonyms/antonyms,

Write a sentence using one of your new rhyming words.

spelling patterns, and content-area vocabulary ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

iscuss how the ? Writing--responding to texts, composing

OT TIPS

in specific genres (narrative, informational,

Keep the

Focus

Size Is the dot on your i right above the midline?

in the art. Challenge The lowercase argumentative, poetry, drama), and reproducible writing journals (grades K and 1)

cursive

letters

e

and

l

are

th21e

s

in a sentence. ? Grammar, Usage, and MechaTnihcse--difference is the size of the letters. Studen

ows of d refer

tporathcacadtepvieictrabelisz.,aatidojne,cptiuvnecs,tuaantdiopn,ropproedernoniafuoficnusnch,suvellertbitset,esr.inRseizminingdlientgtetrhsemsatuydgeenntserthaatet

the t3he

s e

begin each letter at

midline and the l reaches the skyline will distin

j

ij j j j j j jogginggdjgeollgyfigfsohg hgioagntloggra 1.

Slant

?

down

? ? ?

left,

? ? ? ?

curve

? ? ?

up.

?

?

?

?

?

?

?

?

?

?

?

??

?

?

? ?? ?? ?? ?? ?? ?? ????????????????????????????????????????

? ?

? ?

???? ?? ?? ?? ?? ?? ?? ?? ?? ?? ?? ?? ?? ?? ??

2. Dot.

j j j j j j g g g g g g ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?? ? ? ? ?? ?? ?? ?? ?? ?? ???????????????????????????????????????? ?? ?? ???? ?? ?? ?? ?? ?? ?? ?? ?? ?? ?? ?? ?? ?? ??

?Perfection Learning? NO REPRODUCTION ALLOWED . ?Perfection Learning? NO REPRODUCTION ALLOWED .

jogging jellyfish giJant grjape 1. Slant down left, curve up.

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Formatio?n ? ? ? ? ? ? S?lan?t d?own? le?ft, ? ? ? ? ? 1?. S?lan?t do?wn? ?

Circle backward,

Focus

? ? ? ? ? ? Rcireclaedforawnadrd.wr?it?e?th? e? h? ink pleifnt,kcu . rUvesuep tw?o?o?f ?th?e? wsolidredlsefta. bove and? w? ?rit?e?

2. Dot.

G g 2. Dot.

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

? ? ? ? ? ? ? ?? ?? ?? ?? ?? ?? ?? ?? ?? ?? ?? ?? ?? ?? ?? ?? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

What is a pig bra ? ? ? ? ? ? ?

Keep the

Focus

Spacing Are the letters in your words spaced so they don't touch and they are easy to read?

THREE-STEP LESSON DGFormation ESIGN Focus

Slant down left,

1. Sl2an2t down

? ? ? ? ? ? circle forward. ? ? ? ? ? ?

left, curve up

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Circle backward,

Circle backward,

? ? ? ? ? ? slide left.

? ? ? ? ? ? slant up right.

2. Dot.

Trace down,

J j G g curve up.

The Teacher Wraparound Edition provides a

R6133_HAND_2T_Slant_SB_Ins.indd 22

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

a ?co?ns?ist?en?t t?hr?ee-stepCinircslterubcatcikownaarlds,KeFeseoplcqitudhseueeSlpenacfcitn.geA--re the letters in your words spaced so they don't touch and they are easy to read?

G Present Practice Present, Practice, and Proceed. 22

?

Ask

students

to

Use a word from above

name the letters

in

a

new

s?entHencaev . e

students

first

tra

g Present--activities to introduce the lesson R6133_HAND_2T_Slant_SB_Ins.indd 22 such as

Circle bactekwacarhde, rslmideoldeeft.ling, letter/sou?nPd?ried?seen?tni?ftic?ati?on, student

kinesthetic responses, and d?igAitaskl spturadecnttics eto. name the letters

featured at the top?o?f ?th?e?p?a?ge?. ?A?sk? ? ? ? ? ? ?w?r?it?e ?th?e?u?p?p?er?ca?s?e ?le?t 6/6/18 9:47 AM

ssptuedceifnictPsqarunaesoctpiotpniocsrtteuhnatitwy itlol

provide compare

them to begin each let starting dot. Explain t

and con?trHasatvtehsetufodremntastifoirnststroakcesand then guide their spacing of

g CTriarccFleeoFdbroaom?wcPaPafcoknpanrruwr?,oadtpmsaicccolr?uiEadctenriLt,vaec?iesAotdelianuRo?----npnat.a?,ginunnaupddd?nirdelidSgepehgLdseti.AtnbupRdidrlieCTatedrnyicarni.tctsctFilecpecsouerFdberas,oaomlcfswcl-ec?tkianaoiguwc,fssauMpsplWaptsneeipttsaenicseaotbsurtaoeenriudohoi,ttatderidndcendhruckliEeicnir,vo.sticfreeetneolshWiefseLsdyslcrntmlde.lltmlsAiauefnTtqhherfpiriantaptetunhRdiedatet?tnrtc.eegeiselahfnntburtsinerooohsntecprtftlrpiehlraoehewomtoopostra?ientrwSinkhtcoogasfcesWfirtepLhrstaoletittehto.tuhArhohhum.hemnvnaefdaiRioetciresaetorbtrhhwtnywbifnaaizeltaoitstrtesldohleonip,ltitnltozetapiicosetnitngroftn?ragioureemrgloh.?WvsshkseAitapttdaheshatrs?nesehrokiadeckeuMpsptlfplWapheeooteseaortrttroeniohtoitmtmrndecedhckirero.ticaaeeeselsshWfktslsrmoli?e.eltloieffnTnhhefiontitwtsgRfoDfHjljttnhdiehdteoeoohrtt?tcufegehtalreeelgirhrfeosbtlriitintserrpmoegthydmtwsnehtuectrrleeirhfirRieheluaeopreew6imnnaoo1oes3tsa?stkmmp3tstdw_gonhkhgthosfHP?haseefAeeeWttN??ieiaatcttDsderrshtbahlsr_ihhhv(gtRottart2o.cehntkiTskoo(u(eeoh_ehhrlhhubFSanreetoanhoe2eylsoynetgapvrgeneesedaoipsst.wosid)lo_an)eilipSectaearpefcsBusleeEnorl/wrdbtrhh_telsgtyHIetlIotnpatnewkhtabiufshahaotae.ex?rltinonelczcytanle/dteaasltecetwdsaeprheiarseoaidtssrohuehled(2arni)vrsrjdt3.llcriosleetubnl,etoreasoeozeetoagtsh(aiisucdWooel)eolleithnunithjntn.onsolewnfsndwfon?raiorylWgeitnilguwstoegdngehArgegallfodufiaht?Wl-sdengs-tdsdithtteiehhrssdtettthsaestathiteoc?drodtthhkaehn-hatkefehmpicshttrseneorsftteerstc?gen(eyhaaovoih..rarsaohhvdejraotsctgyuosetkelpjRWt.o(uehseheetewu.ouoqelew2neklntueewptulrlucoteh)dohyhosmnedeorie)efiffeedhwWaefrtr?iniicilasoesctcenddhnehc.het(rriahordy)iq??smjreeocrcaitosunfsweanskltsRfoDfHjljDfWtiietsedeoeooohtnleoofsesthleegsririr)eotrlshttssnpmgerigydwwoehttccWofaeetrhifhrsuenuweanitnaeioeaesissdmmhtastonhgstsosfhfsaouttt??riaattet?hhurrtdhhhnckse((eenseeotee2dyyrdpsn)l)iliefwslerldtelyHdltIothuuotaltnoAqtDbIDslceesletshreakseeaautrutdsrtvjeoo.lsyrsrsybtereokseas(aaeleeeeogl.lnisnjtntlsslernsdswouiiiyt.egsmtodngotiyyeruf(ioul-wngdeooTnit

Handwriting ETEuphLLpiLnLeskrtcSahabausot?E?epuwaLloTtJiphctipEEtaeioh!lenpKrPSradlotSteohcSlriseonytcswuOtmooconeranouNrirctnteniapuetlnosPsalsaeectLnrictjoioptaAinitnroeesNnnt,hETEubutjsgloNecapaph,LaLutpspniLaInhTgriLeesgNcvnkeeerraeutccadSamhlGsaaslacbyauissvtughdotuteeopphlu&eewidncetJJrpjhtlfpueeaieaootacrsiWoIs,t!lnrrobeiantNmtrmwtPerctcmdrsuatrestahoalahsSeslkeltibiaapeoslnisoieenioTwnrsfttanmf,oynthtooderhRehbrtoaarurheeaaswtcpnrutetUhrueaceuraliteneooprosa,shrlCwdkpdyesdctdeheeeeraajcsEiTiresprno.cbalkcmdtFanIgorsaseOiodovstealfiesselpooaoNtyanncwoidrAuuptolshosrLfe,towalesvteSateritmdcetUahreessees.PPO? RDfW(WjHwteohsolToirealhhsfryvtctdfaiehfeucistghaess.s,hsts??tssouu/eetoujrdCwwv(wHqthec/eronsem)uoeodoohaaanadnewaIlrriovsywtlslsddnWgredsltBsesaussotItiiEiiTollpto..agosasNlreHteosADltrntdrStenvsirRo)raatOss.neoEuasutceigN.tpWrPAskttltrnungDuciie.irmTtoodcI?ua?rdEno(hNoennXaegsGavtivA((dsnyiepcSitAkojhtfadhoehotteoNTelnasurhEe?uDgaywAtrti:ietn)rLCgohWnfndugeAHaetouupeNraEreadrggRaeiGhdhjedt-hd,eoidpUEoruyoaDaAtetge/n?rgdIehGtna)gnTgeoIrEoeeOrc/pdtimsAgN)en?rhch(WjHwiRreernigsToaainaoloiSnasnmlhdbifr-yvknontdieoef.tcsggeispgghhWs1.sera,?ihettandshu/hmeekojedea/drem)tnaIstngssiiDmpgallrrnioiaadeetcprlstigeintyc?roeeoa

basically thleessasmone sshtaeppe,ththreoughthqe ubelsotwio-tnhien-lginestbrlauteelginiee.s,

correct answer.

uppercase kJinciercslethsefotricwaarcdtaivlmitoiesst , and whole class

? Have students complete the page.

to the midlidneis, cwuhsilesitohneslowercase

j curves up just a bit, barely above

the below?-thaeL-liinteerbaluceylinCeo. nnections feature that

Circulate and offer assistance as needed. ? When students have completed the

22

provides support2f2or incorporating ELAR

or SLAR skills

? Time Out to Evaluate prompts to help students evaluate formation and legibility and select their best work

? Formation Focus with direct access to digital letter animations and practice through QR codes

I? ? ? ? ? ?

1. Slant down left. 2. Slide right. 3. Slide right.

i? ? ? ? ? ?

1. Slant down left, curve up. 2. Dot.

Formation Focus

ELL Support Reinforce the meaning of slant. For ELLs, visual and tactile learning strategies will reinforce the concepts and reduce the language load. Introduce academic vocabulary using realia, visuals, and modeling. Have ELLs make the "slant stroke" with their bodies by standing and placing their hands on their desk or the wall and moving their feet backward. Remind them to keep their backs and knees straight.

page, encourage them to share the

I? ? ? ? ? ?

i? ? ? ? ? ?

Trace the letter.

I II I I I ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Try it on your own.

I I I I I ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Trace the name and the word.

Iris It ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Try some sentences.

left-handers

words anItd issenatepninc.es they wrote. ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Literacy Connection Read aloud the clues below for -in phonogram words. Have children write the word that answers the

i i i i Di iscuss the Keep the Focus prompt. Tracetheletter.

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

riddle. Suggest that they write the words in a column on their papers, reminding them that all they need

Try it on your own.

i i i i i ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Iris wants to win. ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

to change is the beginning sound to create each new -in word.

This helps a fish swim. (fin)

Trace the words.

pin win ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Write more words that rhyme with pin. ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

This has a pointed tip and can hold things together. (pin)

This is what a can is made of. (tin)

Try it on your own. ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Try it on your own. ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Formation Focus

I? ? ? ? ? ?

1. Slant down left. 2. Slide right. 3. Slide right.

20

i 1. Slant down left,

? ? ? ? ? ? curve up. 2. Dot.

Underline your best i

and I. I

?Perfection Learning? NO REPRODUCTION ALLOWED. ?Perfection Learning? NO REPRODUCTION ALLOWED.

Write a sentence using one of your new rhyming words. ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Perfection Learning Keep the Focus

Size Is the dot on your i right above the midline?

?

21

The opposite of lose. (win)

The following -in words begin with consonant blends and digraphs.

This is the part of your face below your mouth. (chin)

This is another name for a smile. (grin)

Present ? Ask children to name the letter

featured at the top of the page.

? Verbalize the strokes as you model the formation of the uppercase I. Repeat.

? Then ask children to use the pointer finger on their writing hand to form the letter on their desk as you read the formation strokes. Repeat.

? Follow the same process as above for lowercase i.

Practice ? Have children look at the example

letters at the top of the page. Discuss the arrows and numbers shown. Explain that the arrows show the direction of the strokes and the numbers indicate each time a pencil lift, or jump, is needed. Discuss the specifics for the two forms of the featured letter.

? Have children use their pointer fingers to trace the two forms at the top of the first page of the lesson as you repeat the formation strokes. Then ask them to trace the letters again, repeating the strokes quietly with you.

? Have children complete the first two practice rows for uppercase I. 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.

? Identify the name and sight word on the left half of the page. Explain that names are proper nouns and always begin with an uppercase letter. The sight word featured begins with an uppercase letter if it is the first word in a sentence. Have children trace and then write the words.

? Ask a volunteer to read the two rhyming words on the right-hand half of the page. Discuss the phonogram. Challenge children to suggest other words with the same phonogram. Record phonogram words children suggest. Then have children trace and write the words.

? Finally, ask children to follow Letterman's self-evaluation prompt at the bottom of the page.

Proceed ? Identify the sound of i at the

beginning of island as the long-i sound. Ask children to put their thumbs up when they hear a word that begins with the long-i sound: lily, ice, pill, idea, I'm.

? Identify the sound at the beginning of itch as the short-i sound. Ask children to put their thumbs up when they hear a word that begins with the same sound: piece, inch, bill, inside, tip, important.

? Call attention to the photo of the correct pencil grip on the second page of the lesson, and remind left-handers to check their grip.

? Read the sentences together. Ask children to point out the uppercase letter that begins each sentence and to point out and identify the punctuation mark that ends each sentence.

? Read the directions together and provide children time to complete the page. Circulate and offer assistance as needed.

? When children finish, encourage them to share their rhyming words and the sentences they wrote. Consider creating a chart of -in words for display in the classroom.

Time Out to Evaluate

Ask children to consider the following questions to evaluate their formation of the new letter. Does your I begin at the skyline? Does your I match the size of the model?

Does your i begin at the midline? Is your i match the size of the model?

This is what covers your body. (skin)

This word means to turn around and around. (spin)

This word means the same as skinny. (thin)

One of two babies born at the same time. (twin)

OT TIPS

Uppercase I Help children remember the strokes used to make the uppercase I by reminding them that the uppercase I begins at the skyline with a slant line down to the left. Then it wears a hat and shoes. Using the terms hat and shoes can help children remember that hats are on top and shoes sit on the line.

Practice Masters

20

21

4

DIFFERENTIATION

Support for ELLs (English editions), occupational therapy tips,

and Practice Masters ensure all students are successful.

Try some sentences.

left-handers

It is a pin. ELL Support (English editions) provides visual and tactile ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

learning strategies; introduces academic vocabulary using

media, visuals, and modeling; provides suggestions for ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

language partners; and much more.

Iris wants to win. OT Tips throughout the program and? t?h?e? ?P?r?o?f?e?s?s?i?o?n?a?l? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Development Resource help teachers develop students'

fine and gross motor skills and spatia?l?r?e?a?s?o?n?i?n?g? u? ?s?in? g? ?a? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Literacy Co

Read aloud the c phonogram word write the word th riddle. Suggest th words in a colum reminding them to change is the b create each new -

This helps a fish

I i number of strategies and activities.

Write more words that?rh?ym?e ?wi?th ?pin. ? ? ? ? ? ?

Practice

Masters

and

Font

Softwar?e?

give

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This has a point things together.

This is what a ca

I II I I I i i i i i unlimited opportunities to reinforce concepts, provide

remediation,

and

challenge

advanced students. Trace the letter. Write a sentence using one of your new rhyming words.

Trace the letter.

The opposite of

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

? ? ? ? ? ? ? ? ? ? ? ? ? ? T? h?e?fo?ll?o?wing -in

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

consonant blends

?Perfection Learning? NO REPRODUCTION ALLOWED. ?Perfection Learning? NO REPRODUCTION ALLOWED.

ASSESSMENT

Keep the

Focus

Try it on your own.

I I I I I Size Is the dot on your i right above the midline? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Try it on your own.

This is the part o

i i i i i your mouth. (chi

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

21

This is another n

(grin)

Iris It pin win Time Out to Evaluate Opportunities to evaluate student progress are incTroacrepthoe nraamteeadnd the word.

throughout the program including Proceed ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Trace the words.

This is what cov

? ? ? ? ? ? ? ? ? ? ? ? ? ? (?sk? in? )? ? ?

? Identify the sound of i at the

? student-self assessment at the endbsoeougfninden.iaAncgskhocfhliesilldasTnrrseydnoitaontsontyhwpoeuuritltoothwnhnge.i-ri

Ask children to consider the following questions to evaluate theTriyritfoonrmyoaurtioownn.of

This word mean and around. (spi

Time Out to Evaluate teaching supthpuomrbts up when? t?he?y?h?ea?r?a ?w?or?d? ? ? ? ?th?e?n?ew? ?le?tte? r?. ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? T? h?is? w? o?r?d mean

?

Time

to

Review

unit

assessments

that begins with lily, ice, pill, idea,

the long-i I'm.

sound:

Does your I begin at the skyline?

I i ? Time to Show Off cumulative assessment ?

Identify

the

soundFoFaromtcauttsiohne

beginning Does 1. Slant down left. ? ? ? ? ? ? 2. Slide right.

your

I

match th1. eSlasnitzdoewnolfeftt,he

? ? ? ? ? ? curve up.

model?

of itch as the short-i sound. Ask 3. Slide right.

2. Dot.

?

digital

self-assessment

using

the

cWhilhdrietnebtoopautrdtheSirothftuwmbasreup 20

when

Does your i begin at the midline?

I

they hear a word that begins with the

same sound: piece, inch, bill, inside, tip, Is your i match the size of the model?

skinny. (thin) UyonuOdrebnrelesint oei f two babie

asnadmI.e time. (twin

OT

important.

Uppercase I

? Call attention to the photo of the

DIGITAL SUPPORT

correct pencil grip on the second page of the lesson, and remind left-handers

Digital tools include

to check their grip. ? Read the sentences together. Ask

children to point out the uppercase

? Whiteboard Software containing alenttiemr thaattebdegfinosremacahtsieonntenicnestructions,

guided practice, and independent panrdatcotpicoientwouitthansdeidlefn-atifsystheessment in

both English and Spanish.

punctuation mark that ends each sentence.

Help children rem strokes used to uppercase I by r that the upperca the skyline with down to the left. a hat and shoes terms hat and sh children rememb

? Font Software that provides edit?abReleadwthoe rdkirsechtieonesttotegemthperlaantdes with grade-specific writing lines in bothppEraognvei.gdCeliiscrchhuilldaatreennadntidmSoepfftaeorncaoissmsihspt.alenWtceetoharseksheets

can be printed or projected.

needed.

are on top and s line.

? QR Codes in each lesson that all?oW twhehmsetntuocdhshieldanrreetnsthfeitniorisrhah,ycemnccienogusrwsagoaerdnsimated formation models on their mobile daendvitcheesse.ntences they wrote.

Consider creating a chart of -in

words for display in the classroom.

Pract

5

ENGLISH STUDENT BOOK

? Support for proper letter formation with easy-to-follow instructions. ? QR codes at point of use provide animated letter formation models accessible on mobile devices--

school-to-home support. ? Self-assessment prompts encourage students to evaluate their work. ? Activities incorporate grade-appropriate ELAR TEKS. ? A Keep the Focus feature in each lesson reinforces the four components of legibility--size,

spacing, slant, and strokes.

G? ? ? ? ? ?

g? ? ? ? ? ?

Trace the letter.

G G G G G ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Try it on your own.

G G G G G ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Trace the name and the word.

Gabe Go ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Try it on your own.

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Trace the letter.

g g g g g ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Try it on your own.

g g g g g ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Trace the words.

big dig ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Try it on your own.

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

Formation Focus

G Circle backward, slide left.

? ? ? ? ? ?

42

g Circle backward, slant up

? ? ? ? ? ? right. Trace down, curve up.

Circle your best G.

G

6

?Perfection Learning? NO REPRODUCTION ALLOWED.

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