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  Look at the letters you’ve learned! Write them below.
Name
 ––––––––––––––––––––––––
     F f
E e
D d
     ––––––––
––––––––
––––––––
        –––––––––––––––––––––––––––––––––––––––––––––––––
Write the words and the name.
  Fay eat do
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     Circle your best word.
 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: for, eat, Fay, Ema, Don, do. Confirm the featured letter after each name or word.
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.
• Direct children’s attention to the arrows, numbers, and formation boxes for the letters. Explain that they can use the guides to help them remember how to form each letter correctly. 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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