Page 1

Little hands will learn excellent

Straight Style

handwriting skills with this handwriting practice book. The friendly Letterland characters remind them of the correct strokes for a–z and A–Z. Every page is clearly illustrated, guaranteeing to

cadcad

boost confidence in handwriting, capitalization and punctuation. At the same time children will be building phonemic awareness and reading and spelling skills.

0 0 0

You may also like:

Published and imported by Letterland International Ltd, Leatherhead, Surrey, KT22 9AD, UK. www.letterland.com ISBN: 978-1-78248-152-2 Product Code: TH73 © Letterland International 2016 LETTERLAND® is a registered trademark of Lyn Wendon. 10 9 8 7 6 5 4 3 2 1 All rights reserved. Copying, public performance and broadcasting of this recording in whole or in part is only permissible with written authorisation from the Publisher.

Code: TH73 $6.99 ISBN 978-1-78248-152-2

See our full range at: www.letterland.com Printed by Leo Paper Products, Guangdong Province, China. Author: Stamey Carter Designers: Lisa Holt & Klara E. Skariah

9 781782 481522 Child-friendly phonics

TH73_OFCOBC.indd All Pages

Learn correct letter formation skills 14/01/2016 15:34


Contents

Contents ...................................................................... 1 How to use this book ............................................2–3

Blending and writing words ..................................24 Segmenting and writing words .............................25

Lowercase Curve starters: c, a, d ......................................................................... 4 g, o .............................................................................. 5 s, q .............................................................................. 6 Curve starters review ................................................ 7

Uppercase Deep breath uppercase: C, O, S ......................................................................26 V, W ..........................................................................27 U, X, Z ......................................................................28

Tall starters: l, t, k ............................................................................ 8 h, b .............................................................................. 9 Tall starters review ..................................................10 Middle starters: i, r, n...........................................................................11 m, u ...........................................................................12 j, p .............................................................................13 Middle starters review ............................................14 Blending and writing words ..................................15 Segmenting and writing words .............................16 Funny/Slope starters: Funny starters: f, e, z ..............................................17 Slope starters: v, w ............................................................................18 x, y .............................................................................19 Funny/Slope starter review ....................................20 Below the bottom line ............................................21 Letter practice: b, d ................................................22 Lowercase review .....................................................23

Grow and change uppercase: I, K, L ........................................................................29 P, Y ............................................................................30 J, T .............................................................................31 Uppercase review ....................................................32 Uppercase in sentences ..........................................33 Straight line uppercase: F, E, H ......................................................................34 Sloped uppercase: A, N, M .....................................................................35 Rounded uppercase: B, R, D ......................................................................36 G, Q ...........................................................................37 Upper and lowercase review .........................38–39 Sentences and punctuation ............................40–41 Uppercase in place names .............................42–43 Contractions ......................................................44–45 Conversation punctuation ...............................46–47 Number words ..................................................48–49 Color words .......................................................50–51 Days of the week ..............................................52–53 Months of the year .................................................54 My favorites .............................................................55 Full alphabet and numbers 1–10 ..........................56

Correct handwriting position Left-hander

Right-hander

Finger tips 4cm from tip of pencil e

dg

e ide

Finger tips 2cm from tip of pencil tom bot

e edg

rs pe Pa 30 Table Edge

er Pap 20 Table Edge

Elbows off the table

Chair slightly tilted

°

°

1

TH73_text.indd 1

14/01/2016 16:46


How to use this book What you can teach with this book First grade is a time to consolidate consistent letter formation and to develop neat, fluent handwriting. This book helps you teach handwriting and more including: • 26 lowercase letters • How to punctuate a sentence • Contractions • 26 uppercase letters • Understanding the use of quotation marks • Phonemic awareness • Number words, color words, days of week, and • Blending and spelling words months of the year • When to use uppercase letters

Coordinate with other Letterland resources Grade One Teacher’s Guide Grade One Handwriting Practice supports children’s learning along with the Letterland Grade One Teacher’s Guide. You will want your first graders to form their letters accurately and efficiently as soon as possible. The following suggested schedule allows you to cover all lowercase letters in the first six weeks by completing three pages per Letterland Unit. In the weeks beyond that, two pages per unit enable you to complete the book by Unit 23. Unit Pages 1 ............................................ 4–6 2 ............................................ 7–9 3 ....................................... 10–12 4 ....................................... 13–15 5 ....................................... 16–18 6 ....................................... 19–21 7 ....................................... 22–23 8 ....................................... 24–25

Unit Pages 9 ....................................... 26–27 10 ..................................... 28–29 11 ..................................... 30–31 12 ..................................... 32–33 13 ..................................... 34–35 14 ..................................... 36–37 15 ..................................... 38–39 16 ..................................... 40–41

Unit Pages 17 ..................................... 42–43 18 ..................................... 44–45 19 ..................................... 46–47 20 ..................................... 48–49 21 ..................................... 50–51 22 ..................................... 52–53 23 ..................................... 54–55

Handwriting Songs To get the most from this book, use it with Letterland Handwriting Songs CD or Living ABC software for lowercase letters (which includes the songs and displays an animation of the handwriting strokes for each letter). For uppercase letters use the Letterland Handwriting Songs – Uppercase. You may like to point out that the first word in every song begins with the featured letter.

Teaching with this book Emphasize the essentials When children are practicing a letter, make sure that they: • Start the letter in the correct place. (Dots indicate the starting point for new letters.) • Make strokes in the correct direction and sequence. (Arrows provide guidance.) • Make most lowercase letters with one continuous movement without lifting the pencil point off the page (exceptions: f, i, j, k, t, x, and y). Getting these essentials right from the start will help ensure neat and fluent writing for years to come.

Call attention to similar letters Lowercase letters are taught in groups with similar starting points and handwriting strokes. This grouping enables children to recognize the similarities in how the letters are formed and to internalize pencil placement and movement. Uppercase letters are grouped 1) by how much they differ from the lowercase letter and 2) by starting points and types of lines: straight, sloped, or rounded.

2

TH73_text.indd 2

14/01/2016 16:46


Discuss the group of letters Where you see ‘Let’s talk!’ there are suggestions for discussing the letters. You will guide the children to observe the letters and form some of their own conclusions. This kind of participation helps them get engaged and remember what is being taught.

Guide letter practice As an example of teaching with this book, consider the first lesson, which focuses on letters c, a, and d. They are in the ‘curve starter’ group, which also includes g, o, s, and q. Initially, help children find the correct starting point (just a bit below the dotted line) Then demonstrate the curving stroke. Children use the same starting place and initial stroke to write all the curve starters. Learning these strokes also helps prevent letter reversals.

Air-tracing and singing Begin by writing the letters in a huge size on the board. Have children stand and ‘air-trace’ the letters as you all sing the Handwriting Song and (if available) watch the animated letter formation on the software. Children ‘air-trace’ by extending their arm straight out (with two fingers extended, and no bending at elbow) and pretend to trace over the letter. They move the whole arm (including the shoulder) to involve large muscles with multiple connections to the brain.

Trace letters in the book

Sing

Finger-trace

After air-tracing, play the song again and have children sing as they trace the picturecoded letter in this book with their fingers. Each song repeats the lyrics, so on the second time have them trace the plain dotted letter next to the character.

Use the icons and instructions At the start of each new section there are instructions which should be read to the children especially at the beginning of the year. Then simple picture icons with labels like ‘Read’, ‘Write’, and ‘Circle’ remind children Read Circle Write what needs to be done. In addition to reading the instructions, it is important that you and the children name any objects pictured on the page before they begin work. This will ensure that everyone is saying the words correctly when asked to read or spell them.

Write over dotted letters Make sure children carefully write over dotted letters in words or sentences. This type of practice helps them in shaping their letters. In most activities, they then write the word or sentence again on their own.

Teach related skills A number of pages provide practice in blending or segmenting words as well as handwriting practice.

Blend

Segment

Blending As explained in the Teacher’s Guide, children use the Finger Tapping Trick –tapping their fingers in order as they say the letter sounds. Then they slide their thumbs across all their fingers to blend the sounds and read the word. Segmenting When children see the segmenting icon, they use the Finger Tapping Trick in reverse, first saying the word in a slow, stretched out manner. Next they tap their fingers as they say each sound. Now they are ready to write the word using the letters they have been practicing.

3

TH73_text.indd 3

14/01/2016 16:46


Curve starters: c, a, d, g, o, s, q IMPORTANT Please refer to pages 2-3 to ensure you fully understand how to complete each activity and get the most from your handwriting book.

Sing

Finger-trace

Let’s talk! Look at letter c. Where do we start to write it? Trace it with your finger. Is it a curve or a straight line? Now trace a and d as you sing or say the Handwriting Song. Do they all start off with the same curve?

c a d Curve ‘round Clever Cat’s face to begin. Then gently tickle her under her chin.

At the leaf begin. Go ‘round the apple this way. Then add a line down so Annie won’t roll away.

Draw Dippy Duck’s back. Go ‘round her tum. Go up to her head. Then down you come!

+ Say

Write

Rate

cccc aaaa dddd cadcad 4

TH73_text.indd 4

14/01/2016 16:46


Curve starters: c, a, d, g, o, s, q

Sing

Finger-trace

g Go ‘round Golden Girl’s head. Go down her golden hair. Then curve to make her swing, so she can sit there.

o On Oscar Orange start at the top. Go all the way ‘round him, and... then stop.

+ Say

Write

Rate

gggg oooo gogo cadgo 5

TH73_text.indd 5

14/01/2016 16:46


Curve starters: c, a, d, g, o, s, q

Sing

Finger-trace

s Start at Sam’s head where he can see. Stroke down to his tail, oh, so care-ful-ly!

q Quickly go ‘round the Queen’s cross face. Then comb her beautiful hair into place.

+ Say

Write

Rate

ssss qqqq sqsq cgosq 6

TH73_text.indd 6

14/01/2016 16:46


Curve starters review

Say

Write

Say the sound as you write the letter three times “c...c...c...”, “a...a...a...” and so on.

d s

a o

c g q Word Bank

sad dog gas dad

0 0 0

Say

Listen

Write

ow

ueen at 7

TH73_text.indd 7

14/01/2016 16:46


Tall starters: l, t, k, h, b Let’s talk! Why do we call these letters ‘tall starters’? How are these letters alike? Where do you start these letters? How is each one different from the others? Sing

Finger-trace

l t k Lucy looks like one long line. Go straight from head to foot and she’s ready to shine!

Tall as a tower make Talking Tess stand. Go from head to toe, and then from hand to hand.

Kicking King’s body is a straight stick. Add his arm, then his leg, so he can kick!

+ Say

Write

Rate

l l l l tttt kkkk ltkltk 8

TH73_text.indd 8

14/01/2016 16:46


Tall starters: l, t, k, h, b

Sing

Finger-trace

h Hurry from the Hat Man’s head, down to his heel on the ground. Go up and bend his knee over, so he’ll hop while he makes his sound.

b Brush down Ben’s big, long ears. Go up and ‘round his head so his face appears.

+ Say

Write

Rate

hhhh bbbb hbhb ltkhb 9

TH73_text.indd 9

14/01/2016 16:46


Tall starters review

Say the sound as you write the letter three times “t...t...t...”, “l...L...L...” Say

Write

l

t h

k b

Write over the dotted letters. Blend the sounds to read the word. Circle the matching picture. Write the word.

Write

Blend

Circle

Write

hot cat lock tag back 10

TH73_text.indd 10

14/01/2016 16:46


Middle starters: i, r, n, m, u, j, p Let’s talk! Look at Impy Ink’s letter. Where does it start? Which way does your pencil go next? Do the r and n start the same way? How are they different? Sing

Finger-trace

i r n Inside the ink bottle draw a line. Add an inky dot. That’s fine!

Run down Red Robot’s body. Go up to his arm and his hand. Then watch out for this robot roaming ‘round Letterland.

“Now bang my nail,” Noisy Nick said. “Go up and over around my head.”

+ Say

Write

Rate

i i i i rrrr nnnn irnirn 11

TH73_text.indd 11

14/01/2016 16:46

Grade One Handwriting Practice  
Grade One Handwriting Practice  
Advertisement