Kindergarden Unit 2 Assessment and Remediation Guide

122 Kindergarten | Unit 2 Assessment and Remediation Guide

Lesson Template

Writing Readiness: Writing Strokes and Own Name

Focus:

Writing

Strokes and

Own Name Teaching Materials

Warm-Up

Objective: Prompt student attention to the tripod grip. Also reinforce

knowledge of writing strokes and shape names.

Exercise: Provide students with a writing surface and implement, and an

eraser for free drawing time. See the Methods for Learning Writing Strokes

chart to select an appropriate option. A timer can be used to set a time limit.

While students are drawing, check and correct tripod grips.

Draw a variety of the writing strokes and shapes that have been taught for

students to identify for review.

Writing surface

and implement

(e.g., chalkboard &

chalk, eraser)

Explicit

Instruction

Objective: Model the target writing stroke for instruction.

Learning about Writing Strokes and Own Name: Tell students how the tripod

grip will be used in today’s lesson. Demonstrate drawing the target writing

stroke(s) or shape(s) for the lesson. Ask students:

“Where do I start my line?”

“Which direction does it go to make a for writing?”

Complete most of the sample items correctly, but complete some items

incorrectly to address common mistakes. (The more difficult the skill, the

more modeling may be required.)

Writing surface

and implement

(e.g., chalkboard &

chalk, eraser)

Guided

Practice

Objective: Provide students an engaging opportunity to develop writing

readiness skills with decreasing support as their skills strengthen.

Working with Writing Grip Strokes and Own Name: Ask students to:

Demonstrate the tripod grip. (Correct as needed.)

Draw one big target writing stroke or shape on the board to show you.

Next erase and draw four writing strokes or shapes and show you the

best one.

Then erase and fill the board with writing strokes or shapes of all different

sizes.

Application of Skills: Select worksheets (see Worksheets for suggestions)

and create drawing activities aligned with the writing stroke(s) or shape(s)

Writing surface

and implement

(e.g., chalkboard &

chalk, eraser) per

student

Activity

Dependent:

Worksheet and/

or other drawing

resources per

student

Progress

Monitoring Charts