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1. Pull straight down. 2. Dot.
ABCDEFGHIJKLMNOPQRSTUVWXYZ a b c d e f g h i j k l m n o p q r s t u v w x y z
Practice Masters
Formation i 1. Pull straight down. Focus – – – – – – 2. Dot.
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 words and pronounce each one. Ask a volunteer to name the letters in each word. Remind children where to begin the featured letter and have them trace the featured words.
ELL Support
Set up Language Partners with ELL students. Native English speakers can be partnered with English Language Learners and ELLs can be partnered with other ELLs who are one proficiency level apart, such as Beginning with Intermediate, Intermediate with Advanced, and Advanced with Advanced High. Use the Turn and Talk Strategy with the Language Partners for peer learning before the children seek teacher support. For the Making Connection activity, have ELLs work with language partners and one sheet of drawing paper to demonstate understanding of the antonyms in and out.
Time Out to Evaluate
Ask children to consider the following questions to evaluate their letter formation.
Does your i begin at the midline?
Is the dot above the i and between the skyline and the midline?
Literacy Connection
Have children fold 9” x 12” drawing paper in half along the 12” side so they have two drawing areas, each 6” x 9”. Ask children to write in at the top on the left side and out at the top on the right side. Discuss the meanings and that they are opposites. Then suggest and discuss drawing ideas as a group.Then have children illustrate these two words. Once children have finished their drawings, provide time for sharing.
Formation Focus
Trace and write.
• Introduce the featured letter. Discuss which letters come before and after the featured letter.
• Introduce the featured words in the room by discussing the art. Demonstrate and discuss the meaning of the word in, for example, place a pencil in the drawer. Discuss in as the opposite of out.
• Modeltheformationoflowercasei.Verbalizetheformation 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.
• Have children look at 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.
• 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
in the room
i i i i i i i i i i –––––––––––––––––––––––––––––––––––––––––––––––––
i i i i i i i i i i –––––––––––––––––––––––––––––––––––––––––––––––––
©Perfection Learning® NO REPRODUCTION ALLOWED.
in is if it

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