SCHOOL:
SUGGESTED WEEKLY PLAN
English With Fun
Subject: English
Date:
Term:
Grade/Section: KG1
Unit: 1 Lesson: Pre-writing Skills –
Day:
Week: 1
Standards:
Tracing Lines, Curves, and Waves
Learning Objectives:
Pre-Kindergarten Learning Standards (PK): PK.ELAL.1, PK.ELAL.2, PK.ELAL.5, PK.ELAL.6, PK.ELAL.7, PK.ELAL.13, PK.ELAL.14, PK.ELAL.15, PK.ELAL.25, PK.ELAL.26, PK.ELAL.27, PK.ELAL.28, PK.ELAL.29 PK.PDH.5 PK.4A.1, PK.4A.2, PK.4B.1, PK.4B.2, PK.4B.3
Develop fine motor control by tracing straight, slanted, curved, and wavy lines. Hold a pencil or crayon correctly while tracing. Follow directional arrows for correct tracing movement. Recognize basic line patterns as preparation for letter formation.
Common Core State Standards – Kindergarten: RF.K.1a, L.K.1a, L.K.2c, W.K.2, SL.K.1 Transitional Kindergarten California Common Core Standards: RFSTK.1c, RFSTK.1d, LSVKTK.4a, WTK.3, SLTK.6
Success Criteria:
I can hold my pencil correctly. I can trace lines and curves without going outside the path. I can follow the arrows to trace in the right direction.
Challenging & Open-ended Questions:
How can tracing help you when you start writing letters? What kind of lines do you see around us (in buildings, roads, nature)? Which was easier for you — straight lines or curves? Why?
DOK Skills:
Recall, recognize, name, match, memorize, connect, observe, design, create, draw, show, tell.
Assessment for Learning:
Teacher observation of pencil grip and tracing movement. Completed tracing worksheets (Textbook pgs. 4–7). Oral prompts: “Show me how to trace this line.” Teacher checklist for control, direction, and completion.
Cross-curricular Links:
Art: Decorating traced lines with colors or patterns. Math: Counting traced lines; identifying shapes made by lines. Science: Observing lines in nature (leaf veins, waves). Physical Development: Strengthening hand muscles for writing. ICT: Interactive tracing games on tablets.
Predicting the movement needed to trace a shape. Choosing tools (pencil, crayon, marker) for best control.
Critical Thinking:
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