Style for speed: looping from g : \l , \i , \r , \a , \g
Unit 2
Key learning •
3 Using the Workbook (p3)
Developing a preferred style – joining g (previously a break letter) with a loop.
1 Using the Interactives Penpals gym • Ask children to try the warm-ups: Arm point and Blindfold, or choose others from the reference area. Teach • Demonstrate the animated joins. Children should practise these. • Look at the examples of children’s work. Ask children to identify the target joins.
Handwriting practice with a grammar focus: antonyms. Together, confirm both the handwriting and G/P/S learning points. a Watch while children trace and write the joins and words, practising the looped join. b Children trace the words and then draw lines to join the antonyms (opposites). Ask them to write all the words that feature g. c Self- or peer-assess: ask children to check the meanings of the words. They should then find two joins to tick and two to improve.
a
b c
4 Extra support Practise • Children practise using the word bank: bigger, gigantic, angle, algorithm, dangerous, rough, stranger, aggressive. • The challenge word is dangerous.
2 Using the Practice Book (p3) a Ask children to practise the joins, first in the usual way and then with a loop. Check the key learning points. b Children write the list of words using the usual join and then the new join. Which do they feel most comfortable with? c Children write words using their chosen joins. d Children practise writing at speed, using their preferred join. e Self- or peer-assess: ask children to tick their best join from g and find two to improve.
a
c
b
Small group work: Practice Book • Support children while they explore the joins to achieve a personal style which is fast, fluent and legible. They can choose to include this new join or not. • Watch while they copy the words, trying out both joining styles. • Help them with the evaluation Small group work: Workbook • Check while children trace and copy the joins and words. • Discuss and agree the antonyms. • Probe for a sentence containing a word and its antonym together (e.g. ‘My neighbour isn’t a stranger’) so you can be confident children understand the words. • Support children while they look up some of the words. • Children should identify two words to tick and two to improve. Homework • PCM 2 on page 48.
5 Common errors •
d e
Term 1
•
The loop at the bottom of the g is larger than the loop at the top. Spacing between g and the following letter is too wide or too cramped.
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