Grade Two Handwriting Practice

Cursive Style

This book contains all you need to review manuscript letters and then make the transition to cursive writing.

Every letter is introduced with a clear starting point, arrows to show the stroke sequence and helpful tips from the Letterlanders to guide letter formation.

The practice words included are engaging and useful, and there is plenty of space for children to copy words and sentences directly below each model.

Compatible with the popular Zaner-Bloser Handwriting Products

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Published and imported by Letterland International Ltd, Leatherhead, Surrey, KT22 9AD, UK. www.letterland.com ISBN: 978-1-78248-153-9 Product Code: TH74 Š Letterland International 2016 LETTERLANDŽ 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: TH74 $6.99 ISBN 978-1-78248-153-9

l l l l LLLL

lllll lll `ll `ll `ll

See our full range at: www.letterland.com Printed by Leo Paper Products, Guangdong Province, China.

Author: Stamey Carter Editor: Lisa Holt Designer: Lisa Holt & Klara E. Skariah

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9 781782 481539 Child-friendly phonics

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Contents

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

Manuscript Letters Lowercase Curve starters: c, a, d, s ..................................................................... 4 g, o, q ......................................................................... 5

Cursive Letters Lowercase Introduction to formation .......................................28

Tall starters: l, t, k ............................................................................ 6 h, b .............................................................................. 7

Undercurves: `i , `t ..........................................................................29 `u , `w , `l , `e ............................................................30 `h , `k , `f , `b ............................................................32 `p , `j , `s , `r ..............................................................34

Middle starters: i, r, n, m ..................................................................... 8 u, j, p .......................................................................... 9

c,a,d,g .................................................................36 o,q ...........................................................................38

Funny starters f, e, z .........................................................................10 Slope starters v, w, x, y ...................................................................11 Reading and writing ...............................................12 Spelling and sentences ...........................................13 Uppercase Deep breath uppercase: C, O, S ......................................................................14 V, W ..........................................................................15 U, X, Z .......................................................................16 Grow and change uppercase: I, K, L ........................................................................17 P, Y ............................................................................18 J, T .............................................................................19 Sloped uppercase: A, N, M ...................................20 Straight line uppercase: F, E, H ...........................21 Rounded uppercase: B, R, D ......................................................................22 G, Q ...........................................................................23 Months of the year .................................................24 Uppercase in sentences .........................................25 Sentence punctuation .............................................26 Manuscript alphabet and numbers 1–10 ..........27

Downcurves:

Overcurves: `n , `m ......................................................................39 `y , `v , `x , `z ...........................................................40 Word practice ..........................................................42 Uppercase Uppercase connectors: C , E , A ....................................................................43 N , M .........................................................................44 K , U , Y .....................................................................45 X , Z ...........................................................................46 R , J ...........................................................................47 Uppercase in sentences .........................................48 Uppercase stand-alones: T , F ..........................................................................49 P , B ..........................................................................50 G , S .........................................................................51 V , W ..........................................................................52 D , O , Q ...................................................................53 L , H , I .................................................................54 Uppercase and punctuation .................................55 Cursive alphabet and numbers 1–10 ..................56

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How to use this book Learning objectives Consolidate manuscript writing The beginning of the second grade year is an important time to review and practice correct letter formation to ensure steady progress in efficient, legible writing.

Learn cursive writing By mid-year, second graders are eager to try ‘grown-up writing’ with cursive, connected letters. Gaining mastery of cursive writing can contribute to better and longer compositions. As the handwriting progress becomes automatic, children can focus more on meaning, expression and clear communication.

Teaching with this book Coordinate with other Letterland resources Grade Two Handwriting Practice supports children’s learning along with the Letterland Grade Two Teacher’s Guide. Many of the words taught in the weekly Units are included for handwriting practice.

As an option, this book can be used with Handwriting Songs CDs, both the lowercase and uppercase. These songs describe the manuscript handwriting strokes in relation to the Letterland characters’ body parts, making the process more concrete and interesting.

Suggested schedule of use Manuscript letters (pages 4–26) Completing 3 to 5 pages per week at the beginning of the school year will allow for quick consolidation of both lowercase and uppercase letters.

Cursive (pages 27–54) Many teachers begin cursive in the second half of the year. Once started, completing at least three pages per week will provide consistent learning and practice.

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 manuscript lowercase letters with one continuous movement without lifting the pencil point off the page (manuscript exceptions: f, i, j, k, t, x, and y).

• Write whole words in cursive lowercase letters without lifting the pencil point off the page.

Then return to cross or dot these letters ( `i , `j , `t , and `x ).

Getting these essentials right from the start will help ensure neat and fluent writing for years to come.

Model with very large letters Of course the manuscript letters will not be ‘new’ to most children, but giving a robust introduction to how each letter is formed will help ensure that children make the letters in the most efficient and readable way. For manuscript and cursive letters, start by writing a very large letter on the board (2 to 3 feet tall).

Show children where to start the letter and how to make the strokes. Then have them ‘air-trace’ the letter by extending their arms straight out (no bending at elbows or wrist and with two fingers extended) and pretend to trace over the letter on the board. Having them say the sound of the letter as they ‘air-trace’ helps connect the shape and sound. (Optional: Play and sing the Handwriting Song for the letter as children air-trace or as they practice the letter in this booklet.)

Introduce the page Before children begin to work independently on the page, a brief interactive introduction will be very helpful.

Read the instructions aloud. In addition to verbal instructions, icons are provided as a quick visual reminder for children of the steps to follow. Discuss what the icons mean, especially in the beginning of the year.

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Icon Key Icon Key Finger-trace Trace the letter(s) with your finger.

Finger-trace

Fill Fill in

Circle

Say the sound.

Choose the required picture or letter and circle it.

Circle

Match

Write Write over dotted letters and gray letters. Then write the same letters and words again.

Match

.!?

Read Read

Read the words or sentences. Also read what the Letterlanders say in speech bubbles.

Punctuate

Compare

Describe

+ Rate

Draw a line to connect the words to the matching picture.

Punctuate Write the needed punctuation (. ! ?) at the end of the sentence.

Finger tap

Finger tap

gq

Write in the blank space to complete a sentence.

Say Say

Write

Fill in

Tap each sound in the word on your fingers.

Compare Talk to a partner about how two or more letters are alike and how they are different (e.g. two letters that start with the same stroke, c, d; a lowercase letter and uppercase letter, (m, M; or the manuscript and cursive form of the same letter, k, `k ). After talking with partners, children may share with the rest of the group or class.

l l` L L Compare

Compare

Describe Tell in your own words how you make the letter shape. Include the starting point, the direction and shape of lines, and how the parts of the letter touch or come near the bottom, middle and top lines. This can be done first with a partner and then shared with the whole group.

Rate (My best letters) Look at the letters you have written. Choose one or two of your best and make a plus mark (+) over them.

Make sure children carefully write over dotted letters and gray letters whether single letters, words, or sentences. After writing over letters, in most activities, they then write the same letters or words on their own.

Correct handwriting position Right-hander

Left-hander Finger tips 4cm from tip of pencil ge

d ee

Finger tips 2cm from tip of pencil tom bot

e edg

id rs pe Pa 30 Table Edge

er Pap 20 Table Edge

Elbows off the table

Chair slightly tilted

째

째

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

gq

Start just below the middle line and then curve back.

Finger-trace

Say

Write

Compare

c a d s + Read

Write

Say

Rate

“Curve from my ear around my head and under my chin.”

cccc aaaa dddd ssss

“Curve around my apple, go up to the middle line, and then add a line down.”

“Draw a curve around my back, under my tummy, then up to my head and down.”

“Start to curve back from my head, then curve the other way to make my tail.”

Read

Write

cads

a sad dad

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

gq Finger-trace

Say

Write

g

Compare

o

q +

Read

Write

Say

Rate

“Go in a curve around my head, up to the middle, then below the line with a curve for my swing.”

gggg “On my letter, curve all the way around my orange, then stop.”

oooo “Quickly curve around my head, up to the middle, then down to comb back my hair.”

qqqq Read

Write

o g q so go dog go 5

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

gq Finger-trace

Say

Write

l

Compare

t

k +

Read

Write

Say

Rate

“Let your pencil start at my head and go straight down to my feet.”

l l l l tttt k k k k

“The top line is where I start. Then add another stroke straight across the middle.”

“Keep your line straight from top to bottom. From the middle slant in and then out so I can kick.”

Read

Write

l t k talk a long kick 6

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

gq Finger-trace

Say

Write

Compare

h

b +

Read

Write

Say

Rate

“Head from the top line down to my heel. Curve up to the middle line and bend my knee over.”

hhhh bbbb

“Bring the line from the top of my ears and down, and then up around my face.”

Read

Write

l t k h b book hold a quick chick runs 7

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Middle starters: i, r, n, m, u, j, p

gq Finger-trace

Say

Write

Compare

i r n m + Read

Write

Say

Rate

“In the middle, start a line down to the base line, then make my inky dot.”

i i i i rrrr nnnn mmmm

“Right from the middle make a line straight down, then up and curve out over my arm.”

“Now, start on the middle line, bang my nail straight down. Then go over my head and down.”

“Make a straight line down for my back leg. Then go up and over two times for my other two legs.”

Read

Write

irnm

a man ran

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Middle starters: i, r, n, m, u, j, p

gq Finger-trace

Say

Write

u

Compare

j

p +

Read

Write

Say

Rate

“Under the middle line make my cup shape and add a line down so I won’t tip over.”

uuuu j j j j pppp

“Just drop from the middle down, bend my knees back and then add the one juggling ball you can see.”

“Pat down my ears all the way below the line and then up to the middle and around my face.”

Read

Write

u j p jump pig in mud 9

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Funny starters: f, e, z

gq Finger-trace

Say

Write

f

Compare

e

z +

Read

Write

Say

Rate

“From just below the top, draw my helmet and go down to my feet. Then add my arms.”

ffff eeee zzzz

“Eddy is my name and my headband comes first. Then go around my head and my trunk to the end.”

“Zoom straight across the middle line, then slant down my neck. Then zoom straight across again.”

Read

Write

f e z if

zebras zoom

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Slope starters: v, w, x, y

gq Finger-trace

Say

Write

Compare

v w x y + Read

Write

Say

Rate

“Very carefully start at the middle, and then just slant down and back up to make my vase.”

vvvv wwww xxxx yyyy

“When you make my water wells start in the middle and whizz down and up two times.”

“Fix my first stick from the middle with a slant down. Then cross it with another stick.”

“Yes, my yo-yo sack slants from the middle, too. Make another slant and keep going down to my feet.”

Read

Write

vwxy

very wet 11

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