Correlation Chart
Abb
revi
atio
ns
Ant
onym
s an
d Sy
nony
ms
Bas
e W
ords
, Pr
efixe
s, S
uffix
es
Capi
taliz
atio
n
Caus
e an
d Ef
fect
Char
acte
riza
tion
Clas
sific
atio
n
Com
poun
d W
ords
Cons
onan
t B
lend
s
Cont
ent-
Are
a Vo
cabu
lary
Cont
ext
Dra
win
g Co
nclu
sion
s
Fict
ion
Follo
win
g D
irec
tions
Frie
ndly
Let
ter
Flue
ncy
in
Han
dwri
ting
Har
d an
d So
ft c
and
g
Hig
h-Fr
eque
ncy
Wor
ds
Infle
ctio
nal
Endi
ngs
Info
rmat
iona
l Te
xt
Lette
r For
mat
ion,
Si
ze, S
paci
ng
Mai
n Id
ea a
nd
Det
ails
Mak
ing
Infe
renc
es
Poet
ry
Plur
als
Punc
tuat
ion
Rhym
ing
Wor
ds
Setti
ng
Spel
ling
Sum
mar
izin
g
Sylla
bles
Vow
els
Wor
d M
eani
ngs
Wri
ting
Para
grap
hs
Wri
ting
Sent
ence
s
Pretest Pretest x
Ii and Ll x Ii and Ll x x x x x
Tt and Ff x Tt and Ff x x x x x
Ee and Dd x Ee and Dd x x x x x
Oo and Cc x Oo and Cc x x x x x
Jj and Gg x x Jj and Gg x x x x x
Qq and Hh x x Qq and Hh x x x x x
Bb and Pp x x x Bb and Pp x x x x x
Rr and Ss x Rr and Ss x x x x x
Uu and Aa x Uu and Aa x x x x x
Mm and Nn x x x Mm and Nn x x x x x
Zz and Kk x x x Zz and Kk x x x x x
Vv and Ww x Vv and Ww x x x x x x
Xx and YY x Xx and YY x x x x
Write Numerals x Write Numerals x
Time to Show Off Time to Show Off x
Four Strokes x Four Strokes x x x x
Prefixes x x x Prefixes x x x
Suffixes x x x Suffixes x x x
Base Words x Base Words x
Endings x x Endings x x
Compound Words x x Compound Words x
Spacing Spacing x x
Fiction x x Fiction x x
Characters x x x x Characters x
Setting x x Setting x x
Summarizing x Summarizing x x x
Informational Text x x Informational Text x x x
Cause and Effect x x x Cause and Effect x x
Main Idea and Details x Main Idea and Details x x x x
Fact or Fantasy? x x Fact or Fantasy? x x x
Poetry Poetry x x x
Size x Size x
Thank-You Note x x Thank-You Note x x
Get-Well Note x x Get-Well Note x x x
Lists x Lists x
Science Words x x x x Science Words x x
Math Words x x Math Words x x x
Social Studies Words x x x Social Studies Words x x
Words on Signs x x Words on Signs x
Slant Slant x x x
Syllables x x Syllables x x x
Dropping e x x x Dropping e x x x
Changing y to i, Doubling Final Consonant x x Changing y to i,
Doubling Final Consonant x x
Forming Plurals x x Forming Plurals x x x x
Proper Nouns x x Proper Nouns x x
Abbreviations x x Abbreviations x x
Contractions x x Contractions x
Quotation Marks x Quotation Marks x x
Fluency x Fluency x
Posttest Posttest x
6
Correlation Chart
Abb
revi
atio
ns
Ant
onym
s an
d Sy
nony
ms
Bas
e W
ords
, Pr
efixe
s, S
uffix
es
Capi
taliz
atio
n
Caus
e an
d Ef
fect
Char
acte
riza
tion
Clas
sific
atio
n
Com
poun
d W
ords
Cons
onan
t B
lend
s
Cont
ent-
Are
a Vo
cabu
lary
Cont
ext
Dra
win
g Co
nclu
sion
s
Fict
ion
Follo
win
g D
irec
tions
Frie
ndly
Let
ter
Flue
ncy
in
Han
dwri
ting
Har
d an
d So
ft c
and
g
Hig
h-Fr
eque
ncy
Wor
ds
Infle
ctio
nal
Endi
ngs
Info
rmat
iona
l Te
xt
Lette
r For
mat
ion,
Si
ze, S
paci
ng
Mai
n Id
ea a
nd
Det
ails
Mak
ing
Infe
renc
es
Poet
ry
Plur
als
Punc
tuat
ion
Rhym
ing
Wor
ds
Setti
ng
Spel
ling
Sum
mar
izin
g
Sylla
bles
Vow
els
Wor
d M
eani
ngs
Wri
ting
Para
grap
hs
Wri
ting
Sent
ence
s
Pretest Pretest x
Ii and Ll x Ii and Ll x x x x x
Tt and Ff x Tt and Ff x x x x x
Ee and Dd x Ee and Dd x x x x x
Oo and Cc x Oo and Cc x x x x x
Jj and Gg x x Jj and Gg x x x x x
Qq and Hh x x Qq and Hh x x x x x
Bb and Pp x x x Bb and Pp x x x x x
Rr and Ss x Rr and Ss x x x x x
Uu and Aa x Uu and Aa x x x x x
Mm and Nn x x x Mm and Nn x x x x x
Zz and Kk x x x Zz and Kk x x x x x
Vv and Ww x Vv and Ww x x x x x x
Xx and YY x Xx and YY x x x x
Write Numerals x Write Numerals x
Time to Show Off Time to Show Off x
Four Strokes x Four Strokes x x x x
Prefixes x x x Prefixes x x x
Suffixes x x x Suffixes x x x
Base Words x Base Words x
Endings x x Endings x x
Compound Words x x Compound Words x
Spacing Spacing x x
Fiction x x Fiction x x
Characters x x x x Characters x
Setting x x Setting x x
Summarizing x Summarizing x x x
Informational Text x x Informational Text x x x
Cause and Effect x x x Cause and Effect x x
Main Idea and Details x Main Idea and Details x x x x
Fact or Fantasy? x x Fact or Fantasy? x x x
Poetry Poetry x x x
Size x Size x
Thank-You Note x x Thank-You Note x x
Get-Well Note x x Get-Well Note x x x
Lists x Lists x
Science Words x x x x Science Words x x
Math Words x x Math Words x x x
Social Studies Words x x x Social Studies Words x x
Words on Signs x x Words on Signs x
Slant Slant x x x
Syllables x x Syllables x x x
Dropping e x x x Dropping e x x x
Changing y to i, Doubling Final Consonant x x Changing y to i,
Doubling Final Consonant x x
Forming Plurals x x Forming Plurals x x x x
Proper Nouns x x Proper Nouns x x
Abbreviations x x Abbreviations x x
Contractions x x Contractions x
Quotation Marks x Quotation Marks x x
Fluency x Fluency x
Posttest Posttest x
7
Program Resources
Student Books• Clear,consistentguidelinesfor
letter formation
• Integratedlanguageartsskillsforrelevant practice
Teacher Editions• Athree-steppresentation—Present,
Practice, and Proceed
• Detailedformationdirectionsforthecapitaland lowercase forms of the letter for the teacher to verbalize while modeling
• Letter-specificevaluationstatements
• Activitiestoreinforceandextendthegrade-appropriate language arts focus of the lesson
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
15
a
bill hill Jill will chill spill
I little live land line large
What is a mountain fall?
Write a sentence using one of the words above
Read and write the Hink Pink Use two of the words above to write the answer
Write the words
Circle the word that shows your best handwriting.
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
14
ill island lucky ladderi i i i i i l l l l l l li i i i i i l l l l l l lI I I I I I L L L L L LI I I I I I L L L L L L
Trace the letter Then try it on your own
I i L l
Name
I i L l
I L
i l
U u
Could you put up your umbrella?
u u u u u u u u u u
Ulysses Ukiah Uncle Uther
U U U U U U U U U
u
U
U u
A a
He raced along the narrow path.
a a a a a a a a a
Alicia Arturo Autumn Aunt
A A A A A A A A
a
A
A a
PRACTiCE MASTERS
Time Out to Evaluate
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
31
us under around after
What is a cozy insect?
Write a sentence below using another -ug word
Read and write the Hink Pink Use two of the words above and write the answer
Write the words
bug dug hug rug chug snug
auseless umbrella angry armadillo
Place a next to your best uppercase letter.
U Does your U begin at the skyline and pull down to just above the baseline?
Does it circle forward, touch the baseline, and then push straight up to the skyline?
Does your U match the size of the model?
u Does your u begin at the midline and pull down to just above the baseline?
Does it circle forward at the baseline?
Does it end with a vertical stroke from the midline to the baseline?
Is your u the size of the model?
Ask students to consider the following questions to evaluate their formation of the new letters.
A Does your A begin at the skyline and slant left to the baseline?
Does it return to the skyline and slant right to the baseline?
Does it have a horizontal stroke at the midline?
Are your strokes straight?
Does your A match the size of the model?
a Does your a begin just below the midline and circle backward to just above the baseline?
Does it push up to the midline and pull straight down to the baseline?
Is your a the size of the model?
an armadillo angry? (Possible responses: Someone might step on it. It might not have anything to eat.) Have children practice the featured words.
ProceedRead the high-frequency words •on the second page of the lesson together or ask volunteers to read the words. Ask specific questions about the words. Which words have 2 syllables? Which of the words has 1 syllable? What vowel sound do you hear in the words us and under?
Call attention to the • -ug phonogram words. Ask a volunteer to read the words. Discuss the phonogram. What vowel sound do you hear in -ug? What sound does the letter g make in these words? (hard g, /g/)
Have a volunteer read the Hink •Pink question. A Hink Pink is two rhyming words. Explain to students that the answer will be two of the phonogram words. Provide guidance as needed to assist students in determining the correct answer.
Have students complete the page •by writing the high-frequency words, the phonogram words, and the Hink Pink question and answer. Circulate and offer assistance as
needed.
When children have completed •the page, encourage them to share the words and sentences they wrote.
Curriculum ConnectionExplain to students that you will read questions about synonyms and antonyms. The answer to each question will be one of the high-frequency or phonogram words in the lesson. Students should write the word that answers each question.
What word means the opposite of them? (us)
What word is a synonym for insect? (bug)
What word is an antonym for over? (under)
What word means almost the same as “warm and comfortable”? (snug)
What word means the opposite of before? (after)
What word is a synonym for carpet? (rug)
55
LANG
UAGE
ART
S FO
CUS antonyms
high-frequency words
long vowel sounds
rhyming words
short vowel sounds
syllables
synonyms
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
30
Name
U u A a
U U U U U A A A A ATrace the letter Then try it on your own
U U U U U A A A A Au u u u u u a a a a a au u u u u u a a a a a auseless umbrella angry armadillo
u a
U A
U u A a
– – – – – – –
– – – – – – –
– – – – – – –
– – – – – – –
U
u
A
a
PresentAsk students to name the letters •featured at the top of the page. Ask specific questions that will provide students an opportunity to compare and contrast the formation strokes used. Which letter is formed entirely with straight lines? Which letter has no pencil lifts? Which letters are formed with vertical lines? Which letter has 3 pencil lifts?
Model the formation of U and u. •Verbalize the formation strokes as you make the letter on the board or a transparency. Then ask students to use the pointer finger on their writing hand to make the capital and lowercase letter on their desk as you state the formation strokes.
Model the formation of A and a. •Verbalize the formation strokes as you make the letter on the board or a transparency. Then ask students to use the pointer finger on their writing hand to make the capital and lowercase letter on their desk as you state the formation strokes.
PracticeHave students look at the example •letters at the top of the page. Review the meaning of the arrows and numbers and discuss the
specifics for the two forms of the featured letters.
Ask students to use their pointer •fingers to trace the capital and lowercase forms at the top of the first page of the lesson as you repeat the formation strokes.
Have students use their pencils to •trace the capital letter in the first practice row. Encourage them to think about the formation strokes as they complete the tracing row. Continue by having students write the capital letter themselves on the following line. Remind them to begin each letter at the starting dot. Explain that these dots guide their spacing of the letters. Repeat the process with the lowercase form of the letter and the capital and lowercase forms of the other featured letter.
Discuss the illustration featured for •the first letter. (useless umbrella) What vowel sound is heard in the word useless? (long u) What vowel sound is heard in the word umbrella? (short u) What might make an umbrella useless? (Possible response: It could have a hole in it.) Have children practice the featured words.
Discuss the illustration featured •for the second letter. (angry armadillo) What might make
1. Begin just below the midline; circle backward, ending just above the baseline; push up to the midline; pull straight down to the baseline.
1. Begin at the skyline; slant left to the baseline.
2. Jump to the skyline; slant right to the baseline.
3. Jump to the midline; slide right.
1. Begin at the midline; pull straight down to just above the baseline; circle forward, touching the baseline; push straight up to the midline; pull straight down to the baseline.
1. Begin at the skyline; pull straight down to just above the baseline; circle forward, touching the baseline; continue by pushing straight up to the skyline.
U
u
A
a
54
8
Practice Masters• Lesson-specificmastersprovide
added practice.
Desk Strips• Removable,self-adhesivedeskstripsprovide
letter models and formation guidelines for every student.
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww XxYy Zz 1 2 3 4 5 6 7 8 9 10Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww XxYy Zz 1 2 3 4 5 6 7 8 9 10
Wall Posters• Sectionalwallpostersfeature
capital and lowercase letters with formation arrows and numbers.
– – – – – – – – – – – – – – – – – Aa BbAa Bb
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –NameA a
He raced along the narrow path.
a a a a a a a a a
Alicia Arturo Autumn Aunt
A A A A A A A A
a
A
A a
22
– – – – – – – – – – – – – – – – –
Cc DdCc DdBenson Font Software
• UsetheBensonfonttocreateyourown worksheets. Templates with appropriately sized lines are available online and on CD.
9
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – –
26
Name
B B B B B P P P P P
b b b b b b p p p p p p
Trace the letter Then try it on your own
bully banana proud porcupine
b b b b b b p p p p p p
B B B B B P P P P P
B b P p
b p
B P
B b P p
Student BookFeaturesBenson Handwriting uses consistent letter formation guidelines and teacher modeling to guide children in developing fluent, legible handwriting.
Letter models with arrows and
numbers begin the lesson and provide
visual formation guidelines.
The first section of the student book reviews letter formation. Fun graphics illustrate two objects that begin with the featured letter.
Starting dots help students learn to space their letters.
Writing practice occurs directly
below letter models.
Alliterative adjective-noun combinations match the clever
graphics and are used as practice for the featured letters.
10
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – –
26
Name
B B B B B P P P P P
b b b b b b p p p p p p
Trace the letter Then try it on your own
bully banana proud porcupine
b b b b b b p p p p p p
B B B B B P P P P P
B b P p
b p
B P
B b P p
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
27
Write a sentence using one of the words above
a
What is a tear in a boat?Read and write the Hink Pink Use two of the words above and write the answer
dip hip lip rip sip drip ship
back before play placeWrite the words
bully banana proud porcupineUnderline the word in the Hink Pink question that can also mean what comes out of your eyes when you cry.
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
40
Name
1 1 1 1 1 1 1 2 2 2 2 2Write the numerals
1 1 1 1 1 1 1 2 2 2 2 23 3 3 3 3 4 4 4 4 43 3 3 3 3 4 4 4 4 45 5 5 5 5 6 6 6 6 6
7 7 7 7 7 8 8 8 8 85 5 5 5 5 6 6 6 6 6
7 7 7 7 7 8 8 8 8 8
1 2
3 4
6
7 8
Students also practice the featured letters in high-frequency words and words
with a featured phonogram.
“Frank” encourages
students to assess their work and
reminds them of important size, shape, spacing,
or slant guidelines.
Numerals and number words one through
twelve (1–12) are presented,
practiced, and reviewed
following the presentation of the lowercase
and capital letters.
In this lesson, students use phonogram
knowledge and context to choose two
rhyming words to answer the Hink Pink
riddle.
11
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
45
Four StrokesYou can write all the letters and numerals using just four different strokes Trace the letters and numerals below
Many letters and numerals use vertical lines These are pull straight down lines
B b F h i 1 9The horizontal line is an important part of many letters This line is straight from side to side These are the slide right or the slide left lines
f L T Z z 4 5The slanted line is another handwriting stroke This line can slant to the right or slant to the left
A k M W x 7Circle lines are also used to make letters and numerals Letters and numerals use forward circles and backward circles
a C d O p 3 6
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
46
Name
Add the prefixes Write the meaning
un- is a prefix that means “not”
Prefixes are small word parts added to the beginning
of a word They change the meaning of the word
Word Parts: Prefixes
__happy means
__afraid means
__kind means
re- is a prefix that means “again”
__read means __run means
__write means
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 48
Name
Suffixes are small word parts added to the end of a word They add to the meaning of the word
Word Parts: Suffixes
Add the suffixes Write the meaning -er is a suffix that means “one who does”A teach___ is one whoA farm___ is one whoA golf___ is one who
-ful is a suffix that means “full of”joy___ means
fear___ means
thought___ means – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
51
Write this poem about the farmer’s wife
Three Blind MiceThree blind mice. Three blind mice.See how they run. See how they run.They all ran after the farmer’s wife.She cut off their tails with a carving knife.Did you ever see such a sight in your lifeAs three blind mice?
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
50
Name
Write the base words
Base words are the main parts of the words
before prefixes or suffixes are added
un thought ful = unthoughtful
prefix base word suffix
Word Parts: Base Words
unzip rename
remove reader
cheerful unequal
player redo
unpaid speaker
painter cupful
Mark the word
with your best
vertical lines.
Student BookIntegrated Language ArtsFour units guide students in basic legibility considerations—strokes, spacing, size, and slant—with lessons offering relevant practice through integrated language arts.
The Four Strokes opener explains the four main strokes used to form all of the letters and numerals. The unit features
lessons on word parts, inflectional endings, and compound words.
12
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
57
Letters in words and words in sentences with good spacing are easy to read
Letter spacing: The letters in the words should not touch each other
Spacing
too close t o o f a r a p a r t just right
Word spacing: The words should not touch each other Leave a space between words about the size of a pencil or a paper clip
tooclose too far apart
just right
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 60
Name
Write the book title next to the matching character name Nate the Great Frog and Toad Are Friends
Amelia Bedelia and the Baby The Stories Julian TellsRamona Quimby, Age 8 Junie B. Jones Is Not a Crook
Characters are the people, or sometimes animals, in a story
Fiction: Characters
Frog
Amelia Bedelia
Ramona
Junie B. Jones
Julian
Nate Underline the title that shows your best spacing.
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
74
Name
Read the poem called My Cat Write it below
My Cat
My cat is such a funny pet.
She lies around all day.
But when the sun has finally set.
That’s when she wants to play.
Poetry
Poetry is a type of writing Often the lines in a
poem are short Sometimes the lines rhyme
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
66
Name
Write the informational book titles below Remember most words in a book title are capitalized
Informational text is writing that is true, or factual Informational books are books with facts
What Is Informational Text?
Growing a Pumpkin
George Washington, Our First President
How to Be Healthy
The American Flag
Underline the title that shows your best word spacing.
Capitalization in titles is emphasized as students write
informational book titles.
Students match characters to book titles to practice handwriting
and focus on spacing.
The Focus on Spacing lesson reminds students how to space individual
letters in words and words within sentences. The unit features lessons on
genres, including fiction, informational text, and poetry, as well as the distinguishing
elements of these genres.
13
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
77
Size
Small letters sit on the baseline They are only as tall as the midline, or the dotted line in the middle Write a row of small letters below
Below-the-line letters are as tall as the midline, but they hang below the baseline They touch the skyline below Write a row of below-the-line letters
How many words can you write that are made up of all small letters?
Letters and numerals come in three sizes Tall letters touch the top guideline, or the skyline All of the capital letters and numerals are tall What other letters are tall? Write a row of tall letters on the first line and numerals on the second line
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
1
2
3
1
2
3
82
Name
Making lists will help you be organized Lists can
be things you need to buy or things you need to do
Sometimes lists are numbered
Making Lists
Things to Buy Things to Do
clean my room
birthday card
sweatshirt
study spelling
call Grandma
baseball glove
Read the items below Organize them into two lists
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
89
Slant
Focus on making your letters straight up and down as you write the following
What goes up and down stairs without moving?
carpet
What goes up and never comes down?
your age
Your letters should be straight up and down
up down
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 92
Name
Add -ing to the following words Remember spelling changes for the words that end in e
Dropping Final eSome words need spelling changes before adding a suffix Dropping the final e before adding -ing is one of those spelling changes move move + -ing = moving
base word drop the e and add -ing
Spelling Changes
chase live
score enter
help dive
ride pay
taste skate
shout type
STEP
1 STEP
2STEP
3
Student Book
The Focus on Size lesson explains the individual and relative sizes of letters and the importance of the guidelines. The unit features lessons on writing letters and lists
as well as content-area vocabulary.
The Focus on Slant lesson reminds students to form their
letters straight up and down. The unit features lessons on spelling
skills and strategies.
14
– – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
6
Time to Show OffPretest
Write the poem below and on the next page Use your best handwriting
Who Has Seen the Wind?Who has seen the wind?
Neither I nor you.But when the leaves hang trembling,
The wind is passing through.
Name
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – –
– – – – – – – –
– – – – – – – –
– – – – – – – –
– – – – – – – –
– – – – – – – –
– – – – – – – –
– – – – – – – –
– – – – – – – –
42
Name
Write the four words from the puzzle Then write one rhyming word for each
Fun with Letters
Time to Show Off
1 2 3
4 5 6
7 8 9
1. Write a in boxes 4 and 8.
2. Write i in box 2.
3. Write o in box 6.
4. Color box 5 red.
5. Write t in boxes 3 and 7.
6. Write p in box 9.
7. Write s in box 1.
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
108
Name
Now, practice the sentences again, a little more quickly this time
FluencyLearning to form your letters well, but quickly, is important to becoming a good writer Practice these sentences Write them quickly but clearly
I thought a thought.
But the thought I thought wasn’t the thought
I thought I thought.
Assessment
The student book begins with a Pretest to help you evaluate your students’ handwriting needs. This
same test is provided as a Posttest at the end of the student book so
you and your students can celebrate their progress.
A fun review follows the presentation and practice of all the letters and numerals.
Fluency, or automaticity, in handwriting is important so that children can write quickly and legibly, especially in testing
situations where time is a factor.
15
LANG
UAGE
ART
S FO
CUS antonyms
high-frequency words
long vowel sounds
rhyming words
short vowel sounds
syllables
synonyms
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
30
Name
U u A a
U U U U U A A A A ATrace the letter Then try it on your own
U U U U U A A A A Au u u u u u a a a a a au u u u u u a a a a a auseless umbrella angry armadillo
u a
U A
U u A a
– – – – – – –
– – – – – – –
– – – – – – –
– – – – – – –
U
u
A
a
PresentAsk students to name the letters •featured at the top of the page. Ask specific questions that will provide students an opportunity to compare and contrast the formation strokes used. Which letter is formed entirely with straight lines? Which letter has no pencil lifts? Which letters are formed with vertical lines? Which letter has 3 pencil lifts?
Model the formation of U and u. •Verbalize the formation strokes as you make the letter on the board or a transparency. Then ask students to use the pointer finger on their writing hand to make the capital and lowercase letter on their desk as you state the formation strokes.
Model the formation of A and a. •Verbalize the formation strokes as you make the letter on the board or a transparency. Then ask students to use the pointer finger on their writing hand to make the capital and lowercase letter on their desk as you state the formation strokes.
PracticeHave students look at the example •letters at the top of the page. Review the meaning of the arrows and numbers and discuss the
specifics for the two forms of the featured letters.
Ask students to use their pointer •fingers to trace the capital and lowercase forms at the top of the first page of the lesson as you repeat the formation strokes.
Have students use their pencils to •trace the capital letter in the first practice row. Encourage them to think about the formation strokes as they complete the tracing row. Continue by having students write the capital letter themselves on the following line. Remind them to begin each letter at the starting dot. Explain that these dots guide their spacing of the letters. Repeat the process with the lowercase form of the letter and the capital and lowercase forms of the other featured letter.
Discuss the illustration featured for •the first letter. (useless umbrella) What vowel sound is heard in the word useless? (long u) What vowel sound is heard in the word umbrella? (short u) What might make an umbrella useless? (Possible response: It could have a hole in it.) Have children practice the featured words.
Discuss the illustration featured •for the second letter. (angry armadillo) What might make
1. Begin just below the midline; circle backward, ending just above the baseline; push up to the midline; pull straight down to the baseline.
1. Begin at the skyline; slant left to the baseline.
2. Jump to the skyline; slant right to the baseline.
3. Jump to the midline; slide right.
1. Begin at the midline; pull straight down to just above the baseline; circle forward, touching the baseline; push straight up to the midline; pull straight down to the baseline.
1. Begin at the skyline; pull straight down to just above the baseline; circle forward, touching the baseline; continue by pushing straight up to the skyline.
U
u
A
a
54
Teacher EditionFeatures
Each lesson begins with detailed formation directions for the capital and lowercase
forms of the letters for the teacher to read and model.
Relevant skills are listed for every lesson.
A reduced version of the student book lesson provides
easy reference.
Each lesson follows a three-step presentation: Present, Practice, Proceed.
16
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – –Name
U u
Could you put up your umbrella?
u u u u u u u u u u
Ulysses Ukiah Uncle Uther
U U U U U U U U U
u
U
U u
21
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – –Name
A a
He raced along the narrow path.
a a a a a a a a a
Alicia Arturo Autumn Aunt
A A A A A A A A
a
A
A a
22
PRACTiCE MASTERS
Time Out to Evaluate
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
31
us under around after
What is a cozy insect?
Write a sentence below using another -ug word
Read and write the Hink Pink Use two of the words above and write the answer
Write the words
bug dug hug rug chug snug
auseless umbrella angry armadillo
Place a next to your best uppercase letter.
U Does your U begin at the skyline and pull down to just above the baseline?
Does it circle forward, touch the baseline, and then push straight up to the skyline?
Does your U match the size of the model?
u Does your u begin at the midline and pull down to just above the baseline?
Does it circle forward at the baseline?
Does it end with a vertical stroke from the midline to the baseline?
Is your u the size of the model?
Ask students to consider the following questions to evaluate their formation of the new letters.
A Does your A begin at the skyline and slant left to the baseline?
Does it return to the skyline and slant right to the baseline?
Does it have a horizontal stroke at the midline?
Are your strokes straight?
Does your A match the size of the model?
a Does your a begin just below the midline and circle backward to just above the baseline?
Does it push up to the midline and pull straight down to the baseline?
Is your a the size of the model?
an armadillo angry? (Possible responses: Someone might step on it. It might not have anything to eat.) Have children practice the featured words.
ProceedRead the high-frequency words •on the second page of the lesson together or ask volunteers to read the words. Ask specific questions about the words. Which words have 2 syllables? Which of the words has 1 syllable? What vowel sound do you hear in the words us and under?
Call attention to the • -ug phonogram words. Ask a volunteer to read the words. Discuss the phonogram. What vowel sound do you hear in -ug? What sound does the letter g make in these words? (hard g, /g/)
Have a volunteer read the Hink •Pink question. A Hink Pink is two rhyming words. Explain to students that the answer will be two of the phonogram words. Provide guidance as needed to assist students in determining the correct answer.
Have students complete the page •by writing the high-frequency words, the phonogram words, and the Hink Pink question and answer. Circulate and offer assistance as
needed.
When children have completed •the page, encourage them to share the words and sentences they wrote.
Curriculum ConnectionExplain to students that you will read questions about synonyms and antonyms. The answer to each question will be one of the high-frequency or phonogram words in the lesson. Students should write the word that answers each question.
What word means the opposite of them? (us)
What word is a synonym for insect? (bug)
What word is an antonym for over? (under)
What word means almost the same as “warm and comfortable”? (snug)
What word means the opposite of before? (after)
What word is a synonym for carpet? (rug)
55
Letter-specific evaluation statements reinforce important
formation guidelines.
The Curriculum Connection suggestion reinforces and extends the grade-appropriate language arts focus of
the lesson.
A reduced version of the Practice Master is featured
for easy reference.
17
Sup
port
s te
ache
r pa
ges
34–6
7S
uppo
rts
stud
ent
page
s 14
–43
Unit PlannerYou can complete each handwriting lesson in about 15 minutes. Your children will develop better handwriting skills if you teach handwriting consistently, at least 3 to 4 times per week. You can complete the handwriting book in about 15 weeks by teaching 3 to 4 handwriting lessons per week.
Lessons Additional Resources Literacy Connection Featured Vocabulary Additional Vocabulary
Write Ii and Ll
Student Book pages 14–15 Teacher Edition pages 38–39
Suggested time: 15 minutes
Practice Masters pages 5–6 phonogram -ill
More Hink Pinks
What is a sick pickle? an ill dill
What is an exciting tool? a thrill drill
ill island
lucky ladder
I, little, live, land, line, large
bill, hill, Jill, will, chill, spill
Additional i sight words: idea, important, Indian, it’s
Additional l sight words: last, later, learn, leave, left, let, letter, life light, line, list
Additional -ill words: dill, fill, gill, ill, kill, mill, pill, sill, till, will, drill, frill, grill, skill, still, thrill, twill
Write Tt and Ff
Student Book pages 16–17 Teacher Edition pages 40–41
Suggested time: 15 minutes
Practice Masters pages 7–8 phonogram -ift
More Hink Pinks
What is cheap movement? a thrift shift
teaching toad
flat fruit
take, thing, follow, farm
gift, lift, drift, shift, swift
Additional t sight words: take, talk, tell, thing, think, those, thought, three, through, together, too, took, tree, turn
Additional f sight words: family, far, farm, father, feet, few, follow, food, found, four
Additional -ift words: sift, thrift
Write Ee and Dd
Student Book pages 18–19 Teacher Edition pages 42–43
Suggested time: 15 minutes
Practice Masters pages 9–10 phonogram -eed
More Hink Pinks
What do you have when you want to start a garden? a seed need
extra ear
dead dragon
end, even, does, different
feed, need, seed, weed, speed
Additional e sight words: earth, eat, enough, example, eye
Additional d sight words: don’t
Additional -eed words: deed, heed, reed, bleed, freed, greed
Write Oo and Cc
Student Book pages 20–21 Teacher Edition pages 44–45
Suggested time: 15 minutes
Practice Masters pages 11–12 phonogram -ock
More Hink Pinks
What is a scared group of birds? a shocked flock
What is a stone that is worn with shoes? a rock sock
old onion
cute carrot
over, only, came, change
lock, rock, sock, block, clock
Additional o sight words: off, often, old, once, open, our, own
Additional c sight words: car, carry, children, city, close, country, cut
Additional -ock words: dock, knock, tock, crock, flock, shock
Write Jj and Gg
Student Book pages 22–23
Teacher Edition pages 46–47
Suggested time: 15 minutes
Practice Masters pages 13–14 phonogram -og
More Hink Pinks
What is it called when a toad goes for a run? a frog jog
What is it called when smoke in the air is blocked? a smog clog
jogging jellyfish
giant grape
joke, joy, good, great
dog, fog, hog, log, jog, frog
Additional j sight words: just
Additional g sight words: girl, give, got, group, grow
Additional -og words: clog, smog
Write Qq and Hh
Student Book pages 24–25
Teacher Edition pages 48–49
Suggested time: 15 minutes
Practice Masters pages 15–16 phonogram -ight
More Hink Pinks
What is a scary vision? a fright sight
What is a crowded plane trip? a tight flight
quick quarter
hungry hound
quart, help, here, house
light, knight, night, right, bright
Additional h sight words: hand, hard, head, hear, high, home
Additional -ight words: might, sight, tight, flight, fright, slight
Write Bb and Pp
Student Book pages 26–27
Teacher Edition pages 50–51
Suggested time: 15 minutes
Practice Masters pages 17–18 phonogram -ip
More Hink Pinks
What is a jump journey? a skip trip
What is the end of a fastener called? a clip tip
bully banana
proud porcupine
back, before, play, place
dip, hip, lip, rip, sip, drip, ship
Additional b sight words: because, began, begin, being, below, between, big, book, both, boy
Additional p sight words: page, paper, picture, plant, point, put
Additional -ip words: nip, tip, zip, chip, clip, flip, grip, skip, slip, trip
Write Rr and Ss
Student Book pages 28–29
Teacher Edition pages 52–53
Suggested time: 15 minutes
Practice Masters pages 19–20 phonogram -ar
More Hink Pinks
What is an automobile glass container? a car jar
What is a distant pole? a far bar
rude radish
silly socks
read, river, sound, same
car, far, jar, tar, scar, star
Additional r sight words: really, right, run
Additional s sight words: saw, say, school, sea, second, seem, sentence, set, should, show, side, small, something, sometimes, song, soon, spell, start, state, still, stop, story, such
Additional -ar words: bar
34
Language Arts Focus
context; high-frequency words; long vowel sounds; rhyming words; short vowel sounds; syllables
high-frequency words; long vowel sounds; rhyming words; short vowel sounds; syllables; synonyms
antonyms; high-frequency words; long vowel sounds; rhyming words; short vowel sounds; synonyms; syllables
hard and soft c and g; high-frequency words; long vowel sounds; rhyming words; short vowel sounds; syllables
following directions; hard and soft g; high-frequency words; long vowel sounds; rhyming words; short vowel sounds; syllables
antonyms; context; high-frequency words; long vowel sounds; rhyming words; short vowel sounds; syllables
consonant blends; context; following directions; high-frequency words; long vowel sounds; rhyming words; short vowel sounds; syllables
context; high-frequency words; long vowel sounds; r-controlled vowels; rhyming words; short vowel sounds; syllables
Unit PlannerYou can complete each handwriting lesson in about 15 minutes. Your children will develop better handwriting skills if you teach handwriting consistently, at least 3 to 4 times per week. You can complete the handwriting book in about 15 weeks by teaching 3 to 4 handwriting lessons per week.
Lessons Additional Resources Literacy Connection Featured Vocabulary Additional Vocabulary
Write Ii and Ll
Student Book pages 14–15 Teacher Edition pages 38–39
Suggested time: 15 minutes
Practice Masters pages 5–6 phonogram -ill
More Hink Pinks
What is a sick pickle? an ill dill
What is an exciting tool? a thrill drill
ill island
lucky ladder
I, little, live, land, line, large
bill, hill, Jill, will, chill, spill
Additional i sight words: idea, important, Indian, it’s
Additional l sight words: last, later, learn, leave, left, let, letter, life light, line, list
Additional -ill words: dill, fill, gill, ill, kill, mill, pill, sill, till, will, drill, frill, grill, skill, still, thrill, twill
Write Tt and Ff
Student Book pages 16–17 Teacher Edition pages 40–41
Suggested time: 15 minutes
Practice Masters pages 7–8 phonogram -ift
More Hink Pinks
What is cheap movement? a thrift shift
teaching toad
flat fruit
take, thing, follow, farm
gift, lift, drift, shift, swift
Additional t sight words: take, talk, tell, thing, think, those, thought, three, through, together, too, took, tree, turn
Additional f sight words: family, far, farm, father, feet, few, follow, food, found, four
Additional -ift words: sift, thrift
Write Ee and Dd
Student Book pages 18–19 Teacher Edition pages 42–43
Suggested time: 15 minutes
Practice Masters pages 9–10 phonogram -eed
More Hink Pinks
What do you have when you want to start a garden? a seed need
extra ear
dead dragon
end, even, does, different
feed, need, seed, weed, speed
Additional e sight words: earth, eat, enough, example, eye
Additional d sight words: don’t
Additional -eed words: deed, heed, reed, bleed, freed, greed
Write Oo and Cc
Student Book pages 20–21 Teacher Edition pages 44–45
Suggested time: 15 minutes
Practice Masters pages 11–12 phonogram -ock
More Hink Pinks
What is a scared group of birds? a shocked flock
What is a stone that is worn with shoes? a rock sock
old onion
cute carrot
over, only, came, change
lock, rock, sock, block, clock
Additional o sight words: off, often, old, once, open, our, own
Additional c sight words: car, carry, children, city, close, country, cut
Additional -ock words: dock, knock, tock, crock, flock, shock
Write Jj and Gg
Student Book pages 22–23
Teacher Edition pages 46–47
Suggested time: 15 minutes
Practice Masters pages 13–14 phonogram -og
More Hink Pinks
What is it called when a toad goes for a run? a frog jog
What is it called when smoke in the air is blocked? a smog clog
jogging jellyfish
giant grape
joke, joy, good, great
dog, fog, hog, log, jog, frog
Additional j sight words: just
Additional g sight words: girl, give, got, group, grow
Additional -og words: clog, smog
Write Qq and Hh
Student Book pages 24–25
Teacher Edition pages 48–49
Suggested time: 15 minutes
Practice Masters pages 15–16 phonogram -ight
More Hink Pinks
What is a scary vision? a fright sight
What is a crowded plane trip? a tight flight
quick quarter
hungry hound
quart, help, here, house
light, knight, night, right, bright
Additional h sight words: hand, hard, head, hear, high, home
Additional -ight words: might, sight, tight, flight, fright, slight
Write Bb and Pp
Student Book pages 26–27
Teacher Edition pages 50–51
Suggested time: 15 minutes
Practice Masters pages 17–18 phonogram -ip
More Hink Pinks
What is a jump journey? a skip trip
What is the end of a fastener called? a clip tip
bully banana
proud porcupine
back, before, play, place
dip, hip, lip, rip, sip, drip, ship
Additional b sight words: because, began, begin, being, below, between, big, book, both, boy
Additional p sight words: page, paper, picture, plant, point, put
Additional -ip words: nip, tip, zip, chip, clip, flip, grip, skip, slip, trip
Write Rr and Ss
Student Book pages 28–29
Teacher Edition pages 52–53
Suggested time: 15 minutes
Practice Masters pages 19–20 phonogram -ar
More Hink Pinks
What is an automobile glass container? a car jar
What is a distant pole? a far bar
rude radish
silly socks
read, river, sound, same
car, far, jar, tar, scar, star
Additional r sight words: really, right, run
Additional s sight words: saw, say, school, sea, second, seem, sentence, set, should, show, side, small, something, sometimes, song, soon, spell, start, state, still, stop, story, such
Additional -ar words: bar
35
Sup
port
s te
ache
r pa
ges
34–6
7S
uppo
rts
stud
ent
page
s 14
–43
Lessons Additional Resources Literacy Connection Featured Vocabulary Additional Vocabulary
Write Uu and Aa
Student Book pages 30–31
Teacher Edition pages 54–55
Suggested time: 15 minutes
Practice Masters pages 21–22 phonogram -ug
More Hink Pinks
What is a proud dog? a smug pug
What is a cup container? a mug jug
What is it called when you pull on an electric cord? a plug tug
useless umbrella
angry armadillo
us, under, around, after
bug, dug, hug, rug, chug, snug
Additional u sight words: until
Additional a sight words: above, add, again, air, almost, along, also, always, animal, another, answer, ask, away
Additional -ug words: jug, mug, pug, tug, plug, shrug, smug
Write Mm and Nn
Student Book pages 32–33
Teacher Edition pages 56–57
Suggested time: 15 minutes
Practice Masters pages 23–24 phonogram -ime
More Hink Pinks
What do you get from a green clock? lime time
magic monster
narrow neck
most, much, new, need, name
dime, time, chime, crime, grime
Additional m sight words: man, me, mean, men, might, mile, miss, mother, mountain, must
Additional n sight words: name, near, never, next, night
Additional -ime words: lime, prime, slime
Write Zz and Kk
Student Book pages 34–35
Teacher Edition pages 58–59
Suggested time: 15 minutes
Practice Masters pages 25–26 phonogram -ink
More Hink Pinks
What is a small animal chain? a mink link
zigzag zipper
karate kangaroo
keep, kind, kick, kit, know
link, pink, rink, wink, blink, stink
Additional k sight words: know
Additional -ink words: mink, sink, clink, drink, shrink, think
Write Vv and Ww
Student Book pages 36–37
Teacher Edition pages 60–61
Suggested time: 15 minutes
Practice Masters pages 27–28 phonogram -ow
More Hink Pinks
What is a bird line? a crow row
vacation van
weird walrus
every, move, work, world, very
bow, low, mow, blow, slow
Additional v sight words: very
Additional w sight words: walk, want, watch, well, went, where, while, white, without
Additional -ow words: know, row, sow, tow, crow, flow, glow, grow, show
Write Xx and Yy
Student Book pages 38–39
Teacher Edition pages 62–63
Suggested time: 15 minutes
Practice Masters pages 29–30 phonogram -ay
More Hink Pinks
What is a light black squirt? a gray spray
extra exercise
young yam
year, yes, try, why, any, study
say, day, hay, clay, play, stay
Additional y sight words: year, young
Additional -ay words: bay, gay, jay, lay, may, pay, ray, way, gray, spray, sway, tray
Write Numerals
Student Book pages 40–41
Teacher Edition pages 64–66
Suggested time: 15 minutes
Practice Masters pages 31–32
PrepareEach of the lessons in this section features a common phonogram for relevant handwriting practice. Forming connections between handwriting, reading, and spelling skills helps to reinforce achievement in literacy at the same time students develop good handwriting skills.
Meeting Students’ NeedsWork with students to solve the first Hink Pink question featured. When you introduce the first Hink Pink question on page 15 of the Student Book, model the process step-by-step for students.
What is a mountain fall?Ask students to look at the -ill phonogram words and find a synonym for, or word that is close in meaning to, mountain. Identify hill as the the only word that is close in meaning. Follow the same process and ask students to choose from the four remaining -ill phonogram words, the one that is a synonym for fall. The only word that fits is spill. So a “mountain fall” is a “hill spill.” Remind students to break down the Hink Pink questions in this way to solve them.36
Language Arts Focus
antonyms; high-frequency words; long vowel sounds; rhyming words; short vowel sounds; syllables; synonyms
context; hard and soft c and g; high-frequency words; long vowel sounds; rhyming words; short vowel sounds; syllables; synonyms
consonant blends; context; following directions; high-frequency words; long vowel sounds; rhyming words; short vowel sounds; syllables
capitalization; high-frequency words; long vowel sounds; r-controlled vowels; rhyming words; punctuation; syllables
context; high-frequency words; long vowel sounds; rhyming words; short vowel sounds; syllables
following directions; rhyming words
Lessons Additional Resources Literacy Connection Featured Vocabulary Additional Vocabulary
Write Uu and Aa
Student Book pages 30–31
Teacher Edition pages 54–55
Suggested time: 15 minutes
Practice Masters pages 21–22 phonogram -ug
More Hink Pinks
What is a proud dog? a smug pug
What is a cup container? a mug jug
What is it called when you pull on an electric cord? a plug tug
useless umbrella
angry armadillo
us, under, around, after
bug, dug, hug, rug, chug, snug
Additional u sight words: until
Additional a sight words: above, add, again, air, almost, along, also, always, animal, another, answer, ask, away
Additional -ug words: jug, mug, pug, tug, plug, shrug, smug
Write Mm and Nn
Student Book pages 32–33
Teacher Edition pages 56–57
Suggested time: 15 minutes
Practice Masters pages 23–24 phonogram -ime
More Hink Pinks
What do you get from a green clock? lime time
magic monster
narrow neck
most, much, new, need, name
dime, time, chime, crime, grime
Additional m sight words: man, me, mean, men, might, mile, miss, mother, mountain, must
Additional n sight words: name, near, never, next, night
Additional -ime words: lime, prime, slime
Write Zz and Kk
Student Book pages 34–35
Teacher Edition pages 58–59
Suggested time: 15 minutes
Practice Masters pages 25–26 phonogram -ink
More Hink Pinks
What is a small animal chain? a mink link
zigzag zipper
karate kangaroo
keep, kind, kick, kit, know
link, pink, rink, wink, blink, stink
Additional k sight words: know
Additional -ink words: mink, sink, clink, drink, shrink, think
Write Vv and Ww
Student Book pages 36–37
Teacher Edition pages 60–61
Suggested time: 15 minutes
Practice Masters pages 27–28 phonogram -ow
More Hink Pinks
What is a bird line? a crow row
vacation van
weird walrus
every, move, work, world, very
bow, low, mow, blow, slow
Additional v sight words: very
Additional w sight words: walk, want, watch, well, went, where, while, white, without
Additional -ow words: know, row, sow, tow, crow, flow, glow, grow, show
Write Xx and Yy
Student Book pages 38–39
Teacher Edition pages 62–63
Suggested time: 15 minutes
Practice Masters pages 29–30 phonogram -ay
More Hink Pinks
What is a light black squirt? a gray spray
extra exercise
young yam
year, yes, try, why, any, study
say, day, hay, clay, play, stay
Additional y sight words: year, young
Additional -ay words: bay, gay, jay, lay, may, pay, ray, way, gray, spray, sway, tray
Write Numerals
Student Book pages 40–41
Teacher Edition pages 64–66
Suggested time: 15 minutes
Practice Masters pages 31–32
PrepareEach of the lessons in this section features a common phonogram for relevant handwriting practice. Forming connections between handwriting, reading, and spelling skills helps to reinforce achievement in literacy at the same time students develop good handwriting skills.
ELL T i p s
Learning and understanding the names of the guidelines is critical to •correct letter formation. For second-language students, call attention to the colors used for the lines. The actual line and name for skyline are written in blue, and relating this to the blue sky may help second-language students understand. Additionally, the line and the name for the baseline are both red. If basements are common in your area, you could compare the baseline at the bottom to the basement in a home, which is the bottom of the house.
Review with your second-language students the meaning of the •common prepositions used in letter formation: on, at, below.
Arrange second-language students in multilevel groups or work with •them to solve the Hink Pink questions.
37
LANG
UAGE
ART
S FO
CUS antonyms
high-frequency words
long vowel sounds
rhyming words
short vowel sounds
syllables
synonyms
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – –
30
Name
U u A a
U U U U U A A A A ATrace the letter Then try it on your own
U U U U U A A A A Au u u u u u a a a a a au u u u u u a a a a a auseless umbrella angry armadillo
u a
U A
U u A a
U
u
A
a
PresentAsk students to name the letters •featured at the top of the page. Ask specific questions that will provide students an opportunity to compare and contrast the formation strokes used. Which letter is formed entirely with straight lines? Which letters are formed with vertical lines? Which letter has 3 pencil strokes?
Model the formation of U and u. •Verbalize the formation strokes as you make the letter on the board or a transparency. Then ask students to use the pointer finger on their writing hand to make the capital and lowercase letter on their desk as you state the formation strokes.
Model the formation of A and a. •Verbalize the formation strokes as you make the letter on the board or a transparency. Then ask students to use the pointer finger on their writing hand to make the capital and lowercase letter on their desk as you state the formation strokes.
PracticeHave students look at the example •letters at the top of the page. Reviewthemeaningofthearrowsand numbers and discuss the
specifics for the two forms of the featured letters.
Ask students to use their pointer •fingers to trace the capital and lowercase forms at the top of the first page of the lesson as you repeat the formation strokes.
Have students use their pencils to •trace the capital letter in the first practice row. Encourage them to think about the formation strokes as they complete the tracing row. Continue by having students write the capital letter themselves on thefollowingline.Remindthemto begin each letter at the starting dot. Explain that these dots guide theirspacingoftheletters.Repeatthe process with the lowercase form of the letter and the capital and lowercase forms of the other featured letter.
Discuss the illustration featured for •the first letter. (useless umbrella) What vowel sound is heard in the word useless? (long u) What vowel sound is heard in the word umbrella? (short u) What might make an umbrella useless? (Possible response: It could have a hole in it.) Have children practice the featured words.
Discuss the illustration featured •for the second letter. (angry armadillo) What might make
1. Begin just below the midline; circle backward, ending just above the baseline; push up to the midline; pull straight down to the baseline.
1. Begin at the skyline; slant left to the baseline.
2. Jump to the skyline; slant right to the baseline.
3. Jump to the midline; slide right.
1. Begin at the midline; pull straight down to just above the baseline; circle forward, touching the baseline; push straight up to the midline; pull straight down to the baseline.
1. Begin at the skyline; pull straight down to just above the baseline; circle forward, touching the baseline; continue by pushing straight up to the skyline.
U
u
A
a
54
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – –Name
U u
Could you put up your umbrella?
u u u u u u u u u u
Ulysses Ukiah Uncle Uther
U U U U U U U U U
u
U
U u
21
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – –Name
A a
He raced along the narrow path.
a a a a a a a a a
Alicia Arturo Autumn Aunt
A A A A A A A A
a
A
A a
22
PRACTiCE MASTERS
Time Out to Evaluate
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
31
us under around after
What is a cozy insect?
Write a sentence below using another -ug word
Read and write the Hink Pink Use two of the words above and write the answer
Write the words
bug dug hug rug chug snug
auseless umbrella angry armadillo
Place a next to your best uppercase letter.
U Does your U begin at the skyline and pull down to just above the baseline?
Does it circle forward, touch the baseline, and then push straight up to the skyline?
Does your U match the size of the model?
u Does your u begin at the midline and pull down to just above the baseline?
Does it circle forward at the baseline?
Does it end with a vertical stroke from the midline to the baseline?
Is your u the size of the model?
Ask students to consider the following questions to evaluate their formation of the new letters.
A Does your A begin at the skyline and slant left to the baseline?
Does it return to the skyline and slant right to the baseline?
Does it have a horizontal stroke at the midline?
Are your strokes straight?
Does your A match the size of the model?
a Does your a begin just below the midline and circle backward to just above the baseline?
Does it push up to the midline and pull straight down to the baseline?
Is your a the size of the model?
an armadillo angry? (Possible responses: Someone might step on it. It might not have anything to eat.) Have children practice the featured words.
ProceedReadthehigh-frequencywords•on the second page of the lesson together or ask volunteers to read the words. Ask specific questions about the words. Which words have 2 syllables? Which of the words has 1 syllable? What vowel sound do you hear in the words us and under?
Call attention to the • -ug phonogram words. Ask a volunteer to read the words. Discuss the phonogram. What vowel sound do you hear in -ug? What sound does the letter g make in these words? (hard g, /g/)
Have a volunteer read the Hink •Pink question. A Hink Pink is two rhyming words. Explain to students that the answer will be two of the phonogram words. Provide guidance as needed to assist students in determining the correct answer.
Have students complete the page •by writing the high-frequency words, the phonogram words, and the Hink Pink question and answer.
Circulate and offer assistance as needed.
When children have completed •the page, encourage them to share the words and sentences they wrote.
Curriculum ConnectionExplain to students that you will read questions about synonyms and antonyms. The answer to each question will be one of the high-frequency or phonogram words in the lesson. Students should write the word that answers each question.
What word means the opposite of them? (us)
What word is a synonym for insect? (bug)
What word is an antonym for over? (under)
What word means almost the same as “warm and comfortable”? (snug)
What word means the opposite of before? (after)
What word is a synonym for carpet? (rug)
55
LANG
UAGE
ART
S FO
CUS
base words
capitalization
context
prefixes
punctuation
word meanings
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
46
Name
Add the prefixes Write the meaning
un- is a prefix that means “not”
Prefixes are small word parts added to the beginning of a word They change the meaning of the word
Word Parts: Prefixes
__happy means
__afraid means
__kind means
re- is a prefix that means “again”
__read means __run means
__write means
PresentExplain to students that they •will be working with word parts. Together, read the title and the boxed information at the top of the lesson.
On the board, write the words •real and play. Model adding the prefix un- to write the word unreal and the prefix re- to write the word replay. Discuss how adding the prefix un- forms a word that means “not real.” Adding the prefix re- forms a word that means “play again.”
PracticeHave students complete the •page by adding a prefix to each base word and then writing the meaning of the new word. Circulate and offer assistance as needed.
When students have completed •the page, ask volunteers to read their words and the meanings. Have volunteers use each new word in a sentence.
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PRACTiCE MASTERS
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
Name
The man was __kind to the dog.
Tim wants to __read that book.
The __happy baby cried.
We watched a __run on TV.
Add un- or re- to make a word that fits in each sentence . Then write the sentence on the line below .
34
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
47
Write a story about a time when you were unhappy or unafraid
Circle a letter made with a forward circle.
ProceedTogether, read the directions •at the top of the second page ofthelesson.Remindstudentsthat the prefix un- means “not.” Discuss the meanings of the words unhappy and unafraid.
Provide time for students to •writetheirstories.Remindthemto begin the first word of each sentence with a capital letter and to end each sentence with the appropriate punctuation mark.When children have completed the page, encourage them to read their stories aloud to partners.
Curriculum ConnectionOn the board, write the prefixes un- and re- and the base words happy, zip, place, and heat. Together, read the base words. Explain to students that you will read a sentence that is missing a word. The missing word in each sentence will be a word made by combining un- or re- with one of the base words on the board. Students should write the word that fits in each sentence.
Mom will ___ the soup in the microwave. (reheat)
I am warm, so I will ___ my jacket. (unzip)
Did you ___ the book on the shelf where it belongs? (replace)
Our team was ___ about losing the game. (unhappy)
Ask children to consider the following questions to evaluate their handwriting.
Did you form all the strokes correctly?
Did you leave enough space between letters in words?
Are your words easy to read?
Time Out to Evaluate
73
LANG
UAGE
ART
S FO
CUS
capitalization
fiction
informational text
punctuation
– – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
66
Name
Write the informational book titles below Remember most words in a book title are capitalized
Informational text is writing that is true, or factual Informational books are books with facts
What Is Informational Text?
Growing a Pumpkin
George Washington, Our First President
How to Be Healthy
The American Flag
Underline the title that shows your best word spacing.
PresentReadaloudthetitleofthelesson•and the boxed information at the top of the page. Ask specific questions that will help students understand the differences between fiction and informational text. Which paragraph would be informational: A paragraph about how to care for a pony or one about a boy who dreams about getting a pony?
Together read the directions for •completingthepage.Reviewtheuse of capital letters for the first, last, and all important words in a title. Have students skim the list of titles to find words that are not capitalized.
Have volunteers read the titles •aloud. For each title, ask students what kind of information they might find in that book.
PracticeAsk students to complete the page •by writing each informational booktitle.Remindthemtousetheir best handwriting and to leave the appropriate amount of space between letters in words and between words in titles.
When children have completed •the page, have students pair up and show each other which title they underlined as an example of their best word spacing.
96
PRACTiCE MASTERS
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
Name
Mercury is the closest planet to the Sun.
Long ago, people told time by using the Sun.
Read the informational book titles . Write each title on the line under a fact you might learn by reading
that book .
Volcanoes and Earthquakes The History of ClocksThe Planets
All About AnimalsAll About Insects
Great Presidents
Ash, dust, and lava come out of a volcano.50
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
Name
George Washington was the first president.
The elephant is the biggest land animal.
Write a fact you might learn by reading the book All About Insects .
51
Curriculum ConnectionReviewwithstudentsapassagethey have read recently from a textbook, magazine, or another source. Ask them to each write one fact they learned from the text.Remindthemtowriteacomplete sentence and to use their best handwriting.
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
67
Think about informational text What is your favorite thing to read about? What are you most interested in? Write your favorite subject and what you know and what you’d like to learn
Subject:
ProceedRemindstudentsthat•informational text is writing that gives facts about a topic. A fact is “something that can be proven.” Ask questions to help students distinguish factual information. Which of these sentences states a fact? Clouds form in the sky. The fluffy clouds are beautiful.
Together, read the text at the top •of the second page of the lesson. Point out that children need to choose a favorite informational topic.Remindstudentsthatthetopic they choose needs to be real. For example, they may like to read about fairies, but books about fairies are fiction, so the topic would not work.
Have students complete the •page by writing the name of a subject they want to learn about, what they already know, and some questions they would like answered about that subject. Circulate and offer assistance as needed.
When children have completed •the page, ask several volunteers to share their work.
Time Out to EvaluateAsk children to consider the following questions to evaluate their handwriting.
Did you form all the letters correctly?
Did you leave enough space between letters in words?
Did you leave a space between the words in each title?
Are your titles and answers easy to read?
97