Page 21 - bh-Ks-tx-twe-sampler
P. 21

  Time to Review
Look at the letters you’ve learned! Write them below.
Name
––––––––––––––––––––––––
      I i
––––––––
L l
––––––––
T t
––––––––
       –––––––––––––––––––––––––––––––––––––––––––––––––
Write the words and the name.
  is Lee that
 –––––––––––––––––––––––––––––––––––––––––––––––––
  –––––––––––––––––––––––––––––––––––––––––––––––––
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   Circle your best letter.
 Present
• Call children’s attention to the featured letters. Ask a volunteer to name each pair.
• Review the initial sound each letter represents. Ask children to point to the letter they hear at the beginning of each of these previously featured names and words: look, is, Tre, Ida, Lee, to.
Practice
• Review the formation of each uppercase and lowercase letter, having children form the letters with the pointer finger on their writing hand on their desks as you verbalize the strokes.
• Remind children of the correct writing posture. Make certain they are resting their arms on their desks and have their papers slanted properly. Most importantly, review the correct three-finger pencil grip.
• Direct children’s attention to the arrows, numbers, and formation boxes for the letters. Then have children write each of the letters in the space provided.
Proceed
• Ask children to point to the review words and name as you read them aloud. Have a volunteer name the letters in each after it is read. Then have children practice the words. Remind them to think about the strokes used to form each letter. Also, remind them that the letters within a word shouldn’t touch.
• Read Letterman’s self-evaluation prompt together and have children follow his directions.
Time Out to Evaluate
Ask children to consider the following questions to evaluate their handwriting.
Did you leave enough space between letters? Did you leave enough space between words? Do your tall letters touch the skyline?
Do the names begin with uppercase letters?
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