Book 2 Handwriting Instructions and Worksheets

The easy, fun (and FREE!
Progressive way to teach handwriting.
Printing 5½+
Print out these instructions and
T.M.
Step 1
age worksheets. For more than one
student, print copies of the
“Worksheets Only” version of
this booklet.
For this booklet, do TWO

Step 2 lessons a day.
Take a break between the

Step 3 lessons (a snack, a walk,
a nap – whatever works).
This helps to maximize the
“processing” of the material.
Don’t skip the “Air Writing” – the
Book 2: E’s, B’s and V’s Step 4 big motions help commit the
patterns to memory. The motions
also help strengthen the shoulder
and arm muscles for writing.
Letters taught: e, b, l, g, v, w.
Shapes taught: Zig-zags (diagonals) and tricks
Note: Writing the letter “y” will be
to remember the letters , <d> + <g>. taught in Book 5 of this series.
n so n
e s so How to write the letter ‘e’
e s continued...
L 1 (Demonstrate on a blackboard
or piece of paper.)
L 1
Air “Writing”
The letter <e> looks like the letter <c> with a
little line in the middle. “Write” the letter <e> in the air, using big arm
movements, saying:
”Little line. Then make a <c> –

that’s the way you write an <e>.”
To write the letter <e>: Then have your child/students “air write” the
letter many times, also saying the steps out loud.
Notes: (1) Children/students need to say the

steps out loud – this is not a silent exercise.
ar ddle
)
ea
(2) Write BIG letters in the air. (2) Students

i
(m
should use the arm they write with.
Start in the Make a little Then go up

middle of line. and around,
the middle just like a
area. letter <c>.
Write the letter in one continuing movement.

Don’t lift your pencil until you are done.
(cut or fold)
Copyright © 2014, 2015 Miz Katz N Ratz Progressive Phonics Beginner Book 2 Handwriting Copyright © 2014, 2015 Miz Katz N Ratz Progressive Phonics Beginner Book 2 Handwriting
Exercise1 1– –practice
Lesson page 1 page
of 2 (A) Exercise1 1– –practice
Lesson page 2 page
of 2 (B)
(Name) (Name)
10
eeeeee eeeeee
c c c c c c ten ten ten
e e e e e e ten ten ten
(cut or fold)
n so n
so Intro to plurals s
Les
continued...
e
2 (Demonstrate on a blackboard L 2
or piece of paper.)
Usually, when there is more than one of something, But it’s different with the word man. We don’t
we add a “sss” sound to the end of the word, to show say “mans” – we say, “men” –
there is more than one.
cat man
cats
men
hen
hens
mans
dog
dogs
(cut or fold)
Lesson 2 – practice page (A) Lesson 2 – practice page (B)
(Name) (Name)
cat cat
man man cats cats
men men hen hen
men men hens hens
(cut or fold)
n so n
so How to write the letter ‘b’ s
Les
continued...
L e
3 (Demonstrate on a blackboard
or piece of paper.)
3
The letter looks like a bat and a ball – Air “Writing”
“Write” the letter in the air, using big arm
movements, saying:
“Tall line down. Then

one bunny hop all the
way around.”
To write the letter :
Then have your child/students “air write” the

letter many times, also saying the steps out loud.
First, you Then, without The bunny goes

draw a lifting your all the way around
tall line pencil, make and lands at the
down. a bunny hop. bottom of the
straight line.
Write the letter in one continuing movement.

(cut or fold)
Don’t lift your pencil until you are done.
(Name) (Name)
bbbbbb bbbbbb
h h h h h h bed bed bed
b b b b b b bat bat bat
(cut or fold)
n so n
so Remembering ‘b’ vs. ‘d’ s
Les
continued...
e
or piece of paper.)
L 4
To help remember which is the letter and which We also write the letters very differently.
is the letter <d>, make a fist with both of your hands
with the thumbs sticking up.
With the letter
, we draw the
line first.
With the letter

<d>, we draw the
round part first.
Now pretend that your hands are making a bed:
This hand This hand

is the is the
letter <d>
bed
letter 
(cut or fold)
(Name) (Name)
b b b b b b bed bed bed

d d d d d d bad bad bat
b b b b b b bed bad bat
(cut or fold)
n so n
so Bunny Hop Practice s
Les
continued...
e
or piece of paper.)
L 5
Air “Writing”
“Write” each letter in the air, using big arm
movements. Then have your child/students
“air write” after you –
Remember bunny hops? (Draw some on a
blackboard or piece of paper.)
Letter <n> – “Little line down. Then
one bunny hop.”
Letter <m> – “Little line down. Then

two bunny hops.”
Today we are going to practice five letters

Letter <r> – “Little line down. Then
that have a bunny hop – half a bunny hop.”
Letter <h> – “Tall line down. Then

one bunny hop.”
nmrhb Letter – “Tall line down. Then

one bunny hop, going all
the way around.”
Cycle through the letters a couple of times

(having your students repeat after you), and
then give them bunny hop letters at random.
Try to spend about 8 – 10 minutes on this.
(cut or fold)
(Name) (Name)
nmrhb
red red bed
nnn mmm red red mat
rrr bbb hhh red red hat
(cut or fold)
n so n
so How to write the letter ‘L’ s
Les
continued...
L e
or piece of paper.)
6
The letter <l> is basically just a line – you could also To write the letter <l>:
say that it’s a “lion line” --
(grass
line )
Start at Draw a straight

the top line down to the
of the sky. “grass line”
Also, the letter <l> is taller than the letter <t>:

(sky Air “Writing”
l t area)
“Write” the letter <l> in the air, using big arm
movements, saying:
“Tall line down.”
The letter ‘L’ The letter “t”

starts at starts in the Then have your child/students “air write” the
the top of middle of the letter many times, also saying the steps out
the sky. sky area. loud.
(cut or fold)
(Name) (Name)
1
1
l l l l l l l l l let let let let

t t t t t t t l l l l l l l let
lt lt lt lt t t t t t t let
(cut or fold)
n so n
so How to write the letter ‘g’ s
Les
continued...
e
or piece of paper.)
L 7
The letter <g> looks like a little, round ball with Air “Writing”
a leg and a foot:
g “Write” the letter <g> in the air, using big arm

movements, saying:
“Draw a <c>. Close it up.

Go down underground
and make a foot.”
To write the letter <g>:
Then have your child/students “air write” the

letter many times, also saying the steps aloud.
“underground”
area
First make Then Now, without lifting

a letter <c>. “close” your pencil, draw a line
it up. down into the “under-
ground” area and curl
it up – just a little – to
make the “foot”
Write the letter in one continuing movement. Don’t

lift your pencil until you are done.
(cut or fold)
(Name) (Name)
gggggg gdgdgdg
bbbbbb gbgbgbg
d d d d d d bd bd bd bd
(cut or fold)
n so n
so Letter ‘g’ versus ‘b’ and ‘d’ s
Les
continued...
L e
or piece of paper.)
8
NOTE: If you have already covered this while (Skip this part of the lesson if one or more of
reading the phonics books, go over it again. your students are in a bed or wheelchair.)
This will help children memorize it.
Stand up and put your arms

The letter <g> looks a lot like the letters in the air. These are your
and <d>. Here’s a way to remember how letters and <d>. Wave
the letter <g> is different – your letters and <d> in the
air... Now wave them faster!
The letters and

<d> have arms that
reach up above
their “bodies” Now stand on just ONE leg.
This is your letter <g>. Hop
around on your letter <g>.
Hop some more!
Now wave your letters

But the letter and <d> (your arms)
<g> has a FOOT while hopping around on
under its “body” your letter <g> (one leg).
Very good!
(cut or fold)
(Name) (Name)
g g g g g g ggg bbb ddd

leg leg leg leg leg leg
leg leg leg bed bed bed
(cut or fold)
n son
so Slanted Lines s
Les
continued...
e
or piece of paper.)
L 9
Some letters have slanted lines (diagonal lines), Air “Writing”

like the letters <x>, <v> and <w>.
Let’s write some slanted in the air.
xvw (Note: Because children are still learning

left and right, we are not mentioning left
or right here. Instead, we’re letting the
physical motions “show” the direction.
Saying “left” or “right” isn’t important.)
Slanted lines are STRAIGHT lines, but they don’t
go up-or-down or side-to-side. They go on a
slant – like this (show on blackboard or paper)... Make a big arm movement and say, “Slant”...
“Slant”
Make lots of slants in this ONE DIRECTION

Or they go like this... and have your child/students “air write” lots
of slanted lines too, in the same direction.
(In this lesson, we are only doing ONE

direction.)
(cut or fold)
Copyright © 2014, 2015 Miz Katz N Ratz Progressive Phonics Beginner Book 2 Handwriting Progressive Phonics Beginner Book 2 Handwriting
(Diagonal practice) (Name) (Phonics word practice) (Name)
get get get

leg leg leg
get get get
(cut or fold)
n son
so More Slanted Lines s
Les
continued...
e
or piece of paper.)
L 10
Let’s look around the room and see if we can Air “Writing”
find some slanted lines. (Any diagonal line
will do.) Let’s write more slanted lines in
the air. (Make big arm movements
If necessary, take a walk outside or into and say....)
another room to find more diagonal lines.
-------- “Slant”
Now let’s make some slanted lines with our
bodies. Now in the OTHER direction...
“Slant”
With arms.
Now let’s do it BOTH ways.... (alternate
directions)
“Slant”
With legs.
“Slant”
Both arms
and legs. Make lots of slanted lines and have your child/
(cut or fold)
students make lots of slanted lines too.
Copyright © 2014, 2015 Miz Katz N Ratz Progressive Phonics Beginner Book 2 Handwriting Progressive Phonics Beginner Book 2 Handwriting
(Diagonal practice) (Name) (Phonics word practice) (Name)
get get get

bed bed bed
leg leg leg
(cut or fold)
n so n
so Zigzag Lines s
Les
continued...
e
or piece of paper.)
L 11
Another way to make slanted lines is with a Air “Writing”

zigzag motion, like this –
“Write” zigzag lines in the air, using big arm
movements, saying:
“Slant down, slant up,

To zigzag means to go in one direction and down... up... down... up...
then change to the other direction. (Draw always moving to the right.”
on blackboard or piece of paper.)
Then have your child/students “air write”

many zig-zag slanted lines, also saying the
steps aloud.
Zig... zag... Now let’s put them

together in one, long
continuing zigzag.
When we draw zig-zag slanted lines, we don’t

lift our pencils off the paper – we make the lines
in one continuous movement, always traveling
(cut or fold)
to the RIGHT. (Demonstrate again.)
(Diagonals practice) (Name) (Phonics word practice) (Name)
let let let let

get get get
let let let let
(cut or fold)
n so n
so Zigzags Vs. Bunny Hops s
Les
continued...
e
or piece of paper.)
L 12
Zigzag lines are very different from bunny hops. Air “Writing”
Bunny hops are ROUND –
Let’s practice writing bunny hops and zigzag
lines in the air – first, bunny hops...
(Draw some bunny hops and

have your students/children also
And zigzag lines are STRAIGHT (but on a slant) –
write bunny hops in the air.)
Now leg’s do some zigzag lines in the air –
(Draw some zigzags and have

your students/children also write
zigzags in the air.)
Now let’s make bunny hops with our arms –
Touch your fingers (Repeat several times.)

over your head and
round your arms.
Now let’s make zigzags with our arms –
Straighten your arms,

still keeping your
fingers together.
(cut or fold)
(Diagonals practice) (Name) (Phonics word practice) (Name)
let let let let

get get get
let let let let
(cut or fold)
n so n
so How to write the letter ‘v’ s
Les
continued...
e
or piece of paper.)
L 13
The letter <v> looks like a flying vulture, which is Air “Writing”
a big bird that eats meat.
v
“Write” a letter <v> in the air, using big arm
movements, saying:
“Zig...zag.”

many >v> letters, also saying the steps aloud.
To write the letter <v>, make ONE zigzag –
Zig... Zag. (Do it

without
lifting your
pencil.)
(cut or fold)
(Name) (Name)
v v v v v v vet vet vet

v v v v v v van van van
v v v v v v vet van vet
(cut or fold)
n so n
so How to write the letter ‘w’ s
Les
continued...
e
or piece of paper.)
L 14
Here’s the letter <w> (draw one on a blackboard To write the letter <w>, write two letter v’s
or a piece of paper) – without lifting your pencil –
w
The letter <w> can be written TWO different
Tip ways – as a Double-U or as a Double V.
Both ways are correct:
w
In this handwriting lesson, we are going
Air “Writing”
“Write” a letter <w> in the air, using big arm
movements, saying:
to practice writing the letter <w> as a

Double-Vee because that’s the way the “Zig–zag... zig–zag.”
letter <w> is written most of the time
(in books and in school materials).
But remember, the letter <w> always makes many <w> letters, also saying the steps aloud.
the same sound (”wuh”) whether it’s written
as a Double-U or a Double-V.
(cut or fold)
(Name) (Name)
wwww wwwww
vvvvv wet wet vet
wwww wet wet vet
(cut or fold)

Book 2 Handwriting Instructions and Worksheets

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Book 2 Handwriting Instructions and Worksheets

Uploaded by

Copyright:

Available Formats

The easy, fun (and FREE!

Progressive way to teach handwriting.

For this booklet, do TWO

Take a break between the

Don’t skip the “Air Writing” – the

”Little line. Then make a <c> –

Notes: (1) Children/students need to say the

(2) Write BIG letters in the air. (2) Students

should use the arm they write with.

Start in the Make a little Then go up

Write the letter in one continuing movement.

“Tall line down. Then

Then have your child/students “air write” the

First, you Then, without The bunny goes

Write the letter in one continuing movement.

Don’t lift your pencil until you are done.

With the letter

This hand This hand

b b b b b b bed bed bed

Letter <m> – “Little line down. Then

Today we are going to practice five letters

Letter <h> – “Tall line down. Then

nmrhb Letter <b> – “Tall line down. Then

Cycle through the letters a couple of times

Start at Draw a straight

Also, the letter <l> is taller than the letter <t>:

“Tall line down.”

The letter ‘L’ The letter “t”

l l l l l l l l l let let let let

g “Write” the letter <g> in the air, using big arm

“Draw a <c>. Close it up.

Then have your child/students “air write” the

First make Then Now, without lifting

Write the letter in one continuing movement. Don’t

Stand up and put your arms

The letters <b> and

Now wave your letters

g g g g g g ggg bbb ddd

Some letters have slanted lines (diagonal lines), Air “Writing”

xvw (Note: Because children are still learning

Make lots of slants in this ONE DIRECTION

(In this lesson, we are only doing ONE

get get get

students make lots of slanted lines too.

get get get

Another way to make slanted lines is with a Air “Writing”

“Slant down, slant up,

Then have your child/students “air write”

Zig... zag... Now let’s put them

When we draw zig-zag slanted lines, we don’t

to the RIGHT. (Demonstrate again.)

let let let let

(Draw some bunny hops and

Now leg’s do some zigzag lines in the air –

(Draw some zigzags and have

Touch your fingers (Repeat several times.)

Now let’s make zigzags with our arms –

Straighten your arms,

let let let let

Then have your child/students “air write”

Zig... Zag. (Do it

v v v v v v vet vet vet

to practice writing the letter <w> as a

You might also like