Provide our students with 15 minutes of letter lessons that will allow them to develop skills to write with correct directionality.


  1. Entry: Children can print several capitals and numbers, and write recognizable names.
  2. Mid-Year: Children can print most letters and numbers they've been taught, and a simple three-word sentence. Name includes a transitioning mix of capital and lowercase letters.
  3. End of year: Children can print most letters and numbers, and a simple three-word sentence. Name is in title case.




The ability to remember and write dictated letters and n umbers.

  • Effect: Quick and automatic recall of letters and numbers is very important and essential for independent writing. Poor memory affects written production, speed, and accuracy.


The ability to write letters and numbers facing the correct direction.

  • Effect: Children who reverse letters and numbers often stop to think about the direction that letters or numbers face, which slows their writing. Orientation errors are distracting and interfere with overall legibility.


The ability to place letters and numbers correctly on a baseline.

  • Effect: Correct placement makes writing easier to read and is important for the horizontal flow of writing. Haphazard placement makes printing appear immature, messy, or even illegible.


The ability to use sentence conventions: a beginning capital, distinct lowercase words (letters close), space between words, and ending punctuation.

  • Effect: Sentence errors make writing disorganized and difficult to read. Students need to use a beginning capital, lowercase letters in words, appropriate spacing between letters and words, and ending punctuation.


Children typically develop name-writing skills in three stages.

They begin with all capitals, move to a mix of capital and lowercase letters, and end in title case. The stage of name-writing skill reflects the child's maturity and prior instruction.

  • Effect: Additional skills that are critical to handwriting success.

We observe rather than measure these skills in students

  • Formation - Poor letter and number formation habits (such as starting from the bottom) interfere with automatic printing.
  • Size - Writing too large causes difficulty with school papers and spacing.
  • Neatness - Messy work creates a negative impression of a child's ability and effort.
  • Speed - Rushing results in messy work. Slow writers have trouble keeping up with class.
  • Posture - Posture affects the quality of a child's work. Posture is related to having the right size furniture and guiding children in how to sit and place their hands and papers for handwriting.
  • Pencil Grip - Awkward grips may cause pain, fatigue, or difficulty seeing the pencil point while writing.
  • Helper Hand - Using the helping hand to stabilize the paper is important for control and posture.


Created with images by ToolManTimTaylor - "pencil" • mrsdkrebs - "Always Writing" • MorningbirdPhoto - "letters word scrabble" • TheOfficialDani - "Observing" • lcr3cr - "ipad technology tablet"

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