Beginning Cursive Practice: Jane Lierman

Beginning Cursive Practice
&
Jane Lierman
Beginning Cursive Practice: Copy & Write Quotes © 2011 by Jane Lierman, Scholastic Teaching Resources
NE W Y ORK • T ORON T O • L OND ON • A UCK L A ND • S Y DNE Y

ME X IC O CI T Y • NE W DEL HI • HONG KONG • BUENO S A IRE S
Dedicated to those who inspire others
through their ideas, words, and actions.
Scholastic Inc. grants teachers permission to photocopy the reproducible pages from this book for classroom use. No other
part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or
by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher.
For information regarding permission, write to Scholastic Inc., 557 Broadway, New York, NY 10012.
Cover design by Maria Lilja

Interior design and illustrations by Robert Alemán Design
ISBN: 978-0-545-22754-4
Copyright © 2011 by Jane Lierman

All rights reserved.
Printed in the U.S.A.
1 2 3 4 5 6 7 8 9 10 40 18 17 16 15 14 13 12 11
Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Lifelong Learning, cont’d.
Not all readers are (H.S. Truman) . . . . . . . . . . . 27
Character Building Quotes
Your mind is like a parachute (A. D’Angelo) . . . 28
Attitude The more that you learn (Dr. Seuss) . . . . . . . . . 29
Jumping for joy . . . . . . . . . . . . . . . . . . . . . . . . . . 7 You learn something new (R. LeBlond) . . . . . . . 30
Attitude is a little thing (W. Churchill) . . . . . . . . . 8
Making a Difference
The difference between . . . . . . . . . . . . . . . . . . . 9
Stand up for what is . . . . . . . . . . . . . . . . . . . . . . 31
A smile is a (P. Diller) . . . . . . . . . . . . . . . . . . . . . 10
Take care of the Earth . . . . . . . . . . . . . . . . . . . . 32
The time is always right (M.L. King, Jr) . . . . . . . 11
Actions speak louder (Proverb) . . . . . . . . . . . . . 33
Every minute (R.W. Emerson) . . . . . . . . . . . . . 12
Perseverance
Friendship
You never know . . . . . . . . . . . . . . . . . . . . . . . . 34
Good friends are worth . . . . . . . . . . . . . . . . . . . 13
It takes both rain . . . . . . . . . . . . . . . . . . . . . . . . 35
Hold a true friend (Nigerian Proverb) . . . . . . . . 14
You never really lose (M. Ditka) . . . . . . . . . . . . 36
Friendship is a (Samuel Taylor Coleridge) . . . . . 15
Winners never quit (V. Lombardi) . . . . . . . . . . . 37
A friend’s eye (Irish Proverb) . . . . . . . . . . . . . . . 16
If at first (T. Palmer) . . . . . . . . . . . . . . . . . . . . . 38
Honesty Improvement begins (A. Glasgow) . . . . . . . . . . 39
If you tell the truth (M. Twain) . . . . . . . . . . . . . 17 Don’t think problem . . . . . . . . . . . . . . . . . . . . . 40
Half a truth is a whole lie (Yiddish Proverb) . . . 18 Never, never (W. Churchill) . . . . . . . . . . . . . . . 41
Truth is a lifelong friend . . . . . . . . . . . . . . . . . . . 19 Look for your choices (P. Riley) . . . . . . . . . . . . . 42
Do the right thing . . . . . . . . . . . . . . . . . . . . . . . 20 Nothing will work unless (M. Angelou) . . . . . . . 43
Kindness Self-Confidence
Kind words do not cost (B. Pascal) . . . . . . . . . . 21 You are the author . . . . . . . . . . . . . . . . . . . . . . 44
Never lose a chance (W. Thackeray) . . . . . . . . . 22 Every accomplishment . . . . . . . . . . . . . . . . . . . 45
It’s nice to be important (A. Milano) . . . . . . . . . 23 Those who are afraid . . . . . . . . . . . . . . . . . . . . 46
When you see (Z. Ziglar) . . . . . . . . . . . . . . . . . 24 There is no such thing (A. Woollcott) . . . . . . . . 47
Lifelong Learning Appendix

A book is a gift (G. Keillor) . . . . . . . . . . . . . . . . . 25
Student Reference Cards: Cursive Alphabet
Reading gives us (M. Cooley) . . . . . . . . . . . . . . 26 With Paper Slant Icon . . . . . . . . . . . . . . . . . . . 48
3
Introduction
Beginning Cursive Practice: Copy & Write Quotes unites cursive practice with meaningful quotes for
building character in your students. The cursive activity on each page provides practice for students
who’ve mastered cursive letters, practiced letter combinations, and are ready to write words and
short phrases. Each reproducible page contains an inspiring quote relating to a positive character
trait such as kindness, honesty, or perseverance. The quotes can be used to generate discussion or
to reinforce a class behavior goal. When all the cursive practice pages have been completed, each
student can compile the pages into a mini-book keepsake of meaningful quotes.
Prerequisite Knowledge and Skills

Your students will have the most success with these lessons if they meet
the following criteria:
• Demonstrates correct pencil grip.
• Has mastered cursive letters.
• Has experience connecting letters, including those that connect to the next
letter up high: b, o, v, w
Daily Lesson: Five Simple Steps Materials

To introduce the quotes and cursive practice, follow the steps below. • Class set of a
Important Note: Each reproducible page can be used for whole-group reproducible cursive
practice quote page
or individual practice. Whether students work independently or the entire
• Class set of laminated
lesson is completed as a group, it is important to complete Steps 1–3 alphabet and paper
together. slant student reference
cards (page 48)
STEP 1: Discuss the Quote • Pencils
and Character Trait • SMART Board,
• Project the reproducible page onto document camera, or
overhead projector
a screen via an overhead projector,
• Optional: Class set of
document camera, or SMART student dry erase lap
Board. boards
• Focus on the quote and read the
quote to the students.
• Have the students read the quote
with you.
• Discuss the meaning of the quote and how it connects to students’ lives.
• Discuss the picture in the middle of the page that symbolizes the quote’s character trait.
• Give examples of times when you have seen the trait demonstrated in student behavior.
• Encourage students to generate examples.
STEP 2: Provide Cursive Instruction and Practice

• Keep the reproducible on the screen.
• Zoom in on the first key practice word at the top of each reproducible page.
• Read the key practice word while pointing to it, so students focus on the word.
• Discuss what they notice about how the letters connect.
• Model the correct letter strokes and connecting strokes for the first key word.
• Have students repeat your model in the air, on practice paper, or on lap boards.
• Remind students of any unusual letter connections. Pay particular attention to letter
combinations that connect to the next letter at a high point: b, o, v, w. (See Teaching Tip #8.)
• Pass out the reproducible page and the laminated reference cards: Cursive alphabet with paper
slant icons (page 48).
• Have students look at the right-hand or left-hand picture at the bottom of the cursive
alphabet page and copy the turn. The turn depends on whether the student is right-handed or
4
left-handed. Check to see that each student has the appropriate alignment.
(See Teaching Tip #4.)
• Remind students to follow the arrow direction when connecting letters.
• Have students trace the key word on the page.
• Allow time for students to practice the key word two times on the line and provide close
supervision during these steps.
• Show and tell common errors you notice. Demonstrate and have students practice the correct
format of common errors.
STEP 3: Continue Cursive Practice

• Zoom in on the next key practice word at the top of the reproducible page.
• Repeat process from Step 2.
STEP 4: Independent Practice

• Make sure students keep the cursive alphabet with directional arrows on their desks.
• Have students neatly write their name in cursive and add the date to the top of the page.
• Repeat the quote with them, pointing to the quote in the middle of the page.
• Encourage students to notice the capital and lowercase letter spacing within the lines.
• Have students neatly copy the quote on the lines at the bottom of the page.
• Review the key strokes and letter connections you worked on together.
• Remind students about:
– Posture (See Teaching Tip #2.)
– Pencil grip (See Teaching Tip #3.)
– Paper alignment (See Teaching Tip #4.)
– Proper spacing (finger width) between words. (See Teaching Tip #9.)
• Supervise students when they’re writing, and have them fix errors and
practice the correct format.
STEP 5 (OPTIONAL): Keepsake Quote Mini-Book

• Remind students they will save their cursive quote to create their own
keepsake mini-book of character-building quotes.
• After students have received feedback and corrected errors, have them
cut off the bottom section of the page along the dashed line by the
scissor icon.
• Tell them to put their name or initials and the date on the back.
• Have students save the finished quotes in an envelope or file folder until
all the quotes are completed.
MAKING A KEEPSAKE MINI-BOOK

If you plan to have students create a keepsake mini-book of these quotes, tell
them that they will save each page to make a final mini-book. They will be able
to take the book home, reread it for inspiration, and share it with friends and
family for many years to come.
• Show students a finished spiral-bound version of the quote mini-book as a motivation to apply
what they learn in each lesson.
• When students have corrected the final copy of a quote, have them follow the directions in
Daily Lesson: Step Five to place the final quote in an envelope or file folder.
• At the end of the year, put the quotes in reverse order so the latest quote is first and the quote
they completed first is at the end. Reverse order is an effective way to show student progress.
• For the front and back covers (approximately 4½ x 11 inches), have students decorate
construction paper or use class art. Staple or spiral bind the pages and the covers.
– Cover art ideas: marbled paper, water color, crayon resist.
– Options: Add labels for byline and title; laminate covers for sturdiness.
5
Twelve Teaching Tips
Use these key cursive teaching tips for effective instruction and student practice. Teaching Tips are
also referenced in the lesson steps.
1. Provide close supervision. Give immediate feedback. Have each student correct errors and
practice correct format. It is difficult to unteach bad habits.
2. Check posture. Ensure that students are sitting up straight with both feet on the floor.
3. Review pencil grip. Review correct grips and why the right grip is critical to avoid hand and
arm fatigue. Provide rubber pencil grips when necessary.
4. Demonstrate slant. Show students two cursive sample papers—one with a consistent slant
and one with a mixed slant. Demonstrate how easy it is to achieve a consistent slant by keeping
paper at a 45º angle. Remind them that there is a picture of the correct way to slant a paper
for either a right-handed or a left-handed writer at the bottom of their
cursive alphabet reference card.
• Right-hander: lower left corner of paper points toward center of the
body. Left hand holds the paper in place. Paper is at a 45º angle.
• Left-hander: lower right corner of paper points toward center of the
body. Right hand holds the paper in place. Paper is at a 45º angle.
5. Remind students to follow arrow clues. Take time to direct
students’ attention to the arrow clues on the practice words and on the Right-Handed
cursive alphabet chart from page 48. Discuss letters that will connect to
the next letter at the bottom and those that will connect at the top.
6. Review letter and line alignment.
• All letters in a word must touch the bottom line.
• Most lowercase letters touch the middle dotted line.
• Lowercase letters b, d, f, h, k, l, t reach all the way to the top line.
• Only lowercase letters f, g, j, p, q, y extend below the bottom line.
• All uppercase letters touch the top line.
Left-Handed
• Only uppercase letters J, Y, Z extend below the bottom line.
7. Remind students to close letters. Remind students to make sure that closed letters are
completely closed before they move on to the next letter.
8. Explicitly teach letter combinations. Teach the differences between these letter
connections and review common errors.
• Letters that finish at the top connect to the next letter up high: b, o, v, w.
• All the other lowercase letters end low and connect to the next letter down low.
9. Model correct spacing between words. Use physical reminders such as finger width, small
craft sticks, or the size of the letter o to help students recognize how much space is needed
between words.
10. Explain that letters are crossed and dotted after the entire word is written. Teach
students that letters are not crossed or dotted until the word is completely written, but that
they must remember to cross or dot letters before moving on to the next word.
11. Allow students to use a slant board. Students who tire easily can use a slant board to
increase endurance and speed. (Acrylic slant boards can be purchased through occupational
therapists. You can make your own by attaching an empty tennis-ball can to the underside of
clipboard. A binder will also work.)
12. Modify length of assignment. Lessons should be no longer than 10 or 15 minutes. If some
students need shorter lessons, break the lessons into chunks and allow students to complete
one part at a time.
7
6
Name Date
J¶u£m¡p™i£n§gº f¡o∞r§ ºo¢y

™j º ™is§ ¡gºo¢o∞d§ e£xe£r¡c¡ise§.
—Author Unknown
Trace these words. Then practice writing them.
J¶u£m¡p™i£n§gº
ºo¢y
™j º
Use your best cursive to copy the quote below.
7
✄
Attitude
J¶u£m¡p™i£n§gº f¡o∞r§ ºo¢y

™j º ™is§ ¡gºo¢o∞d§ e£xe£r¡c¡ise§.
Name Date
A¡t¡t¡i¡ t¡u§de§ ™is§ ¡a§ l¡i¡t¡tle§ ¡th¡i£n¡gº ¡th¡a¡t§ £m¡akes§ ¡a§ b¢i¡ºg ¡d¡iffe£re£n¡ce§.
—Winston Churchill
A¡t¡ t¡i¡t¡ u§de§

l¡i¡ t¡tle§
8
✄
Attitude
A¡t¡t¡i¡t¡u§de§ ™is§ ¡a§ l¡i¡t¡tle§ ¡th¡i£n¡gº ¡th¡a¡t§ £m¡akes§ ¡a§ b¢i¡ºg

¡d¡iffe£re£n¡ce§.
Name Date
“ ” “ ” “ ”
The§ ¡d¡iffe£re£n¡ce§ b´™t™wé£n§ ¡t£r£¶y ¡a£n¡d§ ¡t£r¡i™u£m™ph§ ¡is§ ¡a§ l¡i™t™tle§ ¢u£m™ph§.
—Author Unknown
b´™t™wé£n§
¡t£r£¶y
9
✄
Attitude
The§ ¡d¡iffe£re£n¡ce§ b´™t™wé£n§ “¡t£r£¶y ” ¡a£n¡d§

“ ” “ ”
¡t£r¡i™u£m™ph§ ¡is§ ¡a§ l¡i™t™tle§ ¢u£m™ph§ .
Name Date
A§ s£m¡ile§ ¡is§ ¡a§ ¡c¡u£r£v´§ ¡th¡a¡t§ se¡ts§ ¡th¡i£n¡gªs§ s¡t£r¡a¡i¡ªgh¡t§.

—P. Diller
¡c¡u£r£v´§
s¡t£r¡a¡i¡ªgh¡t§
10
✄
Attitude
A§ s£m¡ile§ ¡is§ ¡a§ ¡c¡u£r£v´§ ¡th¡a¡t§ se¡ts§ ¡th¡i£n¡gªs§

s¡t£r¡a¡i¡ªgh¡t§.
Name Date
The§ ¡t¡i£me§ ¡is§ ¡al¡w¢a£yªs§ £r¡i¡ªgh¡t§ ¡t¡o¢ ¡d¡o¢ ¢w¢˙¡a¡t§ ¡is§ ™r¡i¡ªgh¡t§.
—Martin Luther King, Jr.
¡al¡w¢a£yªs§
£r¡i¡ªgh¡t§
11
✄
Attitude
The§ ¡t¡i£me§ ¡is§ ¡al¡w¢a£yªs§ £r¡i¡ªgh¡t§ ¡t¡o¢ ¡d¡o¢ ¢w¢˙¡a¡t§ ¡is§

™r¡i¡ªgh¡t§.
Name Date
é£v´£r£•y £m¡i£n¡u¡te§ £yºo¢u§ ¡a£re§ ¡a£n¡g¶r£•y £yºo¢u§ l¡o∞ße§ 60 se¡c¡o¢n¡ds§ ¢o¢ƒ§ h¡a¡p¡p¡i£ness§. ,
—Ralph Waldo Emerson

é£v´£r£•y
¡a£n¡g¶r£•y
12
✄
Attitude
é£v´£r£•y £m¡i£n¡u¡te§ £yºo¢u§ ¡a£re§ ¡a£n¡g¶r£•y , £yºo¢u§ l¡o∞ße§

60 se¡c¡o¢n¡ds§ ¢o¢ƒ§ h¡a¡p¡p¡i£ness§ .
Name Date
Go¢o∞d§ f£r™ie£n¡ds§ ¡a£re§ ¢w¢o¢r™th§ £m¡o¢re§ ™th¡a£n§ ªe™w´ls§

™j .
—Author Unknown
f£r™ie£n¡ds§
ªe™w´ls§
™j
13
✄
Friendship
Go¢o∞d§ f£r™ie£n¡ds§ ¡a£re§ ¢w¢o¢r™th§ £m¡o¢re§ ™th¡a£n§

ªe™w´ls§
™j .
Name Date
Ho¢¬¡d§ ¡a§ ¡t£r™ue§ f£r¡ie£n¡d§ ¢w¢i¡th§ b¢o∞th§ £y•o¢u£r§ h¡a£n¡ds§.

—Nigerian Proverb
Ho¢¬¡d§
h¡a£n¡ds§
14
✄
Friendship
Ho¢¬¡d§ ¡a§ ¡t£r™ue§ f£r¡ie£n¡d§ ¢w¢i¡th§ b¢o∞th§ £y•o¢u£r§ h¡a£n¡ds§.
Name Date
F£r¡ie£n¡dsh¡i¡p§ ¡is§ ¡a§ shel™te£r¡i£n¡g• ¡t£ree§.

—Samuel Taylor Coleridge
F£r¡ie£n¡dsh¡i¡ p§
shel™te£r¡i£n¡g•
15
✄
Friendship
F£r¡ie£n¡dsh¡i¡p§ ¡is§ ¡a§ shel™te£r¡i£n¡g• ¡t£ree§.
Name Date
A§ f£r¡ie£n¡d§’s§ e£yªe§ ¡is§ ¡a§ ¡g•o¢o∞d§ £m¡i™r™r£o¢r§.

—Irish Proverb
f£r¡ie£n¡d§’s§
£m¡i£r£r£o¢r§
16
✄
Honesty
A§ f£r¡ie£n¡d§’s§ e£yªe§ ¡is§ ¡a§ ¡g•o¢o∞d§ £m¡i™r™r£o¢r§.
Name Date
,
If§ £y•o¢u§ ¡tell§ ¡the§ ¡t£r™u™th§ £y•o¢u§ ¡d£o¢n§’™t§ h¡a£v´§ ™t¡o¢ ™re£me£mb´£r§ ¡a£n£y¶th¡i£n¡g•.
—Mark Twain
¡tell§
¡d£o¢n§’™t§
17
✄
Honesty
If§ £y•o¢u§ ¡tell§ ¡the§ ¡t£r™u™th§ , £y•o¢u§ ¡d£o¢n§’™t§ h¡a£v´§ ™t¡o¢

™re£me£mb´£r§ ¡a£n£y¶th¡i£n¡g•.
Name Date
Half§ ¡a§ ¡t£r™u™th§ ¡is§ ¡a§ ¢w¢˙¡o¢¬e§ l¡ie§.

—Yiddish Proverb
Half§
¢w¢˙¡o¢¬e§
18
✄
Honesty
Half§ ¡a§ ¡t£r™u™th§ ¡is§ ¡a§ ¢w¢˙¡o¢¬e§ l¡ie§.
Name Date
T£r™u™th§ ¡is§ ¡a§ l¡ifel¡o¢n¡g• f£r¡ie£n¡d§.

—Author Unknown
T£r™u™th§
l¡ifel¡o¢n¡g•
19
✄
Honesty
T£r™u™th§ ¡is§ ¡a§ l¡ifel¡o¢n¡g• f£r¡ie£n¡d§.
Name Date
,
D ¢o¢ ¡the§ £r¡i¡ªgh™t§ ™th¡i£n¡g• e£v´£n§ ¢w¢˙e£n§ £n¡o¢ ¢o¢ne§ ¡is§ l¡o¢o¢˚¡i£n¡g•.
—Author Unknown
£r¡i¡ªgh™t§
l¡o¢o¢˚¡i£n¡g•
20
✄
Honesty
D ¢o¢ ¡the§ £r¡i¡ªgh™t§ ™th¡i£n¡g•, e£v´£n§ ¢w¢˙e£n§ £n¡o¢ ¢o¢ne§

¡is§ l¡o¢o¢˚¡i£n¡g•.
Name Date
K¡i£n¡d§ ¢w¢o¢r¡ds§ ¡d¡o¢ £n¡o∞t§ ¡c¡o∞ß™t§ £m™u¡ch§ £yªe™t§ ¡the£y• ¡a¡c¡c¡o£m¡pl¡ish§ £m™u¡ch§. ,
—Blaise Pascal
K¡i£n¡d§
¡a¡c¡c¡o£m¡pl¡ish§
21
✄
Kindness
K¡i£n¡d§ ¢w¢o¢r¡ds§ ¡d¡o¢ £n¡o∞t§ ¡c¡o∞ß™t§ £m™u¡ch§ , £yªe™t§ ¡the£y•

¡a¡c¡c¡o£m¡pl¡ish§ £m™u¡ch§.
Name Date
Ne£v´£r§ l¡o∞ße§ ¡a§ ¡ch¡a£n¡ce§ o∞ƒ§ s¡a£y¶i£n¡g• ¡a§ k¡i£n¡d§ ¢w¢o¢r¡d§.

—William Thackeray
l¡o∞ße§
¢w¢o¢r¡d§
22
✄
Kindness
Ne£v´£r§ l¡o∞ße§ ¡a§ ¡ch¡a£n¡ce§ o∞ƒ§ s¡a£y¶i£n¡g• ¡a§ k¡i£n¡d§

¢w¢o¢r¡d§.
Name Date
,
I™t§’s§ £n¡i¡ce§ ™t¡o¢ b´§ ¡i£m¡p¡o¢r™t¡a£n™t§ bu™t§ ¡i™t§’s§ ¡i£m¡p¡o¢r™t¡a£n™t§ ™t¡o¢ ¡al¡w¢a£yªs§ b´§ £n¡i¡ce§.
—Alyssa Milano
I™t§ ’s§
¡i£m¡p¡o¢r™t¡a£n™t§
23
✄
Kindness
I™t§ ’s§ £n¡i¡ce§ ™t¡o¢ b´§ ¡i£m¡p¡o¢r™t¡a£n™t§ , bu™t§ ™i™t§ ’s§

¡i£m¡p¡o¢r™t¡a£n™t§ ™t¡o¢ ¡al¡w¢a£yªs§ b´§ £n¡i¡ce§.
Name Date
Whe£n§ £y•o¢u§ see§ ¡a§ ¡pe™rs¡on§ wi™th¡ou™t§ ¡a§ s£m¡ile§ ¶g i£v´§ h¡i£m§ £y•ou™rs§. ,
—Zig Ziglar
¡pe™rs¡on§
s£m¡ile§
24
✄
Kindness
Whe£n§ £y•o¢u§ see§ ¡a§ ¡pe™rs¡on§ wi™th¡ou™t§ ¡a§ s£m¡ile§ ,

¶g i£v´§ h¡i£m§ £y•ou™rs§ .
Name Date
A§ boo˚§ ¡is§ ¡a§ ¡g¶if™t§ £y•o¢u§ ¡c¡a£n§ ¢ope£n§ ¡a¡g•a¡i£n§ ¡a£n¡d§ ¡a¡g•a¡i£n§.
—Garrison Keillor
¡g¶if™t§
¡a¡g•a¡i£n§
25
✄
Lifelong Learning
A§ boo˚§ ¡is§ ¡a§ ¡g¶if™t§ £y•o¢u§ ¡c¡a£n§ ¢ope£n§ ¡a¡g•a¡i£n§

¡a£n¡d§ ¡a¡g•a¡i£n§.
Name Date
Re¡a¡d¡i£n¡g• ¡g¶i£v´s§ us§ s¡ome¡pl¡a¡ce§ ™t¡o¢ ¡g•o w˙e£n§

w´§ h¡a£v´§ ™t¡o¢ s™t¡a£y• w˙e£re§ ¢w´§ ¡a™re§. —Mason Cooley
w˙e£n§
w˙e£re§
26
✄
Lifelong Learning
Re¡a¡d¡i£n¡g• ¡g¶i£v´s§ us§ s¡ome¡pl¡a¡ce§ ™t¡o¢ ¡g•o w˙e£n§

w´§ h¡a£v´§ ™t¡o¢ s™t¡a£y• w˙e£re§ ¢w´§ ¡a™re§.
Name Date
N¡o∞t§ ¡all§ ™re¡a¡de™rs§ ¡a™re§ le¡a¡de™rs§ bu™t§ ¡all§ le¡a¡de™rs§ ¡a™re§ ™re¡a¡de™rs§. ,
—Harry S. Truman
™re¡a¡de™rs§
le¡a¡de™rs§
27
✄
Lifelong Learning
N¡o∞t§ ¡all§ ™re¡a¡de™rs§ ¡a™re§ le¡a¡de™rs§ , bu™t§ ¡all§ le¡a¡de™rs§

¡a™re§ ™re¡a¡de™rs§.
Name Date
Y•o¢u™r§ £m¡i£n¡d§ ¡is§ l¡ike§ ¡a§ ¡p¡a™r¡a¡ch™u™te§. I™t§ ¢o¢nl£y• ¢w¢o¢rks§ ¡if§ ¡i™t§ ¡is§ ¢o¢pe£n§.
—Anthony D’Angelo
¡p¡a™r¡a¡ch™u™te§
¢w¢o¢rks§
28
✄
Lifelong Learning
Y•o¢u™r§ £m¡i£n¡d§ ¡is§ l¡ike§ ¡a§ ¡p¡a™r¡a¡ch™u™te§. I™t§ ¢o¢nl£y•

¢w¢o¢rks§ ¡if§ ¡i™t§ ¡is§ ¢o¢pe£n§.
Name Date
The§ £m¡o¢re§ ¡th¡a¡t§ £y•o¢u§ le¡a™r£n§ ¡the§ £m¡o¢re§ ¡pl¡a¡ces§ £y•o¢u§’ll§ ¡g•o¢. ,
—Dr. Seuss
£m¡o¢re§
£y•o¢u§’ll§
29
✄
Lifelong Learning
The§ £m¡o¢re§ ¡th¡a¡t§ £y•o¢u§ le¡a™r£n§ , ¡the§ £m¡o¢re§

¡pl¡a¡ces§ £y•o¢u§’ll§ ¡g•o¢.
Name Date
Y•o¢u§ le¡a™r£n§ s¡o¢me™th¡i£n¡g• e£v´™r£•y d¡a£y• ¡if§ £y•o¢u§ ¡p¡a£y• ¡a™t™te£n™t¡i¡o¢n§.

—Ray LeBlond
£y•o¢u§
¡p¡a£y•
30
✄
Lifelong Learning
Y•o¢u§ le¡a™r£n§ s¡o¢me™th¡i£n¡g• e£v´™r£•y d¡a£y• ¡if§ £y•o¢u§

¡p¡a£y• ¡a™t™te£n™t¡i¡o¢n§.
Name Date
S™t¡a£n¡d§ ™u¡p§ f¡o¢r§ ¢w¢˙¡a¡t§ ¡is§ ™r¡i¡ªgh™t§ e£v´£n§ ¡if§ £y•o¢u§’™re§ s™t¡a£n¡d¡i£n¡g• ¡al¡o¢ne§. ,
—Author Unknown
™r¡i¡ªgh™t§
£y•o¢u§’™re§
31
✄
Making a Difference
S™t¡a£n¡d§ ™u¡ p§ f¡o¢r§ ¢w¢˙¡a¡t§ ¡is§ ™r¡i¡ªgh™t§ , e£v´£n§ ¡if§

£y•o¢u§’™re§ s™t¡a£n¡d¡i£n¡g• ¡al¡o¢ne§.
Name Date
T¡ake§ ¡c¡a™re§ o¢ƒ§ ¡the§ Ea™r™th§ ¡a£n¡d§ she§ ¢w¢ill§ ¡t¡ake§ ¡c¡a™re§ o¢ƒ§ £y•o¢u§.,
—Author Unknown
T¡ake§
Ea™r™th§
32
✄
Making a Difference
T¡ake§ ¡c¡a™re§ o¢ƒ§ ¡the§ Ea™r™th§ , ¡a£n¡d§ she§ ¢w¢il l§ ¡t¡ake§

¡c¡a™re§ o¢ƒ§ £y•o¢u§.
Name Date
A¡c™t¡i¡o¢ns§ s¡pe¡ak§ l¡o¢u¡de™r§ ™th¡a£n§ ¢w¢o¢r¡ds§.

—Proverb
A¡c™t¡i¡o¢ns§
s¡pe¡ak§
33
✄
Making a Difference
A¡c™t¡i¡o¢ns§ s¡pe¡ak§ l¡o¢u¡de™r§ ™th¡a£n§ ¢w¢o¢r¡ds§.
Name Date
Y•o¢u§ £ne£v´™r§ k£n¡o¢w¢ ¢w¢˙¡a¡t§ £y•o¢u§ ¡c¡a£n§ ¡d¡o¢ ¢u£n™t¡il§ £y•o¢u§ ™t™r£•y .
—Author Unknown
£ne£v´™r§
k£n¡o¢w¢
34
✄
Perseverance
Y•o¢u§ £ne£v´™r§ k£n¡o¢w¢ ¢w¢˙¡a¡t§ £y•o¢u§ ¡c¡a£n§ ¡d¡o¢

¢u£n™t¡il§ £y•o¢u§ ™t™r£•y .
Name Date
I™t§ ™t¡akes§ b¢o∞th§ ™r¡a¡i£n§ ¡a£n¡d§ s™u£nsh¡i£ne§ ™t¡o¢ £m¡ake§ ¡a ™r¡a¡i£nb¢o¢w¢.

—Author Unknown
s™u£nsh¡i£ne§
™r¡a¡i£nb¢o¢w¢
35
✄
Perseverance
I™t§ ™t¡akes§ b¢o∞th§ ™r¡a¡i£n§ ¡a£n¡d§ s™u£nsh¡i£ne§ ™t¡o¢

£m¡ake§ ¡a ™r¡a¡i£nb¢o¢w¢.
Name Date
Y•o¢u§ £ne£v´™r§ ™re¡all£y• l¡o∞ße§ ¢u£n™t¡il§ £y•o¢u§ ¡q™u¡i™t§ ™t™r£¶y i£n¡g•.

—Mike Ditka
¢u£n™t¡il§
¡q™u¡i™t§
36
✄
Perseverance
Y•o¢u§ £ne£v´™r§ ™re¡all£y• l¡o∞ße§ ¢u£n™t¡il§ £y•o¢u§ ¡q™u¡i™t§

™t™r£¶y i£n¡g•.
Name Date
,
W¡i£n£ne™rs§ £ne£v´™r§ ¡q™u¡i™t§ ¡a£n¡d§ ¡q™u¡i™t™te™rs§ £ne£v´™r§ ¢w¢i£n§.
—Vince Lombardi
W¡i£n£ne™rs§
¡q™u¡i™t™te™rs§
37
✄
Perseverance
W¡i£n£ne™rs§ £ne£v´™r§ ¡q™u¡i™t§ , ¡a£n¡d§ ¡q™u¡i™t™te™rs§ £ne£v´™r§

¢w¢i£n§.
Name Date
,
If§ ¡a™t§ f¡i™rs™t§ £y•o¢u§ ¡d¡o¢n§’™t§ s™u¡c¡cee¡d§ ™t™r£•y ™t™r£•y ¡a¡g•a¡i£n§. ,
—Thomas Palmer
f¡i™rs™t§
s™u¡c¡cee¡d§
38
✄
Perseverance
If§ ¡a™t§ f¡i™rs™t§ £y•o¢u§ ¡d¡o¢n§’™t§ s™u¡c¡cee¡d§ , ™t™r£•y , ™t™r£•y

¡a¡g•a¡i£n§.
Name Date
“ ”
I£m¡p™r¡o¢v´£me£n™t§ b´¡g¶i£ns§ ¢w¢i™th§ I§.
—Arnold H. Glasgow
I£m¡p™r¡o¢v´£me£n™t§
I§
39
✄
Perseverance
I£m¡p™r¡o¢v´£me£n™t§ b´¡g¶i£ns§ ¢w¢i™th§ “I§ .”
Name Date
“ ” “ ”
,
D ¢o¢n§’™t§ ™th¡i£nk§ ¡p™r¡o¢∫¢¬e£m§ ™th¡i£nk§ ¢o¢p¡p¡o¢r™t™u£n¡i™t£•y .
—Author Unknown
¡p™r¡o¢∫¢¬e£m§
¢o¢p¡p¡o¢r™t™u£n¡i™t£•y
40
✄
Perseverance
D ¢o¢n§’™t§ ™th¡i£nk§ “¡p™r¡o¢∫¢¬e£m§ ,” ™th¡i£nk

“ ”
¢o¢p¡p¡o¢r™t™u£n¡i™t£•y .
Name Date
, ,
Ne£v´™r§ £ne£v´™r§ £ne£v´™r§ ¡g¶i£v´§ ¢u¡p§.
—Winston Churchill
¡g¶i£v´§
¢u¡p§
41
✄
Perseverance
Ne£v´™r§ , £ne£v´™r§ , £ne£v´™r§ ¡g¶i£v´§ ¢u¡p§.
Name Date
,
L ¢o¢o¢˚§ f¡o∞r§ £y•o¢u™r§ ¡ch¡o¢i¡ces§ ¡p¡i¡ck§ ¡the§ b´s™t§ ¢o¢ne§ ¡a£n¡d§ ¡the£n§ ¡g•o¢ f¡o¢r§ ¡i™t§. ,
—Pat Riley
L ¢o¢o¢˚§
f¡o∞r§
42
✄
Perseverance
L ¢o¢o¢˚§ f¡o¢r§ £y•o¢u™r§ ¡ch¡o¢i¡ces , ¡p¡i¡ck§ ¡the§ b´s™t§ ¢o¢ne§ ,

¡a£n¡d§ ¡the£n§ ¡g•o¢ f¡o¢r§ ¡i™t§.
Name Date
N o∞th¡i£n¡g• ¢w¢ill§ ¢w¢o¢rk§ ™u£nless§ £y•o¢u§ ¡d¡o¢.

—Maya Angelou
N o∞th¡i£n¡g•
™u£nless§
43
✄
Perseverance
N o∞th¡i£n¡g• ¢w¢ill§ ¢w¢o¢rk§ ™u£nless§ £y•o¢u§ ¡d¡o¢.
Name Date
Y•o¢u§ ¡a™re§ ™the§ ¡a™u™th¡o∞r§ ¢o¢ƒ§ £y•o¢u£r§ ¢o¢w¢n§ l¡ife§ s™t¡o∞r£•y .

—Author Unknown
¡a™u™th¡o∞r§
¢o¢w¢n§
44
✄
Self-Confidence
Y•o¢u§ ¡a™re§ ™the§ ¡a™u™th¡o∞r§ ¢o¢ƒ§ £y•o¢u£r§ ¢o¢w¢n§ l¡ife§

s™t¡o∞r£•y .
Name Date
Ev´™r£•y ¡a¡c¡c¡o¢m¡pl¡ish£me£n™t§ s™t¡a™r™ts§ ¢w¢i¡th§ ¡the§ ¡de¡c¡is¡i¡o¢n§ ™t¡o¢ ™t™r£•y .

—Author Unknown
s™t¡a™r™ts§
¡de¡c¡is¡i¡o¢n§
45
✄
Self-Confidence
Ev´™r£•y ¡a¡c¡c¡o¢m¡pl¡ish£me£n™t§ s™t¡a™r™ts§ ¢w¢i¡ th§ ¡the§

¡de¡c¡is¡i¡o¢n§ ™t¡o¢ ™t™r£•y .
Name Date
Th¡o∞ße§ ¢w¢˙¡o¢ ¡a™re§ ¡af™r¡a¡i¡d§ ™t¡o¢ f¡all§ ¢w¢ill§ £ne£v´™r§ fl£y•.

—Author Unknown
f¡all§
fl£y•
46
✄
Self-Confidence
Th¡o∞ße§ ¢w¢˙¡o¢ ¡a™re§ ¡af™r¡a¡i¡d§ ™t¡o¢ f¡all§ ¢w¢il l§ £ne£v´™r§

fl£y•.
Name Date
The™re§ ¡is§ £n¡o¢ s™u¡ch§ ¡th¡i£n¡g• ¡i£n§ ¡a£n£y•o¢ne§’s§ l¡ife§ ¡as§ ¡a£n§ ™u£n¡i£m¡p¡o¢r™t¡a£n™t§ ¡d¡a£y•.
—Alexander Woollcott
¡a£n£y•o¢ne§’s§
™u£n¡i£m¡p¡o¢r™t¡a£n™t§
47
✄
Self-Confidence
The™re§ ¡is§ £n¡o¢ s™u¡ch§ ¡th¡i£n¡g• ¡i£n§ ¡a£n£y•o¢ne§’s§ l¡ife§

¡as§ ¡a£n§ ™u£n¡i£m¡p¡o¢r™t¡a£n™t§ ¡d¡a£y•.
¡a b ¡c§ ¡d§ e§ f§ ¡gºh§ ¡i§ º™j k§ l§ £m§ £n§
¡o ¡p§ ¡q§ ™r§ s§ ™t§ ™u§ £v ™w £x§ £yº £zº
A§ B C§ D E F G H I§ Jº K§ L§ M§
N§ O P Q R§ S T U§ V W X§ Yº Zº
Left-Handed Right-Handed
48
¡a b ¡c§ ¡d§ e§ f§ ¡gºh§ ¡i§ º™j k§ l§ £m§ £n§
¡o ¡p§ ¡q§ ™r§ s§ ™t§ ™u§ £v ™w £x§ £yº £zº
A§ B C§ D E F G H I§ Jº K§ L§ M§
N§ O P Q R§ S T U§ V W X§ Yº Zº
Left-Handed Right-Handed

Beginning Cursive Practice: Jane Lierman

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Beginning Cursive Practice: Jane Lierman

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Beginning Cursive Practice

NE W Y ORK • T ORON T O • L OND ON • A UCK L A ND • S Y DNE Y

Cover design by Maria Lilja

Copyright © 2011 by Jane Lierman

Lifelong Learning Appendix

Prerequisite Knowledge and Skills

Daily Lesson: Five Simple Steps Materials

STEP 2: Provide Cursive Instruction and Practice

STEP 3: Continue Cursive Practice

STEP 4: Independent Practice

STEP 5 (OPTIONAL): Keepsake Quote Mini-Book

MAKING A KEEPSAKE MINI-BOOK

J¶u£m¡p™i£n§gº f¡o∞r§ ºo¢y

J¶u£m¡p™i£n§gº f¡o∞r§ ºo¢y

A¡t¡ t¡i¡t¡ u§de§

A¡t¡t¡i¡t¡u§de§ ™is§ ¡a§ l¡i¡t¡tle§ ¡th¡i£n¡gº ¡th¡a¡t§ £m¡akes§ ¡a§ b¢i¡ºg

The§ ¡d¡iffe£re£n¡ce§ b´™t™w´e£n§ “¡t£r£¶y ” ¡a£n¡d§

A§ s£m¡ile§ ¡is§ ¡a§ ¡c¡u£r£v´§ ¡th¡a¡t§ se¡ts§ ¡th¡i£n¡gªs§ s¡t£r¡a¡i¡ªgh¡t§.

A§ s£m¡ile§ ¡is§ ¡a§ ¡c¡u£r£v´§ ¡th¡a¡t§ se¡ts§ ¡th¡i£n¡gªs§

The§ ¡t¡i£me§ ¡is§ ¡al¡w¢a£yªs§ £r¡i¡ªgh¡t§ ¡t¡o¢ ¡d¡o¢ ¢w¢˙¡a¡t§ ¡is§

—Ralph Waldo Emerson

é£v´£r£•y £m¡i£n¡u¡te§ £yºo¢u§ ¡a£re§ ¡a£n¡g¶r£•y , £yºo¢u§ l¡o∞ße§

Go¢o∞d§ f£r™ie£n¡ds§ ¡a£re§ ¢w¢o¢r™th§ £m¡o¢re§ ™th¡a£n§ ªe™w´ls§

Go¢o∞d§ f£r™ie£n¡ds§ ¡a£re§ ¢w¢o¢r™th§ £m¡o¢re§ ™th¡a£n§

Ho¢¬¡d§ ¡a§ ¡t£r™ue§ f£r¡ie£n¡d§ ¢w¢i¡th§ b¢o∞th§ £y•o¢u£r§ h¡a£n¡ds§.

Ho¢¬¡d§ ¡a§ ¡t£r™ue§ f£r¡ie£n¡d§ ¢w¢i¡th§ b¢o∞th§ £y•o¢u£r§ h¡a£n¡ds§.

F£r¡ie£n¡dsh¡i¡p§ ¡is§ ¡a§ shel™te£r¡i£n¡g• ¡t£ree§.

F£r¡ie£n¡dsh¡i¡p§ ¡is§ ¡a§ shel™te£r¡i£n¡g• ¡t£ree§.

A§ f£r¡ie£n¡d§’s§ e£yªe§ ¡is§ ¡a§ ¡g•o¢o∞d§ £m¡i™r™r£o¢r§.

A§ f£r¡ie£n¡d§’s§ e£yªe§ ¡is§ ¡a§ ¡g•o¢o∞d§ £m¡i™r™r£o¢r§.

If§ £y•o¢u§ ¡tell§ ¡the§ ¡t£r™u™th§ , £y•o¢u§ ¡d£o¢n§’™t§ h¡a£v´§ ™t¡o¢

Half§ ¡a§ ¡t£r™u™th§ ¡is§ ¡a§ ¢w¢˙¡o¢¬e§ l¡ie§.

Half§ ¡a§ ¡t£r™u™th§ ¡is§ ¡a§ ¢w¢˙¡o¢¬e§ l¡ie§.

T£r™u™th§ ¡is§ ¡a§ l¡ifel¡o¢n¡g• f£r¡ie£n¡d§.

T£r™u™th§ ¡is§ ¡a§ l¡ifel¡o¢n¡g• f£r¡ie£n¡d§.

D ¢o¢ ¡the§ £r¡i¡ªgh™t§ ™th¡i£n¡g•, e£v´£n§ ¢w¢˙e£n§ £n¡o¢ ¢o¢ne§

K¡i£n¡d§ ¢w¢o¢r¡ds§ ¡d¡o¢ £n¡o∞t§ ¡c¡o∞ß™t§ £m™u¡ch§ , £yªe™t§ ¡the£y•

Ne£v´£r§ l¡o∞ße§ ¡a§ ¡ch¡a£n¡ce§ o∞ƒ§ s¡a£y¶i£n¡g• ¡a§ k¡i£n¡d§ ¢w¢o¢r¡d§.

Ne£v´£r§ l¡o∞ße§ ¡a§ ¡ch¡a£n¡ce§ o∞ƒ§ s¡a£y¶i£n¡g• ¡a§ k¡i£n¡d§

I™t§ ’s§ £n¡i¡ce§ ™t¡o¢ b´§ ¡i£m¡p¡o¢r™t¡a£n™t§ , bu™t§ ™i™t§ ’s§

Whe£n§ £y•o¢u§ see§ ¡a§ ¡pe™rs¡on§ wi™th¡ou™t§ ¡a§ s£m¡ile§ ,

A§ boo˚§ ¡is§ ¡a§ ¡g¶if™t§ £y•o¢u§ ¡c¡a£n§ ¢ope£n§ ¡a¡g•a¡i£n§

Re¡a¡d¡i£n¡g• ¡g¶i£v´s§ us§ s¡ome¡pl¡a¡ce§ ™t¡o¢ ¡g•o w˙e£n§

Re¡a¡d¡i£n¡g• ¡g¶i£v´s§ us§ s¡ome¡pl¡a¡ce§ ™t¡o¢ ¡g•o w˙e£n§

N¡o∞t§ ¡all§ ™re¡a¡de™rs§ ¡a™re§ le¡a¡de™rs§ , bu™t§ ¡all§ le¡a¡de™rs§

Y•o¢u™r§ £m¡i£n¡d§ ¡is§ l¡ike§ ¡a§ ¡p¡a™r¡a¡ch™u™te§. I™t§ ¢o¢nl£y•

The§ £m¡o¢re§ ¡th¡a¡t§ £y•o¢u§ le¡a™r£n§ , ¡the§ £m¡o¢re§

Y•o¢u§ le¡a™r£n§ s¡o¢me™th¡i£n¡g• e£v´™r£•y d¡a£y• ¡if§ £y•o¢u§ ¡p¡a£y• ¡a™t™te£n™t¡i¡o¢n§.

Y•o¢u§ le¡a™r£n§ s¡o¢me™th¡i£n¡g• e£v´™r£•y d¡a£y• ¡if§ £y•o¢u§

S™t¡a£n¡d§ ™u¡ p§ f¡o¢r§ ¢w¢˙¡a¡t§ ¡is§ ™r¡i¡ªgh™t§ , e£v´£n§ ¡if§

T¡ake§ ¡c¡a™re§ o¢ƒ§ ¡the§ Ea™r™th§ , ¡a£n¡d§ she§ ¢w¢il l§ ¡t¡ake§

A¡c™t¡i¡o¢ns§ s¡pe¡ak§ l¡o¢u¡de™r§ ™th¡a£n§ ¢w¢o¢r¡ds§.

A¡c™t¡i¡o¢ns§ s¡pe¡ak§ l¡o¢u¡de™r§ ™th¡a£n§ ¢w¢o¢r¡ds§.

Y•o¢u§ £ne£v´™r§ k£n¡o¢w¢ ¢w¢˙¡a¡t§ £y•o¢u§ ¡c¡a£n§ ¡d¡o¢

I™t§ ™t¡akes§ b¢o∞th§ ™r¡a¡i£n§ ¡a£n¡d§ s™u£nsh¡i£ne§ ™t¡o¢ £m¡ake§ ¡a ™r¡a¡i£nb¢o¢w¢.

I™t§ ™t¡akes§ b¢o∞th§ ™r¡a¡i£n§ ¡a£n¡d§ s™u£nsh¡i£ne§ ™t¡o¢

Y•o¢u§ £ne£v´™r§ ™re¡all£y• l¡o∞ße§ ¢u£n™t¡il§ £y•o¢u§ ¡q™u¡i™t§ ™t™r£¶y i£n¡g•.

Y•o¢u§ £ne£v´™r§ ™re¡all£y• l¡o∞ße§ ¢u£n™t¡il§ £y•o¢u§ ¡q™u¡i™t§

W¡i£n£ne™rs§ £ne£v´™r§ ¡q™u¡i™t§ , ¡a£n¡d§ ¡q™u¡i™t™te™rs§ £ne£v´™r§

If§ ¡a™t§ f¡i™rs™t§ £y•o¢u§ ¡d¡o¢n§’™t§ s™u¡c¡cee¡d§ , ™t™r£•y , ™t™r£•y

I£m¡p™r¡o¢v´£me£n™t§ b´¡g¶i£ns§ ¢w¢i™th§ “I§ .”

D ¢o¢n§’™t§ ™th¡i£nk§ “¡p™r¡o¢∫¢¬e£m§ ,” ™th¡i£nk

Ne£v´™r§ , £ne£v´™r§ , £ne£v´™r§ ¡g¶i£v´§ ¢u¡p§.