Page 19 - bh-Kv-tx-twe-sampler
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 I ––––––––––––––––––––––––
ABCDEFGHIJKLMNOPQRSTUVWXYZ abcdefghijklmnopqrstuvwxyz ––––
Trace and write. I
I I I I I I I I I –––––––––––––––––––––––––––––––––––––––––––––––––
1. Pull straight down. 2. Slide right.
3. Slide right.
Formation Focus
Practice Masters
©Perfection Learning® NO REPRODUCTION ALLOWED.
• Have children use their pencils to trace the model letter in the first practice row. Then have them place their pencil on the starting dot of the second letter and trace it. Remind children to begin each traceable letter at the starting dot as they complete the row. Explain that these dots show them where to begin and guide their spacing of the letters. Then have them complete the second practice row by tracing the first letter and forming the letter on their own using the starting dots.
• Call attention to the featured names and pronounce each one. Explain why they begin with an uppercase letter. Ask a volunteer to name the letters in each name. Remind children where to begin the featured letter and have them trace the names.
ELL Support
Explain to children that in the English language, names begin with uppercase letters.
Time Out to Evaluate
Ask children to consider the following questions to evaluate their letter formation.
Does your I begin at the skyline? Does it come straight down? Does it sit on the baseline?
Literacy Connection
Record the following sentence starter. Point to each word as you read the words aloud. Remind children that I is a word that can be used instead of your name to refer to yourself. Complete the sentence by filling in the blank with something you can do. Then encourage children to offer their own suggestions for completing the sentence. Record the sentences they suggest. Provide children paper with lines on the bottom and a space for drawing on the top. Encourage them to create their own “I can” sentence with a matching illustration.
I can _______________.
I I I I I I I I I –––––––––––––––––––––––––––––––––––––––––––––––––
Ian Ida
Formation Focus
1. Pull straight down. 2. Slide right.
3. Slide right.
– – – – – –
• Introduce the featured letter. Discuss which letters come before and after the featured letter. If children in the class have a first or last name beginning with the featured letter, celebrate their names.
• Introduce the featured word I by discussing the art. Further explain the meaning of I by pointing to yourself and stating a sentence such as “I am your teacher.” Explain that I is a word you can use instead of your name when you talk about yourself. Have children point to themselves and say the word I.
• Model the formation of uppercase I. Verbalize the formation strokes as you form the letter where all can see. Repeat. Then ask children to hold the arm of their writing hand out in front of them, elbow straight. Have them point (write) with their pointer finger and form the letter as you repeat the formation strokes. With your back to the children, perform the same movements with them. Repeat. Then ask children to use their pointer finger on their writing hand to form
the letter on their thigh as you repeat the formation strokes. Repeat.
• Provide children copies of the reproducible form of the featured letter for tracing, which can be found at the back of the Practice Masters book. State the formation strokes as children trace the large forms of the letter with the pointer finger on their writing hand.
• Call children’s attention to the letter in the model box at the top of the page. Explain that the arrows show the direction of strokes and the numerals indicate each time a pencil lift, or jump, is needed. Review skyline, midline, and baseline. Point out the shaded box behind the letter outlining the size. Discuss the specifics of the featured letter.
• Ask children to use their pointer fingers to trace the letter in the model box as you repeat the formation strokes.
• Have children take their pencils and hold them in the air, showing you the correct three-finger grip—“Use three fingers to hold it right.” Remind them that they should be sitting up straight with their arms resting on their desks and their feet flat on the floor.

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