Vertical Print Lesson Plans: A Practical Approach To Integration of Fluent Letter Production Patterns

We Write to Read, Vertical Print Lesson Plans 131
Vertical Print Lesson Plans

A Practical Approach to Integration of
Fluent Letter Production Patterns
We Write To Read
From
Peterson Directed Handwriting
315 South Maple Ave.
Greensburg PA 15601
www.peterson-handwriting.com
[email protected]
Table of Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
General Objectives . . . . . . . . . . . . . . . . . . . . . 132
Objectives For Tool Skills . . . . . . . . . . . . . . . . 132
The Peterson Method For Patterning . . . . . . . . 132
Objectives for Pattern Integration . . . . . . . . . . . 132
Physical Position Skills . . . . . . . . . . . . . . . . . . 133
Letter Formation Development . . . . . . . . . . . . 134
The Teaching Plan . . . . . . . . . . . . . . . . . . . . . 135
Legibility Subskills . . . . . . . . . . . . . . . . . . . . . 136
Characteristics of Good Practice . . . . . . . . . . . 137
Classroom Organization and Preparation . . . . . 138
Writing In The Air . . . . . . . . . . . . . . . . . . . . . . 140
Unit One Lesson Plans (Weeks 1-6) . . . . . . . . . 141
Unit One Model Test . . . . . . . . . . . . . . . . . . . . 151
Unit Two Lesson Plans (Weeks 7-12) . . . . . . . . 152
Unit Two Model Test . . . . . . . . . . . . . . . . . . . . 157
Unit Three Lesson Plans (Weeks 13-18) . . . . . . 158
Unit Three Model Test . . . . . . . . . . . . . . . . . . . . 163
Unit Four Lesson Plans (Weeks 19-24) . . . . . . 164
Unit Four Model Test . . . . . . . . . . . . . . . . . . . . 171
Unit Five Lesson Plans (Weeks 25-30) . . . . . . 172
Unit Five Model Test . . . . . . . . . . . . . . . . . . . . 174
Unit Six Lesson Plans (Weeks 31-36) . . . . . . . 175
Good Unit One Sample . . . . . . . . . . . . . . . . . . 176
Good Unit Three Sample . . . . . . . . . . . . . . . . . 176
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132 We Write to Read, Vertical Print Lesson Plans
Introduction
General Objectives
We Write To Read is designed to provide you and your fellow
teachers with an organized process aimed at developing a
perceptual pattern for our symbolic language. Everything
about symbolic language must be learned. Everything about
our language is invented. You can teach a proven, efficient
process or the child must invent one.
The patterns you establish as instruction progresses will
serve the pupil in more ways than one. These patterns are as
important for reading as they are for writing. Definite links
have been demonstrated between reading fluency, writing
fluency and the letter building patterns learned.
Left-to-right, top-down tracking is the essential basic pattern
of manuscript writing with the English language.
(Early, George & Heath, Earl J., 1970: OVERBURDENED
COGNITIVE PROCESS, pp. 53-56, Building Handwriting Skills
In Dyslexic Children, Academic Therapy Publications,
1970.)
(Caramazza, A., Miceli, G., & Villa, G., 1986: THE ROLE OF
THE OUTPUT PHONOLOGICAL BUFFER IN READING, WRITING, AND
REPETITION. Cognitive Neuropsychology, 3, 37-76.)
(Babcock, M. K., & Freyd, J. J., 1988: PERCEPTION OF
DYNAMIC INFORMATION IN STATIC HANDWRITTEN FORMS. Ameri-
can Journal of Psychology, Spring, Vol. 101, pp. 111-130.)
(Teulings, H. L., in his chapter on Handwriting Movement
Control, 1994, appearing in S. W. Keele and H. Heuer
(Eds.), HANDBOOK OF PERCEPTION AND ACTION. VOL. 3:
MOTOR SKILLS. London. Academic Press)
(Reza Shadmir and Henry Holcomb: NEURAL CORRELATES
OF MOTOR MEMORY CONSOLIDATION. Science Magazine,
Vol. 277, 8 August 1997.)
Objectives For Tool Skills
Objectives For Language Pattern Integration
Develop a confident and comfortable process for use of the
writing tools:
The student should learn to hold the pencil with a relaxed
grip. Fingers must be far enough away from the point to
allow vision of the point without slumping or contorting
the neck and head.
The student should learn to hold writing paper in a position
that will accommodate left-to-right movement of the writ-
ing arm.
The student should learn to keep the writing hand and arm
in a position that allows easy lateral movement, preferably
below the baseline.
The student should learn to sit with healthy posture.
Arms on the table support the torso.
Hips back in the chair to allow space between the
stomach and the desk.
Back straight but leaning slightly forward.
Develop through directed practice, a fluent process for build-
ing letters and language left-to-right, top-down.
The student should learn to make simple strokes rhythmi-
cally (fluently) top-down, left-to-right.
The student should learn to anchor simple strokes within
line sets for place-in-space perception.
The student should learn to anchor one simple stroke to
another using a left-to-right stroke sequence that will
support visual tracking for reading.
Once understanding of the left-to-right anchoring se-
quence has been demonstrated, the student can learn to
combine rhythmic strokes (threading) to fluently form
those multipart letters that use a no-lift process.
abdeghmnpqruvwz
The Peterson Method For Patterning
Step 1: Illustrate and Describe
Place a large model on chalkboard or screen. Point out the
starting point and demonstrate the movement sequence.
Chant the verbal description or count as you move to
establish a rhythm for the movement.
Step 2: Air Writing
Direct students to write in the air and chant along with you.
Repeat several times as you observe the pupils. When every-
one is moving and chanting together, move to step 3.
Step 3: Fingertrace
Have pupils fold the book at the binding to focus on the target
page and place it in writing position on the desk. Direct pupils
to trace the large color/rhythm models with the pointer finger
as they chant the strokes in unison. Repeat and coach until all
are using arm movement and chanting.
Step 4: Write and Say
With practice paper in writing position, direct the action as
students write and chant. Get them moving to the verbal beat.
Six or seven-year-old children may need an artificial device to help them
practice this skill. Peterson Handwriting DESK POSITION TRIANGLES
or a generic equivalent will make this task easier.
When writing paper is placed in
reading position, right and left
hands roll outward and the wrist
may hook to pull downstrokes
inside the hand.
#2. Paper Holding
#1. Pencil position is very important.
If children were able to write with the index finger alone,
handwriting would be far easier to teach and learn. Do all you
can to establish index finger dominance. Fingertracing the
rhythm models in the pupil book is the best way we know to
establish the idea that the pointer finger does the writing.
Reading position for writing on paper makes writing movements more difficult for right-handed and left-handed pupils! The
strokes used to create print letters are primarily downstrokes. The illustration below shows why the reading position prevents
your pupil from using easy, gross-motor, arm movements. When the writing arm enters the page from the side pupils do not
maintain the most desirable arm, wrist or hand position. Later, when fluency should begin to develop, lateral movement will
be blocked by the position of the writing hand. For left-handed students, this approach will cause the writing hand to cover
the letters and words as writing progresses to the right.
If we are to accomplish the objective of gross-
motor patterning, the pupil must learn to use
arm movements.
Help your student learn to hold the paper in a
position which allows the writing arm to ap-
proach the paper from the bottom and the writ-
ing hand to be under the baseline.
Don't Pinch
Thumb Back
Physical Position Skills
Avoid Thumb Dominance
#3. Body/desk position
Posture is important because it helps maintain balance and control. This position skill is for good health
as much as it is for good writing!
Chair back, front legs just under
desk
Lean forward
Check eye distance (11-
14 inches)
Forearm on desk
Space between stomach and desk
Check desk height.
The top of the desk should not be
higher than the lower rib.
Feet back or flat
Letter Formation Development
Manuscript letterforms can be made with six basic strokes. The traditional vertical print alphabet uses:
1. Straight Downstrokes 2. Horizontal Strokes: 3. Left-curve ovals start with round tops:
4. Right-curve Ovals 5. Slant-left Downstrokes 6. Slant-right Downstrokes
Critical Objective - Start each stroke correctly (and move the pencil in the proper direction).
It really helps if children are given specific names for the basic strokes. Verbal descriptions enhance the development and
correlation of visual and muscle memory. Note the verbal descriptions provided in the specific lesson plans and on the
developmental pages in the Peterson pupil book.
THE TEACHING PLAN
Language Arts/Reading specialists have reported the fact that lowercase letterforms carry the major burden of symbolic
language development. Although capitals are important too, small letters are used approximately 95% of the time in creative
writing and reading. Consequently we have designed our lesson plans to introduce lowercase letters first, in a sensorimotor
teaching sequence using the six basic strokes. Our objective is to help pupils develop muscle patterns that create good habits
and fluency of left-to-right movement. BE SURE PUPILS UNDERSTAND THAT ALL LETTERS ARE MADE
TOPS FIRST! Letters in printing never start at the bottom.
Lowercase Family #1 Lowercase Family #2 Lowercase Family #3
Lowercase Family #4 Lowercase Family #5 (tail letters)
THE NO-LIFT TECHNIQUE (Threading)
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1
2
3
stop
for
retrace
COLOR/STROKE - COLOR/RHYTHM
In 1972 our consultants began to test and refine a new method
of making lowercase letterforms that we call the no-lift
technique. It is not a radical departure from the traditional
methods. In fact, it is almost completely compatible and
offers some strong advantages:
l. When you keep the pencil on the paper, without lifting
between strokes, children are better able to integrate letter
movements leading to better control, rhythm, left-to-right
tracking, size, and transfer of learning.
2. Pupils who are not good visual learners are able to learn
letter formation and spatial relationships kinesthetically.
3. The no-lift process helps pupils avoid reversals when they
learn exactly where to start each lowercase letter.
Caution - Do not think of the no-lift proc-
ess as a continuous stroke method. It is
very vital to teach children where to stop
inside of multipart letters. Our lesson plans
show these important CONTROL PAUSES.
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Children need specific direction when learning movement
sequences for letters of the alphabet. We use color to assist
them.
Green-1st stroke Brown-2nd stroke Red-3rd stroke (Pink-
4th stroke)
Each letter is shown as a whole using colors as a guide for
sequential parts. Please note that the COLOR/RHYTHM
process builds top-down, left-to-right fluency. This track-
ing process is very important because it establishes excel-
lent muscle patterns that create efficient developmental trans-
fer.
LEGIBILITY SUBSKILLS
There are six observable characteristics of good handwriting. Children can be taught to understand each subskill and a
classroom-wide self-evaluation process can be utilized to help pupils improve the daily use of handwriting in other subject
areas.
Start letters in
the right place.
Build letters
step-by-step.
Make basic strokes
correctly.
#1 Letter Formation
#4 Spacing
Keep letters close inside
words.
Space between words.
#5 Smooth Rhythm
Hold the pencil
softly.
Relax when you write!
Study the "beats"
for each letter.
Make downstrokes even:
"Chop" the baseline.
Check paper holding,
arm and pencil position.
#2 Downstrokes
#6 Line Control
Use the lines
for control.
#3 Size
Start letters correctly.
Study the tall
and small letters.
Check your
pencil position.
1
Stop on the baseline!
Please remember,
the process is just as important as the product.
You may find that more than half of your pupils make at least
some letters using the wrong movements. Sometimes a child
will write a word that looks good on paper, but then you
discover he/she wrote the last letter first!
C. Muscle Memory Patterns
Peterson methods continually emphasize the importance of
the science of handwriting. Our daily interaction with
pupils has revealed how important it is for children to know
why we ask them to practice in special ways.
Meaningless repetition, drill for the sake of drill, does not
produce transferable skill. Handwriting requires understand-
ing. We must help pupils learn with MIND and MUSCLE.
You will note that the lesson plans that follow in the hand-
book are primarily devoted to establishing skill. We empha-
size why, show pupils how, and practice specific patterns of
movement.
D. Overburdened Cognitive Process
(Early, George & Heath, Earl J., 1970: Overburdened
Cognitive Process, pp. 53-56, Building Handwriting Skills In
Dyslexic Children, Academic Therapy Publications, 1970)
We review at least one half million pupil papers during each
school year. This action research shows that a majority of
first grade students suffer from the condition described by
Early & Heath. In fact, we see that a considerable number of
students in all grades are feeling the effects of this condition
even though they are not identified as learning disabled.
Signs of Overburdened Cognitive Process
The pupil uses a different start point for creating a grapheme
at different times. At times the form is created upside down
or reversed.
CHARACTERISTICS OF GOOD PRACTICE
The Critical Objective:
Transfer of Learning Depends on Gross Motor Muscle Memory Patterns
M yh a t is r ed.
A. Multimodal/Psychomotor Processes
Avoid copy and trace activities!
It is much better to have short directed lessons than to pass
out dittos or worksheets that children work on for an hour!
Please refer to the simple, Peterson Patterning Method de-
scribed frequently in this manual. Our action research
demonstrates that copy/trace activity is time wasted at the
very least and may even be harmful because good left-to-
right patterns have not yet been established. Many pupils
actually practice the wrong things, reinforcing bad habits and
wrong-way patterns.
Tracing with a pencil or crayon is not a good idea!
Modern motor research has demonstrated that tracing is a
visual exercise that actually works against the development
of a fluent, rhythmic motor pattern. Fingertrace instead! The
directed fingertrace and chant activity will accomplish more
patterning in less time.
When can I introduce worksheets?
After you are satisfied that pupils have integrated correct
letter patterns, understand the objective and know how to
practice, then worksheets can be judiciously introduced. It is
very important that such practice activities focus on the
process of writing.
B. Develop Left-to-Right Movement
Most children experiment with writing before they enter
school. Exposure to the letters of the alphabet before training
in pencil holding, paper position, spatial relationships and the
left-to-right tracking system employed for reading will pro-
duce bad habits. ALL BAD HABITS FEEL GOOD.
Consequently teachers must disrupt the comfort levels of
pupils in order to help them learn!
The symbolic language system we must use requires every-
one to learn left-to-right tracking. There can be no excep-
tions. We cant ask the children to vote on the question! Left-
to-right tracking is not natural. It is a completely learned
behavior.
Therefore teachers must work for the development of l00%
competency in the muscle patterns that can reinforce correct
tracking in both reading and writing. BE SURE TO OB-
SERVE PUPILS AS THEY WRITE. Identify those who
start letters in the wrong place, who move the pencil in the
wrong direction, who need to learn the basics.
4
4
4
Spacing like the sentence below often indicates that the child
is too busy thinking about letter building to think about the
word packages or the sentence. It is helpful to exaggerate
word spacing in your models.
Materials
Selecting Practice Paper
Most commercially prepared handwriting paper options
available from your local school supplier will be able to meet
these recommendations. We do not manufacture special
paper.
General Practice, OPTION ONE
11" x 8-1/2" manila paper ruled the long way with half inch
lines. Preferably a solid top line, a dotted middle line, and a
solid baseline followed by a skipping space prior to the next
top line. The skipping space helps develop the correct use
of lowercase tail letters and helps children understand the use
of lines/spatial relationships.
General Practice, OPTION TWO
11" x 8-1/2" manila paper ruled the long way with half inch
lines that are color-coded in precisely this fashion:
Green Top Line - broad
Green Middle Line - thin or screened
Red Baseline
Skipping Space
We do not recommend the paper that uses red for the top line
and green for the baseline. It is too easy for a child to think
that green is for go!
CLASSROOM ORGANIZATION AND PREPARATION
Special Note Regarding Half-Inch Ruling
Children in grades one and two must avoid overuse of
small muscles. All handwriting practice and the major-
ity of applied writing assignments should be completed
using big spaces. Even if you have workbooks in reading
or spelling that provide only one-quarter inch ruled lines
and are forced to have children write smaller occasion-
ally, the pupils need larger muscle utilization. If you can
avoid smaller cramped spaces entirely your children
would benefit even more. One of the major causes of
poor position and cramped writing habits is overuse of
the small muscles.
*Testing Practice, OPTION THREE
8-1/2" x 7" manila paper ruled the long way with half inch
lines.
*The WE WRITE TO READ handwriting books are spe-
cially sized to allow for placement on desks with a piece of
practice paper so that proper position skills can be applied.
This special paper coincides with the UNIT TEST MODELS
presented in the books to help assess pupil skill progress. If
your district cannot provide you with the paper that matches
the book models, feel free to use the regular paper described
above.
Materials - The Pencil You Use Can Make A Difference!
Beginner pencils, with larger barrels, help to separate the
smaller muscles in the hand. Muscle separation helps to
encourage relaxation (reduces stress) and arm movement.
But perhaps more importantly, larger diameter graphite
allows a visible line without pressure. We offer special
position pencils, large barrel triangular pencils with a
broad 'lead" with and without an eraser. We offer a medium
barrel triangular pencil with a broad point and no eraser. And
finally, we also offer a "regular" barrel and lead combination
that is triangular. These pencils will help teach good finger
placement skills as well.
For classes that must use regular small barrel pencils, we
offer several styles of pencil gripper that add muscle separa-
tion to correct finger placement.
Please visit us on the world wide web at:
http://www.peterson-handwriting.com
" The t in my workbook looks different."
When you use the alphabet forms we have selected as handwriting models you may rest easy that any differences between
these letterforms and those variations that children may see in other workbooks are minor. In fact, when children are able
to see those differences it is a good sign. It demonstrates advancing perception. At that juncture, differences no longer
matter because the child obviously recognizes both variations as the target letter.
INDIVIDUAL HANDWRITING FOLDERS
My
Writing
Folder
John Bangs
Grade One
OUR PUPIL BOOKS ARE REALLY SUPERB - SIMPLE AND SUCCESSFUL
Since 1908, when P. O. Peterson founded Peterson Directed
Handwriting, we have steadfastly refused to follow the major
publishers into the commercial world of expensive activity
workbooks...and with good reason. Workbook-sized pages
restrict the space on the desk, making it impossible to learn
good physical position for handwriting.
This picture illustrates why our books are small and made of
paper. They are designed to fit on a standard size school desk
along with a piece of inexpensive practice paper. This makes
teaching and learning a physical skill easier.
This position-building design is very important because
research has shown that poor paper position is the predomi-
nant cause of reversals in manuscript handwriting.
The WE WRITE TO READ books have other advantages.
They are designed for simplicity and ease of use. This same
simplicity makes the book affordable - the most affordable
process instruction available anywhere. The instructional
plan makes it possible for children to understand goals and
objectives.
In addition, because the curriculum is so crowded, we pro-
vide lesson plans and skill development processes that are
very time-efficient. No arbitrary, time-consuming, irrel-
evant copybook activities are included in the books. We
teach for transfer of learning by:
1) Developing understanding of the goals.
2) Directing practice for motor training.
3) Applying the skills directly into relevant language arts
and subject matter classes.
Writing position is different
from reading position.
We recommend making a file folder for each child (prefer-
ably with pockets for easy storage). Children can keep their
writing book, practice paper and pencils in their folders to
help save time in preparation for lessons. It can also serve as
a progress folder if you have pupils save papers for compari-
son.
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Fingertrace and say, "Touch at the left, slide to the right."
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Fingertrace the top line, middle line and baseline.
2.
Fingertrace the tall space, small space and tail space.
3.
W
ith pencil and paper practice sliding to the same rhythm in the
tall space and the small space. Have pupils say, " touch at the
left, slide to the right." as they write.
Copyright 2000 Charles H. Trafford & Rand H. Nelson, Educational Self-Development, Inc.
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Writing In The Air
This "simulated writing" strategy, found in the regular lesson procedure, is very helpful but only when the teacher directs the
activity using verbal descriptions to elicit the smooth rhythmic movements needed for muscle and visual memory.
1. The teacher writes the target letter (or word) on the chalkboard in "super duper size" as tall as 20 inches so that pupils
from any vantage point in the room have a clear visual image.
2. Next the teacher demonstrates how air writing works. Point your index finger to the starting point and pretend to trace
the letter as you say the action words.
3. The pupils then join in. As a chorus, all "write in the air." It will be easy to spot those pupils who need close attention.
4. When you see rhythm demonstrated, ask pupils to close their eyes to trace and say. Repeat with different muscle groups
- use your elbow - your other elbow - your foot on the floor, etc. This activity will help to fix muscle and visual memory
for the form and its rhythm.
2
4
2
4
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Singing Lines
I have three friends who are very fine, they help me stay on the right lines.
Topsy Top Line!
Mopsy Middle Line!
Buddy Baseline!
4
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>
2
1
The Position/Paper Song
1. Do-do do-do Space between the desk and you helps to keep your body true,
2. Do-do do-do Keep your feet flat on the floor, lean your body more-more-more
1. Check your eyes, don't catch the slumps, never get down in the dumps.
2. Check your elbow, keep it in, Then you'll see the teacher grin!
Do - do - do slide - slide - slide, Do - do - do slide - slide - slide.
4
4
> >
>
>
>
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Do- do do-do, One finger on top! Back on the paint! Don't
pinch! Don't pinch! Don't pinch! no no no!
Pointer on the paint! Thumb on the side! Keep your middle finger
hanging down beside! Pointer on the paint! Thumb on the side!
Curve the other fingers and make them slide. Slide, slide
slide! Do do do, Slide, slide, slide, Do do do, Slide, slide, slide!
The Pencil Song
3. Do-do do-do Hold your paper at the top, point the corner to the spot.
Keep your arm and hand just right, make your letters slide left-right.
3. Establish procedures for sharpening pencils, passing
out paper, using generic learning aids (such as desk
triangles, rubber bands, pencil grippers, etc.).
4. Teach pupils to use and care for the Handwriting Fold-
ers properly.
SPECIFIC LESSON PLANS
The Peterson Teacher Handbook provides thirty-six weeks of
instruction. Each week is broken into five short basic skill
development lessons. You may wish to have two shorter
lessons per day at the beginning of the year.
You may also wish to use chalkboard lessons with your
pupils. These lesson plans are easily adaptable for chalk-
board sessions.
Depending on the developmental levels and previous experi-
ence of your pupils you may speed up or go slower if you
desire.
If you participate in the Peterson Diagnostic Service Pro-
gram and are required to submit periodic models of pupil
work for analysis do not worry if you have done less than the
scheduled model. Simply submit papers that represent the
work that has been covered.
READING AND HANDWRITING
Precise handwriting instruction can help establish reading
skills:
Precise instruction helps pupils:
- discriminate between confusable forms
- establish left-to-right tracking skills
- develop visual memory
- learn spatial relationships
When you correlate handwriting skills during reading les-
sons be sure to emphasize left-to-right movement patterns
and physical process skills in order to avoid confusing
kinesthetic input.
OBJECTIVES:
1. Learn to identify the characteristics of the writing paper:
a. Top of paper
b. Middle of paper
c. Bottom of paper
d. Left side of paper
e. Right side of paper
f. Sets of lines:
1. Top line
2. Middle line
3. Baseline
g. We start at the top, go to the right. Use sets of
TOP-MIDDLE-BASE lines, as we write.
2. Learn the basic physical position skills:
a. Body position
b. Paper position in relation to body and arm position
c. Pencil holding and hand placement in relation to
the lines on the paper.
3. Learn concepts related to symbolic language:
a. Beginning - middle - end, etc.
b. Shapes - likenesses - differences
c. Sequences (steps) - down-up, left-right
d. Place-in-space - size - form
4. Learn the basic movements that are used to build the
strokes for letter formation.
5. Learn the skill concepts of writing:
a. Letter formation
b. Downstroke movement consistency
c. Size and proportion
d. Spacing within and between sets of words
e. Smoothness, relaxation, rhythm (to avoid
pencil pressure)
f. Line control (stopping places)
PRE-LESSON ACTIVITIES
1. Organize the class. Turn desks to face the chalkboard so
that all pupils are able to adjust to visual models in
relation to their body image and place in space.
2. Seat left-handed pupils at the right side of the room as
they face the chalkboard. This permits left-handed
children to watch the chalkboard demonstration so that
the downstroke movements appear to the left of the
pupils body, simulating the leftward movement left-
handers should learn for downstrokes.
1. Make a donut first,
2. then the door.
1. Make a bat first,
2. then the ball.
b
d
UNIT ONE Lesson Plans (weeks 1-6)
WEEK 1
DAY 1
1. Use pupil page 2. Fold the book so that page 2 only is
visible. Teach pupils to turn the book into writing
position. Explain to the pupils that writing position is
different from reading position.
9. Explain that we shall learn to use lines in sets of three
going from top to bottom on the page.
If your group needs special help with line identification
see if you can acquire the color-lined paper called
Readywrite that uses green for the top lines and red for
the baselines.
10. Lead pupils through the same Touch and Say exercises
used previously. Save the papers for tomorrows lesson.
Day 2
1. Use pupil page 3 to introduce the first two basic strokes
(1) Top-down vertical lines and (2) Left-right slides.
2. Fold the book back so that page 3 only is visible. Turn
the book into writing position. The illustrations are
much larger than actual size to encourage large muscle
use. Review the Top Line, Middle Line, Baseline
configuration. Then lead fingertracing exercises with
emphasis on starting the sticks at the top line or middle
line to create size perception.
3. Involve the pupils as much as possible with questions
and oral descriptions such as everybody - touch the top
line and say top line out loud, then say Tall down to
the baseline. Etc.
4. Use the same procedure to introduce the left-to-right
sliding stroke. Right handers push to the right when the
book is in writing position. Left-handers pull to the right
when their book is in writing position.
(Middle line start) small down.
(Top line start) tall down,
2. Can each pupil touch the various parts of the page - Top-
Bottom-Left-Right-Middle - and verbalize each part?
3. Refer to the three lines on page 2 and explain the line
facts Top-Middle-Base etc.
4. Explain how lines help us learn to put letters in the right
places. Relate the lines to body image.
5. Using the index finger of the writing hand demonstrate
how we start on the left and move to the right in reading
and writing. Have pupils touch and slide on each line
following your direction.
6. Page 2 can be used many times to reinforce basic
concepts and facts that are applied to letterform develop-
ment.
7. Put the pupil book at the top of the desk. Pass out practice
paper. Teach pupils to fold the paper down the middle.
Hold the paper at the top corners. Put the corners
together and pinch the rounded center so that it is easy to
fold.
8. Place the book high on the desk in writing position. Place
the practice paper in writing position below the pupil
book. Use a green crayon, mark the beginning of the first
three lines. Use a red crayon, mark the end of the first
three lines.
2 We Write To Read
Learn how to hold your paper for writing.
1. Fingertrace the top line, middle line and baseline.
2. Fingertrace the tall space, small space and tail space.
3. With pencil and paper practice sliding to the same rhythm in the
tall space and the small space. Have pupils say, " Touch at the
left, slide to the right," as they write.
Mopsy Middle Line
Buddy Baseline
Topsy Top Line
Unit 1
Thumb Back.
Don't Pinch!
Thumb
Back.
Thumb
Back.
We Write To Read 3
Learn to move your hand as you fingertrace and say the action words:
Write and say on practice paper.
1. down
2. slide right
3. slide right
4. down
1
2
3
1. slide right
2. slide right
3. slide right
1 3
4
2
1. small down
1. tall down
1 3
4
2
1 3
4
2
1 3
4
2
1 3
4
2
4. Continually emphasize and assist pupils in using good
physical position.
Write softly please,
Write softly please,
Write softly please, dont squeeze.
- If pupils seem to squeeze the pencil:
Watch out for the squeezles,
Theyre worse than the measles.
Watch out for pinchitis,
Its worse than laryngitis.
- If pupils slump over the desk and place their heads too
close to the paper:
"Watch out for the slumps,
Theyre worse than the mumps.
Also keep the elbows close to the body to avoid "the slumps."
Check desk height. When the writing surface is high relative
to the child's body, Elbows are forced away from the body.
Ideally the surface should be at about the bottom rib.
Fingers and/or
thumb forward,
too close to the point...
Or
Thumb wrapped over
top of fingers ... can
cause "the slumps".
The child can't see the
pencil point unless he
slumps over to peek
under the thumb.
6. Make imaginary sliding strokes emphasizing left-to-
right movement. Verbalize the directions:
(Top line start) slide right,
(Midline start) slide right,
(Baseline start) slide right.
7. As time permits, use the first set of lines on the practice
paper to create the basic stroke using a crayon.
Save the paper for tomorrows lesson.
Day 3
1. Describe pencil position. Use the pencil poem (or sing
it together if you can). Strongly emphasize keeping the
fingers back on the paint. Dull pointed pencils make
a broader more legible line without pressure.
2. Place the practice paper into writing position. Check
sitting position and arm placement too. Mark and use the
next three lines to introduce pencil movement and posi-
tion using the vertical and horizontal basic strokes.
Always involve the pupils in visualization and verbali-
zation of the process. The most important behavioral
objective is to demonstrate understanding of line use and
correct starting points for the movement required to
make these basic strokes.
3. Teach pupils how to make boxes using the basic strokes.
Fingertrace on page 3 then write and say.
Describe:
Top line, tall down (to the baseline)
Baseline, slide right (lift)
Top line, slide right
Top line, tall down (to the baseline)
,
Use this simple exercise to build confidence. Eliminate
the "I can'ts:"
"I can't hold my pencil that way."
"I can't hold my paper that way."
"I can't go that fast."
Practice tall boxes until the pupils can say the strokes as
they write. Watch paper position and maintain arm
movement. Make subsequent boxes faster. Show pupils
how to thread the strokes together(1,2...3,4). Shorten the
verbal description:
Name the proper starting line then verbalize -
"tall down, slide right... slide right, tall down."
Try small boxes.
3
4
2
1
Day 4
1. Review pupil understanding of handwriting position,
the parts of the paper, left-to-right tracking, identifica-
tion of line sets, as well as the two basic strokes intro-
duced and their starting points.
2. Draw three lines on the chalkboard. Create a long line
exercise, slide repeatedly from left-to-right and describe
the movement pattern as you write:
Start left, slide right.
Have pupils make the exercise in the air with rhythm
before making the exercise on their practice paper.
3. Place the paper in writing position, practice the long line
exercise for smoothness, rhythm, and good position.
Repeat the exercise on the baseline.
4. Within the long line exercise model on the chalkboard
make downstroke fence
posts and introduce the use
of the nonwriting hand
thumb as a spacing helper:
Bring your thumb down next
to the tall stick downstroke,
touch the top line and make the next downstroke.
5. Continue verbal directions and emphasize paper posi-
tion, arm position, pencil position and posture.
6. Explain to the pupils that the tall stick will be used over
and over again in handwriting.
Day 5
1. Review pupil progress in the facts and skills for the
week. You may wish to have a chalkboard lesson so that
pupils can use larger muscles with rhythm to help inte-
gration of the movement patterns.
2. For variety you may teach pupils to make pictures from
the boxes they learned to make earlier. At the same time,
you may introduce the next basic strokes (left curves and
right curves).
3. Emphasize starting points, direction of movement, and
line use.
4. Continue to focus on position skills and relaxed move-
ment.
WEEK 2
Day 1
1. Use pupil page 4. Turn the book into writing position and
fingertrace the models to introduce the left-curve round
top. Emphasize the importance of the starting point and
direction of movement. Verbalize the exercise: "Hook
Around."
12
3
6
6
2
4
5 7
8
10
11
9
6. After pupils have practiced the stroke several times,
check their understanding by asking them to use a green
crayon to trace the left-curve round tops on the paper.
This basic stroke is very important. Do not hesitate to
over teach.
2. On practice paper mark the top-middle-baselines with
crayons to reinforce line sets. Establish good writing
position.
3. Have pupils make a dot just below the top line as a
starting spot. Illustrate the left-curve round top basic
stroke on the chalkboard as you describe the movement
pattern. Then direct the pupils to start on the spot just
below the top line, and as they make the stroke describe
the exercise again and again.
4. On a set of lines you have placed on the chalkboard have
various children demonstrate the exercise on the chalk-
board as added reinforcement.
5. Many teachers use a clock to help pupils understand the
starting point. Start at two oclock.
4 We Write To Read
hook around hook around roll around roll around
Day 2
1. Use the same practice paper. Review posi-
tion. Review the tasks accomplished so far.
2. Use a new set of three lines. Explain to the
pupils that today they will learn how to
make a smaller oval that curves around to the left.
3. Demonstrate the tall left-curve round top that bumps the
top line first. Then demonstrate the small left-curve
round top that bumps the midline first.
4. Direct the pupils to mark a spot just below the midline.
Then practice the small left-curve round top basic stroke
again and again as you describe the movement pattern -
hook around.
5. As time permits direct the pupils as they practice both tall
and small ovals and part ovals.
6. Alternate tall and small exercises:
7. Demonstrate the fact that the left-curve basic stroke is
used for numerals 0, 6, 8 and the first part of the 9. See
pupil page 7.
(Actual numeral practice is suggested in the Week Three
lesson plans.)
Day 3
1. Use pupil page 4 to introduce the right-curve round top
basic stroke. With the book in writing position, finger-
trace the models and describe the movement pattern for
both tall and small exercises.
Roll around (top first),
Bump the top line, (or middle line)
Curve down,
Bump the baseline too.
Name the stroke roll around.
Note: This basic stroke is never used at the beginning of any
letterforms, but it is used as the first stroke for the numerals
2 and 3 (pupil page 6).
2. Make a large oval on the chalkboard (without lines).
Then put a smiley face inside. Add ears using the left
curve on the left side and the right curve on the right side.
Be sure pupils understand the left side - right side
spatial relationship and the difference in movement.
"hook around close" "hook around"
3. Place tall and small stick downstrokes on the paper using
top and midline starting points. Then practice right
curve round tops just like making an umbrella on the
tops of the sticks:
Tall down, roll
Small down, roll
4. After pupils have completed the exercise use a green
crayon and trace the downstrokes, then use a brown
crayon and trace the right-curve round tops. This will
help you explain the step-by-step sequences that will
always be associated with letterforms that use right
curves.
5. On the chalkboard demonstrate the use of three basic
strokes as they are used to form the numeral:
1. Down
2. Roll around
3. Slide right
Fingertrace the number 5 on
pupil page 6.
5
4 We Write To Read
hook around hook around roll around roll around
Day 4
1. Review physical position. Continue to use devices such
as triangles, masking tape, rubber bands, etc., to help
pupils with position difficulties. Learning good position
takes time and effort.
2. Review the right-curve round top basic stroke. Refine
the starting point, bumping the lines, size (related to
the first line that we bump), and baseline control.
3. Pass out unlined paper. On one side practice a large left-
curve round top beginning oval. On the reverse side
make a downstroke in the middle of the sheet, then place
a large right-curve round top on the paper.
4. As pupils exercise with the oval movement, continue to
monitor position and direction of movement.
5. Build the form of the numeral 5 using the appropriate
basic strokes.
Day 5
1. Review position skills.
2. Practice a rightward sliding exercise working for good
paper, hand, and pencil position.
3. Practice a downstroke basic stroke. Work for thumbspac-
ing between strokes.
4. Practice a left-curve round top exercise.
5. Practice a right-curve round top exercise.
6. Use the following ideas to motivate pupils:
Make pictures with basic strokes.
Right-handers pull the slant toward their body mid-
point. In the vision field the stroke is vertical when the
paper is in writing position.
Left-handers will push this stroke to the left when
their paper is in writing position. It is a sidestroke, a
completely natural movement but visually different
from reading position.
Vertical to the eye
WEEK 3
Day 1
1. Use pupil page 5. Turn the book
into writing position and finger-
trace the models to introduce the
slant-left basic stroke.
Verbalize as pupils fingertrace:
Name the stroke slant left.
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1
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1
.
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1
.
s
la
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ft
2
.
s
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3
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4
.
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1
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1
3
4
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1
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2
We Write To Read
5
W
rite and say on practice paper.
1.
slant left
1.
slant right
1. slant left
2. slide
3. slide
4. slant left
1. slant left
2. slide long
3. slide
4. slant right
1
3 4
2
1
3
4
2
WEEK 3 (continued)
2. The numeral 7 provides an excellent exercise in
movement. Fold a practice paper in half and make two
giant sevens as illustrated:
Fingertrace and verbalize: 1. Slide right (top line),
2. Slant left.
Note: The slant-left basic stroke is used 16 times in the
formation of printwriting letters from the vertical alphabet,
but it is only used once at the beginning of a letter. The
fluency and speed of this stroke, as compared to the straight
vertical stroke, is far superior. That is why the children who
develop skill more easily will automatically begin to use
slanted print. Downstrokes whose tops lean to the right
reinforce left-to-right tracking speed and fit the muscles of
the body. If your more adept pupils begin to slant other letters
this way do not be concerned because it is evidence of
improving physical skills.
3. Using practice paper, practice the slant-left basic
stroke while verbalizing the movement pattern.
Day 2
1. Follow the same procedure to introduce the slant-right
basic stroke, fingertracing the gross motor models in
the pupil book as you direct and describe the move-
ment. Name the line, then say the stroke: " slant
right."
2. Establish proper writing position. Place the book and
paper in writing position and relate exercises to proper
line configuration on the practice paper as you have in
other lessons. Trace in the book, then write.
3. Summarize, practice air writing as all six basic strokes
are reviewed. Then practice basic strokes in sets of
three placed close together without touching each
other. Thumbspace between sets using the nonwriting
hand while the paper is in writing position.
77
Days 3, 4, and 5
1. Using pupil book pages 6 and 7 practice the numerals
with basic strokes in family groups.
2. Practice pictures and figures that use the six basic
strokes.
Emphasize proper position and monitor the pupils as
they demonstrate starting points, direction, sequence
and line configuration.
If you have time to make a desk model of each childs
initials you can also have pupils practice the proper
sequence for writing their capital letters.
WEEK 4
Overview:
. Introducing Lowercase Letterforms in basic stroke
family groups:
. Continuing emphasis on developing good physical
position:
. turn the paper for arm position
. sit properly for eye distance
. keep fingers back on the pencil paint
. All letters are made starting at the top of the letter
lti fcead
6 We Write To Read
1. down
2. slide
3. down
1. roll slant
2. slide
1. roll around
2. roll around
1. down 1. down
2. roll around
3. slide
1144 55 22 33
1
2
2
3
1
2
3 1
1
2
We Write To Read 7
1. hook snake
2. roll up
1. hook around
close
1. curve down
2. loop
1. curve around
2. tall down
1. slide
2. slant
0123 456789
1
2
1
2
1
2
1
2
WEEK 4 Continued
Day 1
1. Use pupil book page 8. Fold the book back so that only
page 8 is visible. Fingertrace the model to develop
understanding of start point and direction. The model
is shown in color/rhythm sequence. A simple verbal
description and number counts are also provided. Use
count, color or description as a chant to establish a
rhythm for the movements.
l i
l i
D.N.
Days 3 and 4
1. Use pupil book page 9 to introduce the DEVELOP-
PRACTICE-APPLY sequence already initiated.
2. Introduce lowercase letter t . Describe each stroke:
1. Tall down
2. Cross
t f
t
3. The set of lines on page 8 provides models for practice
on sets of lines for size and spacing.
ll ll ll ii ii ii
Practice fingertracing them in the book as pupils use
their thumbspacers between sets, then use the practice
paper in proper writing position to write. Work for
rhythmic movement and downstroke consistency.
Day 2
1. Place the book in writing position and fingertrace
lowercase i as you direct the movement pattern using
verbal description small down, dot.
2. Pass out the practice paper and establish paper, pos-
ture, and pencil position. Direct pupils to start on the
middle line and produce a sequential line of lowercase
is.
The paper will now look like this:
i i i i i i i
2. Introduce lowercase l. Show the pupils the capital L
and lowercase l as they appear on the wall alphabet.
Depending upon the background of your pupils, ex-
plain the fact that lowercase letters are used dozens of
times more than capitals so we will concentrate on
lowercase or small letters.
3. Fingertrace the model on page 8 as pupils hold the
book in writing position. Emphasize good arm and
hand placement.
4. Discuss how the capital I looks compared to the
lowercase i on the wall cards. Emphasize the midline
starting point for i. Fingertrace the model and use the
verbal description provided.
5. Pass out practice paper and have pupils place their
initials on the paper using the first set of lines. Avoid
writing in the big space at the top of the paper. Always
use lines for writing initials (or names) and headings
in general.
6. Be sure each child can find the top line and middle line.
Feel free to mark the lines or count them to help pupils
with line orientation if you do not have color-coded
line set paper. Practice in sets as illustrated on pupil
page 8 - thumbspace between "packages" of letters.
8 We Write To Read
1
1. tall down
l l l l l l l l
1
2
1. small down
2. dot
i i i i i i i i
lamb ice cream
3. Emphasize the sameness of the downstrokes. Keep
the crossing between the top and middle lines so that
it is easy to see. This prevents pupils from pressing
hard or retracing to make an "on the line" crossing
visible. Be sure to show pupils the difference between
uppercase and lowercase letters.
4. Work for smooth gray lines and proper arm/hand
position (below the baseline). Keep the writing arm
close to the body to avoid hooking the wrist.
5. Make sets of two and three letters fairly close together.
Measure spacing between sets with the thumb of the
paper holding hand.
6. Introduce lowercase f. Emphasize the left-curve round
top beginning stroke. Describe the sequence of strokes:
Start below the top line.
1. Hook down,
2. Cross
7. Repeat the formation of the f and monitor TOP-
MIDDLE- BASE line use. Be sure pupils recognize
the difference between lowercase and capital F.
8. Continue to work for left-right progression, proper
position, smooth gray lines.
9. Make sets of two and three letters, thumbspace be-
tween the sets. Cross the f on the middle line.
10. Practice simple words: it, if, fit, ill, lit, til.
Day 5
1. Review letters l, i, t, and f.
2. Write the simple words practiced on day four. Empha-
size spacing (letters inside of words close together and
thumbspace between words).
3. Emphasize position and the direction of movement.
4. Direct pupils to verbalize the letter counts or action
words as they write. Moving the pencil with the voice
engages the rhythmic type of movement that will
enhance integration and the control skills that will
build student confidence. The ability to use good
position and smooth writing movements can be sur-
prising - as long as you maintain large size with the
ruling of the practice paper. Pupils will usually do far
better than they really expect when we are successful
in our efforts to motivate correct practice.
litf
f
WEEK 5
Overview:
. Introducing Magic C letters.
. Emphasis on patterning the exact same beginning stroke for
each letter
. Additional size and spacing practice
. Proper line configuration for control
. Alternative NO-LIFT process (threading) may be introduced if
desired.
. Continued monitoring of physical position
Day 1
1. Use pupil page 10. Fingertrace and describe the form
pattern of lowercase c. Compare the capital C and
lowercase c on the wall cards. Discuss the fact that
size is the only difference in appearance. Emphasize
the left-curve round top of lowercase c will bump the
midline first.
2. Using proper paper position have pupils practice the
lowercase c again and again. Emphasize the starting
point, below the midline, and how the round top gives
the c a nose. Make the c oval shaped. Describe the
movement pattern as shown.
3. Practice sets of cs, thumbspace between sets. Moni-
tor the position skills.
c
We Write To Read 9
tt tt tt ff ff ff
1
2
1. tall down
2. cross
1
2
1. hook down
2. cross
turtle
fork
10 We Write To Read
1
1. hook around
cc cc cc ee ee ee
1 2
1. hook around
2. slide
car elephant
We Write To Read 11
2
1
1. hook around
2. small down
1. hook around
2. tall down
1
2
aa aa aa dd dd dd
apple
dinosaur
Day 4
1. Fingertrace and describe the basic stroke sequences on
pupil page 11 for lowercase d. Be sure to reinforce the
first stroke of the d. Verbalize as children feel the
letter parts.
2. Compare the capital letters on the wall cards for both
a and d. Discuss the fact that the letters are completely
different. Many pupils who claim to know how to
make the d start it wrong. Effective writing patterns
for the d can eliminate reversals and d...b confusion.
3. The "magic" left-curve round top basic stroke is the
key to success! Start the d with a drum, or Make
a donut first.
4. Verbalize the sequence and movement patterns:
Traditional No-Lift
1. Hook around, 1. Hook around and up,
2. tall down 2. trace, tall down.
5. Repeat the letter formation process, monitor each
childs movement patterns.
6. Write simple words, emphasize line use, size, spacing
and baseline control.
Day 5
1. Practice letter formation, downstroke consistency,
size, spacing, smoothness and line control.
2. Fold paper into quarters to establish a spacing guide.
d
Day 2
1. Traditionally lowercase e has been formed by making a
c first, lifting the pencil and adding the shelf as a left-to-
right finish stroke. This process may be continued if you
prefer it but threading improves the rhythm. You may
therefore wish to use a NO-LIFT process for the e. If so,
be sure to train the pupils to make the horizontal stroke
below the middle line, straight across to the right.
STOP, then curve up to make the c part.
Traditional Process: No-Lift Process
1. Hook around, 1. Slide right (stop),
2. Slide right 2. Hook around
2. Practice using c and e in words: ice, tell, fell. Keep letters
close together inside of words. Thumbspace between
words as previously introduced.
Day 3
1. Use pupil page 11. Fingertrace and describe the basic
stroke sequences.
2. Review the c. Explain that the left side on the a is always
made first. Two separated strokes shows the stroke
sequence clearly. Once established, you can teach the
NO-LIFT process if you wish.
3. Describe the step-by-step development of the letter a.
Traditional No-Lift
1. Hook around, 1. Hook around, up,
2. small down 2. small down
CAUTION - The NO-LIFT process is valuable only when the
first stroke is correct! Make sure they make the c first.
4. Apply the a in simple words.
1
1
= +
1
2
f
1 2
stop for
retrace
e
a
stop
for
retrace
1
1
=
1
2
+
12 We Write To Read
Unit One Model Test
lid did
flat cat date ate
0123456789
fi l l ti l l
WEEK 6 Review And Reinforcement
Day 1
1. Review vertical downstrokes and the left-to-right
horizontal strokes.
2. Emphasize good position skills and rhythm.
3. Review target letterforms l, i, t and numerals 1 and 4.
4. Direct the practice of the first line of the Unit Test on
pupil page 12. (Can pupils spell aloud writing each letter
as it is named?)
Day 2
1. Review the left-curve round top beginning stroke
and the counterclockwise oval movement exercises.
2. Work for controlled speed and relaxed pencil holding
with line bumps for appropriate size.
3. Review target letterforms f, c, e, a, d and the numerals
0, 6, 8 and 9. If time permits, practice the second line
of the Unit One Model Test.
Day 3
1. Review the right-curve round top basic stroke and
the clockwise oval movement exercise.
2. Work for controlled speed and relaxed pencil holding
with line bumps for appropriate size.
3. Review the numerals 5, 2, and 3.
4. Review the two slanted downstroke basic strokes.
5. Review the numeral 7.
Day 4
1. Practice the third line of the Test (pupil page 12).
2. Discuss the skills that make handwriting easy to read
and easy to write.
3. Lead the children in self-analysis.
Day 5
1. Prepare the Unit One Model Test as pictured on pupil
page 12. Because of size constraints no heading is
illustrated so use the first set of lines for pupil initials
(or names). Do not write in the big space at the top of
the paper.
2. Check spacing, line use, smooth gray pencil lines,
downstroke consistency, and the starting points of the
letters.
Suggestions
1. As you execute the practice of the lines from the model
test during the week, direct the action:
You say the letter and the children chant the action
words for the letter as they write it. Learning to move
with the voice is the best way we know to elicit the
correct type of movement. It is the best way we know
to set the stage for integration of rhythm information
that is critical to fluent application.
The child should now know the action words and how
to move with the voice as they say them. Use the same
approach when preparing the actual model test for
submission. If letter movement patterns have been
internalized, pupils should be able to spell the word
aloud writing each letter as they name it.
The Peterson specialist reviewing your samples wants
to see "writing movement." Samples that are labori-
ously drawn take too long to prepare and really do not
show us where the child is with regard to pattern
integration. Our objective is fluency for application.
Undirected practice and test preparation usually re-
sults in application of the wrong kind of movement
and reversion to all of the bad habits associated with
preschool patterns.
2. Folding the paper into four columns will help the kids
with word spacing.
3. Pupils should have the pupil book open to provide a
model at the desk - even when you are writing a model
on the chalkboard. That will make it easy and quick to
Airwrite, Fingertrace and then Write & Say each of the
words.
We Write To Read 13
1. hook snake around
1
1. hook around close
1
ss ss oo oo
saw
octopus
Unit 2
UNIT TWO (Weeks 7-12)
OBJECTIVES
1. To learn correct starting points and the direction of
movement for small letters.
2. To recognize and use proper size and spacing in
writing words.
3. To refine physical position skills.
4. To develop place-in-space positioning of small letters
that have tails.
Materials: Pupil book, practice paper, crayons, dull-
pointed pencils, position development devices, wall alphabet
cards.
Regular Lesson Procedure:
1. Use pupil book pages in this fashion:
a. Fold back the page so that only the page used is
visible.
b. Place the book in writing position for fingertrac-
ing.
c. Describe the stroke-by-stroke movement pattern
as pupils fingertrace.
d. Practice on paper with the pupil book placed
above the paper as shown in the general instruc-
tions.
2. Use standard vocabulary to instruct pupils. Reinforce
visual images by describing the development of letters
and numerals.
3. As lessons are introduced use this procedure:
a. Use the chalkboard. Make lines in sets of three to
reinforce spatial relationships.
b. Illustrate each letter on the chalkboard and em-
phasize where letters start,
which lines they touch and the
left-to-right sequence of
strokes.
c. Use air writing to
help coordinate
visual and mo-
tor patterns.
4. Review physical position skills in every lesson. Then
emphasize physical position during regular subject
classes that require handwriting application.
WEEK 7
Day 1
1. Use pupil book page 13. Review the left -curve round
top basic stroke. Apply that stroke to the review of
lowercase letters c, e, and a to establish the proper
starting point for the lowercase s.
Describe the s: Hook, snake around.
2. Write simple words that use lowercase s. Place letters
inside of words close together and thumbspace between
words for maximum legibility.
Day 2
1. Introduce lowercase o. This letter is frequently made in
the wrong direction. Watch each child carefully to help
correct this problem. Alternate lowercase letters c and o
to emphasize the exact same starting point and direction
of movement.
Describe the o:
Hook around, close.
2. Have pupils who appear to use
the wrong start and sequence
come to the chalkboard for left-
curve round top movement prac-
tice.
3. Practice on unlined paper with
eyes closed to help establish vi-
sual/muscle memory of counter-
clockwise oval movements.
s
o
14 We Write To Read
1 2
1. small down
curve up
2. small down
uu uu uu uu uu uu
unicorn umbrel la
Day 3
1. Review all of the lowercase letters practiced so far that
begin with the left-curve round top stroke:
2. Emphasize the family characteristics of the letters.
3. On unlined paper practice individual letter patterns with
your eyes closed and identify the starting points.
Day 4
Practice using lowercase s and o in words. Review form, size,
spacing and smooth gray pencil strokes.
Day 5
Reteach numerals 0, 6, 8 and 9. Refer back to pupil page 7.
Then write number sets for rhythm and spacing practice.
WEEK 8
Use the regular daily procedures as out-
lined at the beginning of this unit.
Day 1
1. Use pupil page 14. Review the tall stick and small stick
basic strokes to emphasize where to start and correct
size. Also review lowercase o to emphasize the baseline
undercurve at the bottom of lowercase u.
Describe letterform practice:
1. Small down, curve up,
2. small down
2. Practice the u in packages of two and in simple words for
spacing and size practice.
Day 2
1. Review the letterforms learned since the beginning of
the year.
2. Emphasize the basic stroke family characteristics.
3. Practice words using the letters while emphasizing posi-
tion and relaxed movement.
4. Discuss size, spacing, baseline control.
Day 3
1. Introduce pupil page 15.
Describe the h: Describe the r:
1. Tall down, 1. Small down,
2. roll down 2. roll
2. If you teach the NO-LIFT process be sure pupils stop
on the baseline after the first stroke. Control pauses
create better retraces.
3. Practice target letters in packages.
Day 4
Review physical position skills and then practice using
these letters in simple words. Monitor size and spacing.
Day 5
Continue to practice words. Emphasize all legibility
subskills. Ask pupils to check their own papers.
f c e a d s o
u
h r
We Write To Read 15
1
2
1
2
1. tall down
2. roll down
1. small down
2. roll
rr rr rr hh hh hh
horse
raccoon
WEEK 9
Day 1
1. Use pupil book page 16.
Describe the n: Describe the m:
1. Small down, 1. Small down,
2. roll down 2. roll down,
3. roll down
The n has two tops (only one round top).
The m has three tops (only two round tops).
2. Practice target letters in sets.
Day 2
1. Use the target letters in words to practice form,
downstrokes, size, spacing and baseline control. Em-
phasize position skills. Check papers to assess smooth
pencil holding.
2. Use action words or counts to get rhythmic move-
ment.
3. Try the word challenge - spell aloud and write.
Day 3
1. Use pupil page 17. Review the h, n, m. Follow the
lesson procedure outline and introduce lowercase b.
Show pupils the tops of h and b look the same.
Describe the b: 1. Tall down,
2. roll around
2. If using the NO-LIFT technique be sure pupils pause
at the baseline before the right curve oval part.
3. Practice the b in packages and in words to establish
sequence, size, and spacing.
Day 4
1. Using the standard development procedure introduce
the lowercase k. Emphasize the step-by-step se-
quence and the size of the slant strokes.
Describe the k: 1. Tall down,
2. slant in,
3. slant out
2. Practice letter sets as presented on page 17.
Day 5
Review lowercase letters h, r, n, m, b, and k. Practice words
and discuss/evaluate the legibility subskills.
m n
b
ten men one mom
o - 1...
n - 2, 3...
e - 4, 5
t - 1, 2...
e - 3, 4...
n - 5, 6
m - 1, 2, 3...
o - 4...
m - 5, 6, 7
k
m - 1, 2, 3...
e - 4, 5...
n - 6, 7
hike rake mark hand
band bike kind kick
16 We Write To Read
1
2 3
nnn nnn mm mmm
1
2
1. small down
2. roll down
1. small down
2. roll down
3. roll down
net
monkey
We Write To Read 17
1. tall down
2. slant in
3. slant out
1. tall down
2. roll around
bbb bbb kkk
1
2
1
2
3
banana
kangaroo
Describe the x: Describe the z:
1. Slant, 1. Slide,
2. cross 2. slant,
3. slide
2. Cover the bottom of the z to show how the top looks like
the numeral 7.
3. Practice with verbal descriptions as per the standard
procedure. Write words and self-evaluate.
Day 3
1. Review. Focus on the 6 lowercase letters that touch the
top line first:
(Do not include "d" with this group. It starts with a c first.)
2. Write words that are often used in reading and other
curriculum areas that use these consonants. Practice
downstrokes, size, spacing and baseline pauses.
Day 4
1. Before school begins (or during recess so pupils do not
observe you) write all of the spelling words for the week
on the chalkboard and erase the bottom half of the
letters.
2. In the handwriting class lead pupils to examine the tops
of the letters to see if they can decode the words. Then
practice the words emphasizing starting with the tops of
each stroke. Check size, spacing, and smooth gray
pencil lines.
Day 5
1. Review all of the letters that touch the middle line first:
2. While pupils practice carefully, help those who need
pencil holding, paper position, and arm placement assis-
tance.
WEEK 10
Day 1
1. These letters begin with small slants that move down to
the right. Review the "slant right" basic stroke on pupil
page 5. Fingertracing should suffice for orientation.
2. Introduce lowercase letters v and w using pupil page 18.
Follow the standard procedure of air writing, fingertrac-
ing, and paper practice.
Describe the v: Describe the w:
1. Slant, 1. Slant,
2. slant 2. slant,
3. slant,
4. slant
3. Practice the letters in sets and words. Emphasize precise
movements. Self-evaluate.
Day 2
1. Use pupil page 19. Introduce lowercase x and z.
x z
x z
l t f h b k d
iceadsurnmvwxz
v w
spelling
18 We Write To Read
1
2
3
4
1
1. slant
2. slant
1. slant
3. slant
2. slant
4. slant
vvv vvv www ww
vest
worm
We Write To Read 19
1 2
1
2
3
1. slide
2. slant
3. slide
1. slant
2. cross
zz zz zz xx xx xx
zipper x-ray
big dig quit quackjet
WEEK 11
This week is devoted to introducing the five
lowercase letters that use descending tails.
Line placement is the crucial objective.
Day 1
1. Review top-middle-baseline concepts and repeat the
lines poem or sing the song. Add this rhyme:
Remember where to start.
Remember where to go.
Remember tails go down,
They dangle down below
The baseline!
2. As you introduce pupil page 20 continually emphasize
the fact that the tops of the letters all look like other
letters weve already learned.
3. Alternate the root letters and their tail letter cousins.
Describe the j: 1. Down, tail
2. dot
Cover the bottoms of the letters so pupils see the i and
j start exactly the same way.
4. Practice words.
Day 2
1. Continue to use page 20. Introduce lowercase g.
Alternate a and g. Cover the bottoms of the letters to
make sure everyone starts g at the midline.
Describe the g: 1. Hook around,
2. down, tail
(tail like a j)
2. The g may be made using the NO-LIFT process. The
verbal description varies only slightly:
1. Left curve around, up,
2. down, tail.
3. Exercise a and g. Write words that use the g.
Day 3
1. Practice words that use the g at the end position.
2. Practice words that use all three line placement op-
tions:
3. Self-evaluate. Have pupils come to the chalkboard to
show they know how to start j and g at the midline.
Day 4
1. Introduce the lowercase q.
Describe the letter strokes:
1. Hook around,
2. down hook
2. If using the NO-LIFT sequence, modify the descrip-
tion:
1. Hook around, up
2. Down hook
3. Alternate the a and q, emphasize the same starting
stroke. Practice words for correct tail/line placement.
Day 5
1. Review the first three tail letters. Write words on the
chalkboard, erase the bottoms. Have pupils come to
the board and finish the tail letters correctly.
2. Practice spacing, size, and line placement.
g
big dig bag giggle jet
q
j
j
20 We Write To Read
jj jj gg gg qq qq
1
2
1
2
1
2
1. hook around
2. down tail
1. hook around
2. down hook
1. down tail
2. dot
L
IBERT
Y
INGODWE
TRUST
1988
jack-o-lantern giraffe quarter
WEEK 12
Day 1
1. Use pupil page 21. Introduce lowercase p following
"regular procedure."
Describe the development of p.
1. Down tail, 2. roll around
If you use the NO-LIFT process, use the following verbali-
zation:
1. Down, tail (stop), 2. retrace, roll around
2. For line placement alternate the b and p. Write words.
2. The movement pattern for v and y is the same. Alter-
nate these letters for line placement. Cover the bottom
of the y to show youngsters the sameness of the tops.
Day 3
1. Review all left-curve round top lowercase letters for
starting points, left-to-right sequence, and line place-
ment:
2. Practice word writing and self-evaluation. Continue
to focus on physical position skills.
Day 4
1. Review all small letters that use right-curve round
tops:
2. Review the slant stroke family:
3. Use pupil page 22. Study the sentences and arrange-
ment. Discuss letter formation, downstrokes, size,
spacing, smoothness and line control in preparation
for writing the test model on Friday.
Day 5
1. Establish position skills and direct the preparation of
the Unit Two test paper.
2. Verbalize the strokes and spacing as pupils write to
promote confident, smooth writing.
p
cadgqesof
hrnmbp
kvxzy
bp bp bp bp bp
bat pat bill pill
bush push tab
cab cap pack
Day 2
1. Continue to use pupil page 21 for fingertracing and
understanding of lowercase y.
Describe the strokes: 1. slant right,
2. slant tail
vy vy vy vy
We Write To Read 21
1
2
1 2
1. down tail
2. roll around
1. slant right
2. slant tail
pencils
pelican
yo-yo
pp pp pp yy yy
22 We Write To Read
Unit Two Model Test
Let the dogs run.
Little bugs bite.
Lines of ants play.
y
WEEK 13
Day 1
1. Review the tall stick basic stroke and the horizontal
sliding stroke as pictured on pupil page 3. Explain that
capital letters are also related to basic strokes.
2. Use pupil page 23 for development and practice of
capital letters L, T, and I.
Airwrite, fingertrace and write & say the letters on
paper:
1. Tall down,
2. slide
1. Tall down,
2. slide
1. Tall down,
2. slide,
3. slide
3. Practice each letterform with rhythm.
4. Write the names shown with the pictures on page 23
and perhaps others that are familiar to the pupils.
Compare each capital to the lowercase equivalent.
OBJECTIVES
1. Capital letterform development.
2. Continued reinforcement of physical position skills.
3. Use of capital letters in writing activities.
4. Understanding of self-evaluation skills.
Regular Lesson Procedure
1. Pupil book use:
a. Fold back the page so that only the page used is
visible.
b. Place the book in writing position for finger-
tracing exercises.
c. Describe the stroke-by-stroke development of
each letter during tracing and visualization activi-
ties.
d. Place the book above practice paper as shown in
general instructions to assure good arm place-
ment position.
2. Use standard vocabulary as letters are introduced to
help pupils correlate visual images, form concepts and
muscle patterns.
3. Use crayons to build the COLOR/RHYTHM sequences
of strokes as shown in pupil books and on wall
alphabet cards.
4. Lesson procedures:
a. Demonstrate and explain using the chalkboard or
other modeling devices.
b. Continually reinforce top-middle-baseline usage.
Relate each letter part to the lines.
c. Use directed air writing and rhythm-based finger-
tracing and writing to help establish coordination.
Always describe letterform patterns.
d. Direct pupils practice at the chalkboard.
e. Review physical position skills in lessons and
during everyday work in other subjects.
f. Self-evaluate each day.
L
T
I
Unit Three (Weeks 13-18)
We Write To Read 23
Unit 3
1
2
1. tall down
2. slide
Leah
1
2
1. tall down
2. slide
Tom
1. tall down
2. slide
3. slide
LLLL TTT II II
Ivan
1
2
3
Day 2
Use pupil page 24 to introduce capital letters F, E, and H.
Then practice words and use capitals in daily work activities.
Describe each letter:
1. Tall down, 1. Tall down, 1. Tall down,
2. slide, 2. slide, 2. tall down,
3. slide 3. slide, 3. slide
4. slide
Day 3
1. Review the six vertical stroke (with sliders) letters.
Alternate each capital and the lowercase letter:
2. Practice sentences.
3. Continue to emphasize self-analysis skills.
Days 4 and 5
Write words using the target capital letters. Emphasize
downstroke consistency, size, spacing and smooth gray line
quality.
WEEK 14
Day 1
1. Use pupil page 25. Introduce capitals P, B, and R
following the lesson procedure as previously outlined.
Describe the letterforms.
1. Tall down,
2. slide around
1. Tall down,
2. slide around,
3. slide around
1. Tall down,
2. slide around,
3. slant right
2. Write and compare the capital and small letter for each
form.
3. Use the capitals in meaningful words.
H F E
Ll Tt Ii Ee Ff Hh
P
B
R
Pp Bb Rr
24 We Write To Read
1
2
3
1. tall down
2. slide
3. slide
Fran
1
2
3
4
Erin
1. tall down
2. slide
3. slide
4. slide
1 2
3
Hank
1. tall down
2. tall down
3. slide
FFF HHH EEE
We Write To Read 25
1
2
1
2
3
1. tall down
2. slide around
3. slide around
1. tall down
2. slide around
Pam
PPP BBB RRR
1
2
3
Rose
Bill
1. tall down
2. slide around
3. slant
WEEK 15
Day 1
1. Use pupil book page 27 to introduce left-curve round
top capital letters.
Emphasize line use and describe the capital C and G:
1. Hook around 1. Hook around,
2. slide
2. Alternate the capitals with their small letters.
3. Use capitals in words and sentences.
Day 2
1. Introduce capital S using the standard lesson sequences.
Compare the lowercase s.
Describe the capital S:
1. Hook around, snake
2. Emphasize the same top is used for C, G, and S.
Practice writing names with these capitals.
Day 2
1. Use pupil page 26 to introduce capitals D and J.
Describe each letterform during the introduction and
practice sessions:
1. Tall down,
2. slide around
1. Tall hook
2. Compare the capitals and small letters. Emphasize
the dramatic difference in the lowercase d movement
pattern.
3. Practice words.
Days 3, 4, and 5
1. Bring small groups of children to the chalkboard for
practice. Review the movement patterns and stroke-
by-stroke development of letters.
2. Review all position factors.
3. Practice on paper with continual emphasis on the
legibility subskills and self-analysis.
D
J
G C
Ss
Cc Gg Ss
Jj Jj Dd Dd
Cc Gg Cc Gg
26 We Write To Read
1
2
1
Dana
1. tall down
2. slide around
1. tall hook
DD DD JJ JJ
Jerry
We Write To Read 27
1
2
1
1. hook around 1. hook around
snake
1
1. hook around
2. slide
CCC GGG
Carl
Sarah
SSS
Gail
Day 3
1. Introduce pupil page 28. Practice capitals O and Q.
Describe the letterform movements:
1. Hook around, close 1. Hook around, close,
2. slant
2. Alternate the capitals and small letters.
3. Use capitals in words and sentences.
Day 4
1. Introduce capital U.
Tall down, curve up
2. Alternate the capital and small letter.
Day 5
Review, chalkboard
practice and self-
evaluation.
WEEK 16
Days 1 and 2
1. Use pupil page 29. Introduce capitals N, M, and K.
Describe the strokes:
1. Tall down,
2. tall down,
3. slant
1. Tall down,
2. tall down,
3. slant (to the midline),
4. slant (to the midline)
1. Tall down,
2. slant (below the midline),
3. slant
2. Alternate capital and small letters.
Emphasize the lowercase k because it is hard for many
pupils to see the difference in slant size.
3. Practice words and sentences using the letters.
pull push
Q
O
Uu Uu Uu Uu
U
N
M
K
Ned makes neat noises.
Martha made mittens.
King Kong kicked Ken.
28 We Write To Read
1
2
1
1
1. hook around close 1. hook around close
2. slant
1. tall down curve up
Ollie
Uri
OOO QQQ UUU
Quinn
We Write To Read 29
1. tall down
2. slant
3. slant
1 2
3
1 2
3
4
1 2
3
K t
Kurt
Mark
Nina
1. tall down
2. tall down
3. slant
4. slant
1. tall down
2. tall down
3. slant
NNN MMM KKK
Days 3 and 4
1. Use pupil page 30. Introduce capitals A, Z, and Y.
Action Words:
1. Slant left,
2. Slant right,
3. slide
1. Slide (stop),
2. slant (stop),
3. slide
1. Slant right (to the midline),
2. slant left (to the midline),
3. down
2. Alternate capitals and lowercase letters.
3. Write words and rhymes.
Day 5
Review. Practice speed and control. Emphasize physical
position skills. Lead pupils in self-evaluation activities.
WEEK 17
Day 1
1. Introduce capital letters V, W, X. (Pupil Pge 31)
Describe each letterform:
1. slant,
2. slant
1. slant,
2. slant,
3. slant,
4. slant
1. Slant,
2. cross
2. Alternate capitals and small letters.
These letters are exactly the same except for size.
3. Write words and sentences.
Days 2, 3, 4 and 5
1. Review slant line capital letters - pupil pages 29, 30,
31.
2. Write sentences to verbal count.
3. Bring groups of children to the chalkboard for prac-
tice.
4. Emphasize position and movement skills.
A
Z
Y
X
W
V
N M K Z Y V W X
30 We Write To Read
Zora
Yetta
AAA ZZZ YYY
Ali
1
2
3
1 2
3
1 2
3
1. slide
2. slant
3. slide
1. slant right
2. slant left
3. down
1. slant left
2. slant right
3. slide
We Write To Read 31
1 2 1
2
3
4
Winny Xavier
1 2
Vera
1. slant
2. slant
3. slant
4. slant 1. slant
2. cross
1. slant
2. slant
VVVWWW XXX
Day 3
1. Place these letters on the chalkboard:
2. Without visual models, have pupils write the capital
letters. Compare. Be sure everyone knows the differ-
ences between upper and lowercase letters.
Day 4
1. Place these letters on the chalkboard.
2. Without visual models, have pupils write the upper-
case forms. Point out the differences (and movement
similarities).
Day 5
Prepare the unit three model test on pupil page 32.
WEEK 18
Day 1
1. Place the following lowercase letters on the chalk-
board:
2. Without visual models, have pupils write the proper
capital letters. Discuss the differences.
3. Practice both lower and uppercase letters that need
reinforcement.
Day 2
1. Place the following lowercase letters on the chalk-
board:
2. Without visual models, have pupils write the capital
letters.
3. Discuss the fact that these letters are made exactly the
same - except for size.
4. Practice beginning strokes carefully.
f a e d q
c s o v w x z
t j k p y
l i h r n m b
32 We Write To Read
Unit Three Model Test
I can write very
smoothly. I know
the capital letters.
UNIT FOUR (Weeks 19-24)
OBJECTIVES:
1. To develop semiautomatic application of printwriting
letter formation skills.
A. Demonstrate recognition of all 26 lowercase and
uppercase letters.
B. Demonstrate knowledge of exact starting place
for each letterform.
2. To develop semiautomatic use of good physical posi-
tion.
A. Demonstrate three characteristics of good sitting
position.
B. Demonstrate three characteristics of good paper
holding position.
C. Demonstrate three characteristics of good pencil
holding position.
3. To develop recognition of handwriting skill qualities:
A. Letter formation processes (#1)
B. Downstroke consistency (#2)
C. Size and line relationships (#3)
D. Spacing words (#4)
E. Relaxed movement and rhythm (#5)
F. Line control (#6)
WEEK 19
Day 1
2. Review family characteristics of letterforms.
3. Learn to write a daily diary or class news exercise.
4. Identify and assist pupils needing specific skill develop-
ment practice.
5. Practice numerals, pp. 6 & 7 in the pupil book. Empha-
size line control and rhythm.
Day 2
1. On unlined paper and the chalkboard, write numerals,
pupil pages 6 & 7, eyes closed. Check the following:
Starting points
Direction of strokes
Sequence of two or three-part forms
3. Write daily diary.
4. Practice page 22 in pupil book.
Count to control rhythm. Self-
evaluate spacing.
Pupil Page 2
Pupil Page 6
Pupil Page 22
2 We Write To Read
Learn how to hold your paper for writing.
1. Fingertrace the top line, middle line and baseline.
2. Fingertrace the tall space, small space and tail space.
3. With pencil and paper practice sliding to the same rhythm in the
tall space and the small space. Have pupils say, " touch at the
left, slide to the right." as they write.
Mopsy Middle Line
Buddy Baseline
Topsy Top Line
Unit 1
Don't
Pinch!
6 We Write To Read
1. down
2. slide
3. down
1. roll slant
2. slide
1. roll around
2. roll around
1. down 1. down
2. roll around
3. slide
1144 55 22 33
1
2
2
3
1
2
3 1
1
2
22 We Write To Read
Unit Two Model Test
Let the dogs run.
Little bugs bite.
Lines of ants play.
Day 3
2. Practice page 12 in the pupil book emphasizing size and
line relationships. Use count to control writing speed.
Have pupils mark the letters that touch lines properly
then count and record the number on the paper. Save the
papers for comparison with the day four effort.
Day 4
1. Analyze the day 3 papers. Discuss Skill # 6, Control.
Explain that line touching shows good control skill.
Count and record the number of words also. If they are
keeping up with you, they should have all 12 words.
2. Review arm and hand position.
3. Write the words from page 12 once again counting to
control speed. Compare this paper to the previous one.
Check control (touching lines). Have pupils mark the
letters that touch lines properly. Count and compare with
the day three papers. Compare the word count also.
Day 5
1. Review paper position and pencil holding.
3. Have pupils write the model test on pupil page 12 as a
timed exercise. Explain that you will allow four minutes
to write. Make pupils aware that they will check control
skills and compare with the day 4 paper. Do not direct the
writing. Stop the writing after four minutes. Have pupils
count the number of words written and record the num-
ber on the paper. Mark letters and compare with previ-
ous papers for control subskills.
Please Note:
Control = Legibility
Smooth Rhythm = Fluency
Efforts to improve
control must include
constant reminders
about position skill
goals. Pupils quickly
sacrifice position goals
to achieve control. We
must strive for both.
Rhythmic movement is a
key ingredient in the
recipe for a fluent motor
pattern. Poor position
skills block rhythmic
movement and therefore
interfere with our motor
patterning effort.
Separation of the subskills is artificial and intended to
help children analyze their efforts and set goals for
improvement. The separation serves to highlight the
constant, unstable relationship between process and
product.
12 We Write To Read
Unit One Model Test
lid did
flat cat date ate
0123456789
fi l l ti l l
WEEK 20
Day 1
1. Review position skills. Sing or repeat the pencil song
poem.
2. Bring small groups of children to the chalkboard for
letter formation and line placement practice with spell-
ing words.
3. At desks, pupils write the words on paper. Circulate to
coach individually.
4. Write the daily diary. Self-evaluate control and smooth-
ness.
Day 2
1. Have pupils read the sentences on page 22.
2. Direct with rhythm as pupils practice the words on
unlined paper with eyes closed to help fix spatial rela-
tionships and rhythm patterns for the letterforms and
words.
3. Have pupils write the model test on pupil page 22 as a
four-minute timed exercise. Explain that the papers
should be saved for comparison with a repeat effort
scheduled for day three.
Day 3
1. Review the previous timed sample with the children.
Have them mark the letters on the sample that touch the
lines correctly. Have pupils count and record the num-
ber. Have them count and record the number of words
written. The goal is to increase both numbers.
2. Write the model sentences on the chalkboard. Erase one
word at a time, then have pupils recite the missing word
or words to check visual memory. You might incorpo-
rate the lettertops activity (erase only the bottoms of
letters) here as well.
3. Discourage erasing. Erasures interrupt word and letter
rhythms. Ask them to make an x above the miscue and
remember to make the correct form next time. You might
decide to let marked mistakes count in the totals. This is
also a good place to address patching and retracing
which also affect letter and word rhythms.
4. Repeat the timed sample. Collect for analysis and
comparison on day four.
Day 4
1. Write the daily diary. Self-evaluate smooth, relaxed
pencil movement.
2. Analyze the day 3 papers (letter count and word count)
and compare the results with the day 2 effort. Discuss the
goals for this effort - increase control and word count
scores.
3. Repeat the timed sample and save for analysis and
comparison on day 5.
Day 5
1. Analyze the day 4 papers (letter count and word count)
and compare the results with the day 3 effort. Motivate
continued thoughtful effort by providing a display chart
demonstrating the fluency progress records.
2. Write daily diary and self-evaluate smooth rhythm by
looking for soft gray lines and patched letters. Dark
heavy lines usually indicate non-rhythmic movement.
Patching letter parts disrupts word rhythms.
22 We Write To Read
Unit Two Model Test
Let the dogs run.
Little bugs bite.
Lines of ants play.
1
WEEK 21
Day 1
1. Review position objectives.
2. Direct rhythmic practice of spelling words and
thumbspacing between words. This is necessary be-
cause printwriting is a visual skill. As pupils become
semiautomatic they may begin to forget spacing be-
tween words.
3. Watch for the emergence of forward slant. It heralds
the onset of improved tracking, word fluency and
more mature lateral movement. Forward slant is not
a miscue. Coach those students to work for consis-
tency.
4. Write the daily diary and self-evaluate downstroke
consistency.
Day 2
1. Review pupil page 19.
2. Direct practice of capital/low-
ercase letter pairs.
3. Write the daily diary and self-
evaluate size.
small smaller
tall taller
Xx Xx Xx Xx
Zz Zz Zz Zz
Pp Pp Pp Pp
Yy Yy Yy Yy
Jj Jj Jj Jj
Kk Kk Kk Kk
Gg Gg Gg Gg
Day 3
1. Review pupil page 20. Emphasize line placement and
letterform movements.
2. Also emphasize letter formation beginning strokes.
3. Direct practice of capital/lowercase letter pairs to
reinforce spatial relationships.
4. Write the daily diary and self-evaluate spacing.
Day 4
1. Review pupil page 21. Emphasize line placement and
letter formation sequences.
2. Practice capital/lowercase pairs. Emphasize relaxed
pencil holding to produce smooth gray lines. Avoid
pressure.
3. Write the daily diary and
self-evaluate smooth-
ness.
Day 3 Day 5
Have students copy the pencil rules from
pupil page 33. Collect and evaluate down-
strokes and spacing to identify pupils
who need coaching. Erratic or backslanted
downstrokes often indicates trouble with
position skills. When letters are scattered along the baseline
rather than spaced into "word packages" it usually signals a
lack of fluent letter patterns. The student is busy thinking
about letter construction and is not "thinking in words."
WEEK 22
Day 1
Return and review the Pencil Rules paper. Using a crayon,
have pupils put a box around each word package. Discuss
spacing objectives and write daily diary. Observe and coach
those students you identified as probable for position troubles.
Day 2
Direct as students spell aloud and write pencil rules from
pupil page 33. The goal is to write the letter as it is named and
still write as neatly as possible. Emphasize word spaces by
saying the word "space." Have pupils mark word boxes and
compare the two papers for spacing improvement.
Evaluate line control and emphasize how using the lines
helps to make letter parts the right size for neatness.
1. Display the sentences from pupil page 33 in "lettertops."
2. Have students recite as you point out each word package.
3. Announce "timed" writing. Have pupils concentrate on
spacing and copy from pupil page 33. Allow 4 minutes.
Ask pupils to count and record the number of words
written. Save the papers for comparison on day 5.
Day 4
1. Have pupils use page 33 and distribute unlined paper.
2. Direct with rhythm as students fingertrace a word and
then write, "eyes open" & "eyes closed."
Day 5
1. Announce "timed" writing. Have pupils concentrate on
spacing and copy from pupil page 33. Allow 4 minutes.
2. Ask pupils to count and record the number of words
written. Compare spacing and word count with the
papers from day 3.
One finger on top.
Stay back on the
paint.
We Write To Read 33
Penci l Rules
One finger on top.
Stay on the paint.
Make me whisper!
Unit 4
Page 26
WEEK 23
Capital Letter Review
Review capital letters. Fingertrace and write to the rhythm
of the stroke chant.
Day 2
Day 1
Page 23
Page 24
Page 27
Page 25
Page 28
We Write To Read 23
Unit 3
1
2
1. tall down
2. slide
Leah
1 2
1. tall down
2. slide
Tom
1. tall down
2. slide
3. slide
LLLL TTT II II
Ivan
1
2
3
24 We Write To Read
1
2
3
1. tall down
2. slide
3. slide
Fran
1
2
3
4
Erin
1. tall down
2. slide
3. slide
4. slide
1 2
3
Hank
1. tall down
2. tall down
3. slide
FFF HHH EEE
We Write To Read 25
1
2
1
2
3
1. tall down
2. slide around
3. slide around
1. tall down
2. slide around
Pam
PPP BBB RRR
1
2
3
Rose
Bill
1. tall down
2. slide around
3. slant
26 We Write To Read
1
2
1
Dana
1. tall down
2. slide around
1. tall hook
DD DD JJ JJ
Jerry
We Write To Read 27
1
2
1
1. hook around 1. hook around
snake
1
1. hook around
2. slide
CCC GGG
Carl
Sarah
SSS
Gail
28 We Write To Read
1
2
1
1
1. hook around close 1. hook around close
2. slant
1. tall down curve up
Ollie
Uri
OOO QQQ UUU
Quinn
Day 3 (Week 23 continued)
Page 29
Page 30
Page 31
Day 4
Use paper that is ruled with spaces one half inch. The width
of the paper should be only eight and one half inches to
provide the proper spacing challenge. If your paper is ten or
eleven inches wide, use a cutter to remove the extra width.
Explain the spacing objective to the class. Have pupils copy
the sentences from pupil page 34 as you circulate to assist
individuals. It's a good idea to have extra paper available for
those who need to try again.
Repeat the spacing challenge exercise using pupil page 35.
Day 5
We Write To Read 35
Space words apart.
Hold penci l softly.
Pause on basel i nes.
Wri ti ng Rul es
34 We Write To Read
Start letters right.
Downstrokes even.
Use l i nes for size.
Wri ti ng Rul es
We Write To Read 29
1. tall down
2. slant
3. slant
1 2
3
1 2
3
4
1 2
3
K t
Kurt
Mark
Nina
1. tall down
2. tall down
3. slant
4. slant
1. tall down
2. tall down
3. slant
NNN MMM KKK
30 We Write To Read
Zora
Yetta
AAA ZZZ YYY
Ali
1
2
3
1 2
3
1 2
3
1. slide
2. slant
3. slide
1. slant right
2. slant left
3. down
1. slant left
2. slant right
3. slide
We Write To Read 31
1 2 1
2
3
4
Winny Xavier
1 2
Vera
1. slant
2. slant
3. slant
4. slant 1. slant
2. cross
1. slant
2. slant
VVVWWW XXX
WEEK 24
Day 1
Without using the pupil book models, place the tall stick
downstroke on the chalkboard and ask pupils to search their
memory bank to see if we can identify all of the letters in
the alphabet, both capitals and small letters that begin with
the tall stick downstroke.
Days 2 and 3
1. Without using the pupil book models, place the left-
curve round top basic stroke on the chalkboard in
both sizes. Then ask pupils to identify all of the
lowercase letters that start with the small (midline) left
curve round top.
2. All of the capitals that begin with the tall round top.
3. Use the magic c small letter to help pupils stretch
their visual memory. Place small letter c in various
sets of two, three, and four in a package and see if we
can make words.
Day 4
Prepare a draft copy of the model test on pupil page 36 for
self-evaluation and discussion.
The model test is arranged on p. 36 to fit 8-1/2 inch wide lined
paper. And because of space limitations it is presented on the
pupil page without a heading. Please remind pupils to write
their names, using the first three lines for neatness (do not
write in the big space at the top of the paper).
Control
Spacing
1
Size
Downstrokes
Form
Smooth Rhythm
36 We Write To Read
Unit Four Model Test
Where do stars go
They go to sleep.
when the sun rises?
Unit Four Model Test
h r n m b k
Day 4
Practice handwriting karate to establish better baseline
control. Use these letters exclusively for this practice:
l i t f a d u
OBJECTIVES:
1. To improve letter formation movement patterns.
2. To improve smoothness and fluency.
3. To develop independent use of writing skills in other
subject areas.
4. To improve self-evaluation skills.
WEEK 25
Day 1
1. Write spelling words on the chalkboard using only the
tops of letters as visual cues for the pupils:
window
2. Have pupils practice the complete formation of each
letter, emphasizing the starting position for each letter.
3. Review pencil holding.
Day 2
Practice stroke-by-stroke rhythm patterns. Count for all two-
part letters:
a b d e f g h i j
n p q r t u v x y
Day 3
Practice stroke-by-stroke rhythm patterns. Check pencil
holding. Review starting position and line control pauses.
UNIT FIVE (Weeks 25-30)
Day 5
Practice writing for speed and line control.This is a good
place for the Word Challenge activity (Write the letter as
everyone spells the words aloud). Use pupil page 37.
Self-evaluate smooth gray pencil lines and line control.
down
chop
down
chop
(dot)
down
chop
(cross)
hook
chop
(cross)
apple
stem
chop
donut
door
chop
"u"
down
chop
down
chop
roll
chop
roll
chop
down
chop
roll
chop
down
chop
roll
bat
chop
ball
down
chop
slant
slant
chop
down
chop
roll
chop
We Write To Read 37
Smoo Smoo Smoo Smoo Smoot tt tth R h R h R h R h Rh hh hhy yy yyt tt tthm And Ne hm And Ne hm And Ne hm And Ne hm And Nea aa aatn tn tn tn tne ee eess ss ss ss ss
I have a new kite.
It's red and white.
A tail helps it fly.
Unit 5
Day 5
1. Focus on improving the formation of lowercase d and
o. Be sure every child knows exactly where to start.
WEEK 27
Experiment with writing without skipping a space between
sentences. Avoid words that use tail letters until pupils
appear to be comfortable with the new line placement com-
petency.
WEEK 26
Day 1
1. How many words can pupils build using handwriting
scrabble? Place these letters on the board. Pupils may
use the same letter as many times as desired, but may
not use any other letters at all.
c e a d s o g q u c e a d s o g q u
c e a d s o g q u c e a d s o g q u c e a d s o g q u
2. Emphasize letter formation beginning strokes, spac-
ing and line placement.
Day 2
Left-curve round top beginning strokes are used for three out
of five vowels. Write spelling and vocabulary words on the
chalkboard and leave out all vowels. See if pupils can fill in
the missing letters (Handwriting Detective Game).
Day 3
Play the Handwriting Magician Game. Write entire sen-
tences without completing the left-curve round top letters.
Can pupils place the proper letters where they belong?
Thc mccic " c "
ccmc is fun!
Day 4
Play Name That Tune handwriting game. Do not write on
the chalkboard. Dictate the verbal descriptions of each left-
curve lowercase letter and see if pupils can put the motion
with the correct letterforms:
a = 1. apple c = 1. hook
2. stem around
d = 1. donut o = 1. hook
2. door around
close
g = 1. goat q = 1. quail
2. tail 2. tail
WEEK 28
Continue to practice letter formation, downstroke consis-
tency, size, spacing, line control. Emphasize smooth pencil
holding and rhythm.
Try some sentence practice without skipping lines and use
some words that require tail letters:
I have a bunny.
He is so funny.
Clouds or sun
Rain or snow
The wind blows
and I have fun.
WEEK 29
1. Review numerals during math classes. When correct-
ing papers, be sure to circle numerals that are not well
formed.
2. Continue to practice sentence and story writing with-
out skipping lines.
3. After each daily lesson have pupils check their own
papers for the skills being emphasized that day:
Letterforms - emphasize every day
Downstroke consistency - Monday
Size - Tuesday
Spacing - Wednesday
Smoothness - Thursday
Line Control - Friday
WEEK 30
1. Dictate words that are used frequently to check visual
memory development. As pupils write, check letter
formation movement patterns. When improper start-
ing points are used, refer pupils to the correct begin-
ning strokes.
2. Place words on the chalkboard that suggest rhymes or
sentences that pupils can write independently.
3. Reinforce handwriting skills and position habits when
pupils write in other subject areas.
4. At the end of the week prepare the Fifth Model Test
sample as pictured on page 38.
1
Form
Downstrokes
Size
Spacing
Smooth Rhythm
Control
38 We Write To Read
Unit Five Model Test
I like to read and
write. I learn new
words every week.
Unit Five Model Test
OBJECTIVES
1. Pupils will demonstrate visual memory mastery of all
upper and lowercase letters.
2. Pupils will demonstrate mastery of spatial relation-
ships related to lines and letter formation.
3. Pupils will demonstrate knowledge of physical posi-
tion skills.
4. Pupils will demonstrate proper identification of hand-
writing skills in self-evaluation activities.
PHYSICAL POSITION AND PROCESS OBSERVA-
TIONS
Prepare an observation checklist and systematically record
pupil behavior during assigned writing activities. Try to
record behaviors without the knowledge of the pupils.
Writing Paper Pencil Letterform
Name Hand Position Holding Problems
Donnie R OK Fair Reverses
Strokes o/d
WEEK 31
1. Systematically assist pupils individually as the rest of
the group practices assigned handwriting tasks.
2. Review work. Have pupils practice various pupil
book pages independently as the teacher provides
remedial help where needed.
WEEK 32
1. Remove visual models from desks and chalkboard.
2. Ask pupils to write all upper and lowercase letters
from memory. Save these papers.
3. Practice difficult letterforms.
WEEK 33
1. Using their own alphabet sheet they prepared last
week, ask pupils to circle in green crayon all capitals
and lowercase letters that are exactly alike except for
size.
2. Ask pupils to circle all capital/small letter pairs with
red crayon that have two or more differences.
3. Underline in black crayon the letters that are almost
alike (one major difference).
WEEK 34
Assign daily practice utilizing vocabulary words from read-
ing or other classes. Continue to emphasize good physical
position objectives. Be sure concept knowledge (if not
perfect position) is acquired. Treat handwriting facts like
number facts.
WEEK 35
Review the formation of the print and cursive cousin small
letters:
WEEK 36
Have pupils prepare a final test (on pupil page 39). Place
it in the childs folder to go on to next years teacher.
acdghijlmnopqtu
UNIT SIX (Weeks 31-36)
We Write To Read 39
Unit Six Model Test
I can read and I
can write. It's fun
to learn new skills.
Good Unit One Sample
Good Unit Three Sample
Both scans reduced from 8.5 wide
paper with half inch ruling.

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