Page 17 - bh-2Ts-twe-sampler
P. 17

 h h Formation –––––––––– Focus
Curve under, loop back, slant down. Trace up, curve over, slant down. Curve under to join.
Trace and write.
h
h h h h h h h h h h h h –––––––––––––––––––––––––––––––––––––––––––––––––
–––––––––––––––––––––––––––––––––––––––––––––––––
hhhhhhhhhhhh
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Practice joining h and other letters you have learned. –––––––––––––––––––––––––––––––––––––––––––––––––
ÇòÑïë Çòáôë ÇòÇàí ÇòƧë á´äòë †ßÇòë Çòá´í
––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––
Çòáô†ßë Çòáôáêë ÇòÑïƧë ÇòáŸÇàí ÇòáŸáêë †ßÇòáŸáêë
–––––––––––––––––––––––––––––––––––––––––––––––––
Keep the Focus
Size Does your beginning curve under stroke extend from the baseline to the skyline?
Present
• Ask students to look at the manuscript and cursive example letters. Have them compare and contrast the two forms.
• Then focus on the cursive form of the letter, and ask questions that can be answered by viewing the letter. Where does the lowercase cursive letter h begin? (at the baseline) Where does the curve under stroke in lowercase cursive h end? (at the skyline) What part of the line does the curve over stroke touch? (the midline)
• Model the formation of the cursive letter while verbalizing the formation strokes. Then ask students to use the pointer finger on their writing hand to make the letter on their desks as you state the formation strokes.
Practice
• Have students look at the top of
the page. Ask a volunteer to read
the formation directions. Then ask specific questions regarding the formation, and have students refer to the directions for the answers.
• Read the label below the art and discuss.
• Have students complete the three rows of practice. Encourage them
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to think about and refer to the formation strokes. Remind them to begin each letter at the starting dot.
Proceed
• Explain the curve under joining stroke used for the letter. Have students use their pointer fingers to trace the letter groups provided. Then have them write the letter groups provided on the following lines.
• Have students identify any two- or three-letter groups that are real words. Ask volunteers to use the real words in sentences. Then discuss the vowel sounds heard in the words. Which real words have long vowel sounds? (hi, he) Which real words have
the short-i sound? (hit, his) Which words have the short-u sound? (hut, hub, shut)
Time Out to Evaluate
Ask students to consider the following questions to evaluate their formation of the new letter.
Does your h begin on the baseline and curve under to the skyline?
Does your h match the size of the
model?
ÇòáŸÖûÅó§á¥Ï ÇòÅüçŸÖûÅîë üéûë Äë ÇòáŸÖûáêë
Curve under, loop back, slant down. Trace up, curve over, slant down. Curve under to join.
Formation Focus
ELL Support
Picture it! Explain to learners that the lowercase cursive letter h follows the same basic letter shape as lowercase cursive letter l, but instead of continuing down into a final curve under stroke, it changes from the moment it starts to trace back up again. Consider having learners write a series of joined and unjoined lowercase cursive l’s and h’s.
Practice Masters
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