Additional Resources Includes: Reading Log Vocabulary Log Listening Log Proofreading Checklist Proofreading Marks Writing Conference Form Writing Rubric Instructional Routines Graphic Organizer Blackline Masters Handwriting Models
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Contents Reading Log... 4 Vocabulary Log... 5 Listening Log... 6 Proofreading Checklist... 7 Proofreading Marks... 8 Writing Conference Form... 9 Writing Rubric... 10 Instructional Routines...11 25 Graphic Organizers... 26 40 Handwriting Models... 41 48 Additional Resources Contents
Reading Log Reading Log Title Author Pages Write a summary of the pages you read. Pages Write a summary of the pages you read. Pages Write a summary of the pages you read. Questions for Discussion What was your favorite part of the book? What did you enjoy about the author s writing? Would you recommend this book to a friend? Why or why not? Reading Log 4
This Week s Words Vocabulary Log Choose two vocabulary words from a book you read this week. Write new sentences using these words. Make sure the vocabulary words have the same meaning as they have in the book. 1. 2. More Words Make a list of other new words you learned this week, either at school or at home. Write a sentence using one of these words. Vocabulary Log 5
Listening Log Title Listening Log Set a Purpose for Listening Good listeners first think about why they are listening. Here are some reasons for listening. I listen to be entertained or for fun. I listen to be informed or to learn new information. I listen to enjoy rhyme, rhythm, or special words. Notes Tips for Listening Good listeners follow these tips for listening carefully. Check the items to show how well you listened. I set a purpose for listening. I watched the speaker or reader. I paid attention to pictures or props. I wrote down questions I wanted to ask later. Notes Listening Log 6
Proofreading Unit X Checklist w e e k ly t o - d o l i s t Proofreading Checklist Read each question below. Then check your paper. Correct any mistakes you find. After you have corrected them, put a check mark in the box next to the question. 1. Did I indent each paragraph? 2. Do I have any run-on sentences? 3. Did I spell all words correctly? 4. Did I use capital letters correctly? 5. Did I use punctuation marks correctly? Is there anything else you should look for? Make your own proofreading checklist. Proofreading Checklist Houghton Mifflin Harcourt Publishing. All rights reserved. 7
Proofreading Marks Proofreading Marks Mark Explanation Examples Add words. best My friend ate lunch with me. ^ Take out words. We read the a books. Change a lowercase letter to a capital letter. we sang songs. Change a capital letter to a lowercase letter. The Bus was late., Add a comma. Max my cat is fluffy. ^, ^,. Add a period. Put a period at the end Ȯ Proofreading Marks 8
Writing Conference Writing Conference Form Writing assignment: Read your draft and complete items 1-2. 1. One thing I did well in my writing is 2. One part of my draft I would like to improve is Meet with a partner and use questions 3 6 to talk about each other s writing. 3. What is the writing mostly about? 4. What details could be added to tell more about the topic? 5. List some strong words from the writing. 6. I will improve my draft by Writing Conference Form 9 Grade 2 Additional Resourcs
Writing Rubric Writing Rubric A rubric is a chart that helps you when you write and revise. Score 6 tells you what to aim for in your writing. Focus Organization Word Choice Conventions Support Voice Sentence Fluency Score 6 My writing is focused. It has facts or details. My writing has a beginning and an ending. Ideas are in order. Ideas are connected with words. I use words that describe. My voice connects with the reader. My writing has no errors in spelling, grammar, capitalization, or punctuation. Sentences have different lengths. Score 5 My writing is mostly focused. It has facts or details. My writing has a beginning and an ending. Most ideas are in order. Most ideas are connected with words. I use some words that describe. My voice connects with the reader. My writing has few errors in spelling, grammar, capitalization, or punctuation. Most sentences have different lengths. Score 4 My writing is mostly focused. It has some facts or details. My writing has a beginning and an ending. Some ideas are in order. Some ideas are connected with words. I use some words that describe. My voice may connect with the reader. My writing has some errors in spelling, grammar, capitalization, or punctuation. Some sentences have different lengths. Score 3 Some of my writing is focused. It has some facts or details. My writing might have a beginning and an ending. Some ideas are in order. Some ideas are connected with words. I use few words that describe. My voice may not connect with the reader. My writing has some errors in spelling, grammar, capitalization, or punctuation. Few sentences have different lengths. Score 2 My writing is not focused. It has few facts or details. My writing might be missing a beginning or an ending. Few ideas are in order. Few ideas are connected with words. I use few words that describe. My voice may not connect with the reader. My writing has many errors in spelling, grammar, capitalization, or punctuation. Few sentences have different lengths. Score 1 My writing is not focused. It has no facts or details. My writing is missing a beginning or an ending. Few or no ideas are in order. Ideas are not connected with words. I use few words that describe. My voice does not connect with the reader. My writing has many errors in spelling, grammar, capitalization, or punctuation. No sentences have different lengths. Sentences are incomplete. Writing Rubric 10
Instructional Routines Instructional Routine 1: Sound/Spelling Cards Purpose: Use these routines to teach and review sound/symbol correspondences. Introduce 1 Display the Sound/Spelling Card. m _mb 2 Point to the picture. Say the name of the object shown and the initial sound. 3 Guide children to name the object and the initial sound. 4 Repeat the sound three times. Have children repeat the sound. This is a mouse. The first sound we hear in mouse is /m/. What is this? mouse What is the first sound you hear in the word mouse? /m/ Listen. What sound? /m/ /m/ /m/ Now you say it. /m/ /m/ /m/ 5 Discuss the letters. Point to and name the spelling. Have children name the spelling three times. Listen. What spelling? m m m Now you say it. m m m m _mb 6 Write a word with the target sound. mat 7 Read the word. Point out the target sound. Look. Mat starts with m/m/. Mat. 8 Read the word again, and have children read it with you. Then repeat with two or more example words. Listen: mat. Now you say it. mat Review 1 Touch the picture on the card. What is the picture on the card? mouse 2 Have children identify the first sound in the name of the object. What is the first sound you hear in mouse? /m/ 3 Point to the spelling on the card. What is the spelling? m Instructional Routines 11
Instructional Routines Instructional Routine 2: Sound-by-Sound Blending Purpose: Use this routine to teach children a strategy for decoding unfamiliar decodable words using the English sound/spelling system. 1 Write or display the Letter Card(s) for the first sound in the word. m 2 Point to the letter(s) as you say the sound, and have children repeat it with you. 3 Write or display the Letter Card for the next sound in the word and repeat the procedure. 4 Sweep your hand below the letters, and blend the sounds. Have children blend the sounds with you. Listen: /m/. Now you say it. /m/ Listen: /ă/. Now you say it. /ă/ Blend the two sounds together. Listen: /m/ /ă/. Now you say it. /m/ /ă/ m a ma 5 Repeat the process for the remaining sounds, one at a time. Listen: /t/. Now you say it. /t/ ma t 6 Model reading the entire word. Sweep your hand below the letters, and blend the sounds. Blend all of the sounds together. Listen: /m/ /ă/ /t/, mat. ma t Have children blend the sounds to read the word. Now you say it. /m/ /ă/ /t/, mat 7 Ask children to tell if the target word sounds like a real word. Have them use the word in a sentence. Does mat sound like a word you know? Yes. Now use the word mat in a sentence. Possible response: I wipe my feet on the mat. Instructional Routines 12
Instructional Routines Instructional Routine 3: Continuous Sound Blending Purpose: Use this routine to provide children with an intermediate strategy as a transition between sound-by-sound blending and reading words with automaticity. 1 Display the Letter Cards. m a t 2 Sweep your hand below the letters. As you point to each letter, slowly blend each sound. Listen: /m/ /ă/ /t/, mat. ma t Then read the word naturally. 3 Guide children to blend the sounds and pronounce the word. Blend the word with me: mat. Now you read it. mat ma t 4 Ask children to tell if the target word sounds like a real word. Have them use the word in a sentence. Does mat sound like a word you know? Yes. Now use the word mat in a sentence. Possible response: I wipe my feet on the mat. 5 Repeat with additional examples. Blend the word with me: sat. Now you read it. sat s a t Instructional Routines 13
Instructional Routines Instructional Routine 4: Vowel-First Blending Purpose: Use this routine to provide additional support to children who have difficulty with the other two types of blending and need to focus on using vowel sounds. 1 Display the Letter Card for the vowel in the word. Point to the spelling as you say the sound. Have children repeat the sound with you. Listen: /ôr/. Now you say it. /ôr/ or 2 Explain that when you see this spelling as you read, you will remember to say that sound. When I see these two letters together, I ll say /ôr/. 3 Display the Letter Card for the first sound in the word. Point to the spelling as you say the sound. Listen: /f/. Now you say it. /f/ f Have children repeat the sound with you. 4 Place the cards next to each other in order. Sweep your hand below the cards, and blend the sounds. Listen: /f/ /ôr/, for. Now you say it. /f/ /ôr/, for f or Have children blend the sounds with you. 5 Repeat the process for the remaining sounds, one at a time. Listen: /k/. Now you say it. /k/ k 6 Sweep your hand below the cards, and blend the sounds. Have children blend the sounds with you. Listen: /f/ /ôr/ /k/, fork. Now you say it. /f/ /ôr/ /k/, fork f or k 7 Ask children to tell if the target word sounds like a real word. Have them use the word in a sentence. Does fork sound like a word you know? Yes. Now use the word fork in a sentence. Possible response: I eat pasta with a fork. Instructional Routines 14
1/13/09 4:53:45 AM Instructional Routines Instructional Routine 5: Decodable Text Purpose: Use this routine to have children apply sound/spelling correspondences and high-frequency words to decodable text and to develop reading fluency. 1 Review Sound/Spelling Card(s) and High- Frequency Words. ch _tch th light grow 2 Distribute books. Read the title and browse the beginning pages with children. 3 Review one of the blending routines on pp. 12 14. Select a word from the text and model how to apply the blending strategy. 4 Have children read the first page of the book aloud. When they need help, guide children to use the blending strategy to read the word. Have them reread the sentence. Pronounce nondecodable words that are difficult for children. Repeat the procedure for each page. 5 For unfamiliar words of more than one syllable, remind children to look for familiar word parts or break the word into syllables to decode it. What do you think this story is about? EXAMPLE: I see the letters c, h, i, n. I know that the letters ch stand for the sound /ch/. I ll blend the sounds for all the letters: /ch/ / ĭ/ /n/, chin. Chin is a word that I know, so I ll see if it makes sense in the sentence. Read the first page to yourself. Then we ll let volunteers read the page out loud. Remember to use the Sound/Spelling Cards and the blending strategy when you need to figure out a word. Look for word parts you know. Divide the word into syllables. Think of the sounds for the letters and blend each syllable. Blend the word parts to read the word. Check that the word makes sense. 6 Reread the story, following the same procedure as necessary. 7 Use the Choral Reading Routine or another Fluency Routine to have children reread the story together three or more times. Instructional Routines 15
Instructional Routines Instructional Routine 6: Sounds in Sequence Dictation (Single-Syllable Words) Purpose: Use this routine to give children a strategy to spell single-syllable words. 1 Review the Sound/Spelling Card. Tell children they will be spelling words with this sound/spelling. 2 Say the target word, and use it in a sentence. What is the sound for this spelling? /m/ We are going to spell the word mat. I wipe my feet on the mat. m _mb 3 Say the word slowly with children. Say the word with me. Listen carefully to hear all the sounds: /m/ /ă/ /t/. 4 Segment the first sound in the word with children. Watch my mouth: /m/ /ă/ /t/. What s the first sound? /m/ Write the spelling for /m/. m 5 Repeat with remaining sounds. Watch my mouth: /m/ /ă/ /t/. What s the next sound? /ă/ Write the spelling for /ă/. a Watch my mouth: /m/ /ă/ /t/. What s the next sound? /t/ Write the spelling for /t/. t 6 Write the target word on the board. Have children check their spelling. What word did we spell? mat Did you write mat with the letters m-a-t? 7 Have children write the sentence. Now write this sentence: I sit on my mat. 8 Repeat the sentence, saying one word at a time. Remind children to write highfrequency words as whole words. 9 Write the sentence on the board. Underline the high-frequency words. I sit on my mat. Remember that you do not need to sound out the high-frequency words. I sit on my mat. Now proofread your sentence. 10 Repeat the routine with other words. Think about sounds as you write the words. Instructional Routines 16
Instructional Routines Instructional Routine 7: Sounds in Sequence Dictation (Multi-Syllable Words) Purpose: Use this routine to give children a strategy to spell multi-syllable words. 1 Review the Sound/Spelling Card. Tell children they will be spelling words with this sound/spelling. What is the sound for this spelling? /ā/ a a_e ai _ay 2 Say the target word and use it in a sentence. We are going to spell the word safely. Be sure to cross the street safely. 3 Guide children to divide the word into syllables. 4 Segment the first sound in the first syllable with children. 5 Repeat with the remaining sounds in the first syllable. Then continue by segmenting the sounds in the second syllable with children. 6 Write the target word on the board. Have children check their spelling. Say the word with me: safely. Now clap the syllables: safe (clap) ly (clap). Now listen for the sounds in the first syllable: /s/ /ā/ /f/. What s the first sound? /s/ Write the spelling for /s/. s Watch my mouth: /s/ /ā/ /f/. What s the next sound? /ā/ Write the spelling for /ā/. a Watch my mouth: /s/ /ā/ /f/. What s the next sound? /f/ Write the spelling for /f/. f What pattern stands for the /ā/ sound in safe? a-consonant-e Write the last letter to finish the pattern. e What word did we spell? safely Check your spelling of safely. 7 Have children write the decodable sentence. Now write: Did you get home safely? 8 Repeat the sentence, saying one word at a time. Remind children to write highfrequency words as whole words. Did you get home safely? Remember that you do not need to sound out the high-frequency words. 9 Repeat with the remaining words. Think about the sounds as you write. Instructional Routines 17
Instructional Routines Instructional Routine 8: Syllable Division VCCV Pattern Purpose: Use this routine to teach children how to read words with the VCCV syllable pattern. 1 Write a word with a VCCV pattern, but do not read the word aloud. 2 Remind children that each syllable in a word has a vowel sound. Have children identify the vowels in the word. Write a V under each vowel. 3 Have children identify the consonants between the vowels. Write a C under each consonant. napkin Look at this word. Which letters are vowels? a, i nap kin v v Which letters are consonants that fall between the vowels? p, k nap kin vc cv 4 Point out the VCCV pattern. Explain that when dividing a VCCV word, the syllables are divided between the two consonants. Draw a slash between the two consonants in the word and between the C s in the VCCV pattern. 5 Have children sound out each syllable and blend the syllables to read the word. 6 If children have difficulty reading the syllables correctly, remind them that each syllable has a CVC pattern, so the vowels are short. When you see a vowel-consonantconsonant-vowel pattern, divide the word into syllables between the two consonants. nap/kin vc/cv Let s blend the syllables to read the word: /n/ /ă/ /p/ /k/ / ĭ/ /n/. What s the word? napkin Nap has a short a sound. Kin has a short i sound. When you put the two syllables together, you get napkin. Instructional Routines 18
Instructional Routines Instructional Routine 9: Syllable Division VCV Pattern Purpose: Use this routine to help children recognize the VCV syllable pattern. 1 Write a word with a VCV pattern, but do not read the word aloud. 2 Remind children that each syllable in a word has a vowel sound. Have children identify the vowels. Write a V under each vowel. 3 Have children identify the consonant between the vowels. Write a C under the consonant. 4 Point out the VCV pattern. Explain that in a VCV word, the syllables are usually divided before the consonant. Draw a slash before the consonant. Explain that the first syllable is an open syllable and the vowel sound is long. 5 Have children sound out each syllable and blend the syllables to read the word. 6 Repeat the process with a VC/V word, such as finish. Explain that if the word does not make sense, children should divide the word after the consonant. Draw a slash after the consonant. Explain that this is now a closed syllable and the vowel is short. Have children sound out each syllable and blend the syllables to read the word. moment Look at this word. Which letters are vowels? o, e moment v v Which consonant letter falls between the vowels? m moment v c v When you see a vowel-consonant-vowel pattern, divide the word into syllables before the consonant. mo/ment v/ c v Let s blend the syllables to read the word: /m/ /ō/ /m/ /ĕ/ /n/ /t/, moment. What s the word? moment fi/nish v/cv /f/ / ī/ /n/ / ĭ/ /sh/ Does /f/ / ī/ /n/ / ĭ/ /sh/ make sense? no fin/ish vc/v Let s break the syllable after the consonant, like this. The first syllable is now a closed syllable. The vowel sound is short. /f/ / ĭ/ /n/ / ĭ/ /sh/, finish Does finish sound like a word you know? yes Instructional Routines 19
Instructional Routines Instructional Routine 10: Syllable Division VCCCV Pattern Purpose: Use this routine to help children recognize the VCCCV syllable pattern. 1 Write a word with a VCCCV pattern, but do not read the word aloud. 2 Remind children that each syllable in a word has a vowel sound. Have children identify the vowels in the word. Write a V under each vowel. 3 Have children identify the consonants between the vowels in the middle of the word. Write a C under each consonant. surprise Look at this word. Which letters are vowels? u, i, e surprise v v v Which letters are consonants that fall between the vowels? r, p, r surprise vcccv 4 Point out the VCCCV pattern. Explain that a VCCCV word always has two blended consonants and is divided into syllables either before or after the blended consonants. Ask children what the blended consonants are, and draw a slash between the syllables. Words with a vowel-consonant-consonantconsonant-vowel pattern always have two blended consonants. Divide the word into syllables either before or after these two consonants in the same syllable. sur/prise vc/ccv What are the two blended consonants in this word? The p and r are blended consonants. 5 Have children sound out each syllable and blend the syllables to read the word. Have children adjust the pronunciation of the syllables as necessary to get a real word. Let s blend the syllables to read the word: /s/ /ә r/ /pr/ / ī/ /z/, surprise. What s the word? surprise Instructional Routines 20
Instructional Routines Instructional Routine 11: High-Frequency Words Purpose: Use this routine to provide children with the opportunity to practice high-frequency words. 1 Display the High-Frequency Word Card and say the word. Have children repeat the word. 2 Repeat the target word. Then spell the word aloud as you write it on the board. This word is kind. What s the word? kind kind k-i-n-d kind 3 Use the word in a sentence. A butterfly is a kind of insect. 4 Point out familiar sound/spelling patterns that are listed on the back of the High- Frequency Word Card. In the spelling pattern ind, the letter i usually stands for the / Ī/ sound. What s the vowel sound? / ī/ 5 Blend the word with children. Now let s blend the sounds in the word: /k/ / ī/ /n/ /d/. 6 Point to the letters on the card as children spell the word aloud. 7 Then repeat the spelling as you point to the letters on the board. Spell the word kind. k-i-n-d Say the word and spell it again. kind, k-i-n-d 8 Have children write the word. Now you write the word. kind 9 Have children compare their writing with the word on the board. Check that you spelled the word correctly. Make corrections if necessary. Instructional Routines 21
Instructional Routines Instructional Routine 12: Choral Reading Purpose: Use this routine to provide children with opportunities to build fluency. 1 Have children turn to the appropriate page in the text. We will read together. Be sure you are on the page that we will be reading. 2 Read the text aloud with children. As I read the text, you will read along with me. 3 Model accuracy, appropriate rate and phrasing, and expression. Listen to how my voice sounds as I read. Try to make your voice match mine. Instructional Routine 13: Echo Reading Purpose: Use this routine to provide children with opportunities to build fluency. 1 Have children turn to the appropriate page in the text. 2 Read a section of the text aloud as children track the print. Model accuracy, appropriate rate and phrasing, and expression. 3 Reread the section. Have children track the print and read along with you as you read. You will listen as I read. Then you will read with me. Be sure you are on the page that we will be reading. Put your finger on the beginning of the first sentence. As I read the text, use your finger to follow along. Listen to how my voice sounds as I read. Now read along with me. Try to make your voice match mine. 4 Continue the process with several more sections of the text. Instructional Routines 22
Instructional Routines Instructional Routine 14: Repeated Reading Purpose: Use this routine to provide children with opportunities to build fluency. 1 Select a short passage for children to read. 2 Read the passage aloud once for comprehension. Model accuracy, appropriate rate and phrasing, and expression. 3 Have children whisper-read the passage aloud. Listen as I read the text aloud. Pay attention to the speed at which I read and how my voice changes. Now using a whisper, read the passage aloud to yourself. Practice reading at a good speed and try to read all of the words correctly. 4 Listen to monitor children s reading. If a word is misread, read the word correctly and have the child repeat the word before continuing. 5 Have children reread the passage until the desired level of fluency is achieved. Instructional Routines 23
Instructional Routines Instructional Routine 15: Partner Reading Purpose: Use this routine to provide children with opportunities to build fluency. 1 Have children work in pairs to read. Take turns reading the pages of this text. 2 Tell children how to read so their partner can hear them. 3 Tell children how to listen and provide feedback to their partner. As you read, be sure to speak loudly enough so your partner can hear you. Make your voice sound natural, like you are talking. As you listen to your partner read, ask yourself these questions: 1. Is my partner reading too slowly or too quickly? 2. Is my partner pausing for commas and periods? 3. Is my partner reading the words correctly? 4. Does my partner sound like he or she is talking? Give your partner feedback about his or her reading. 4 Have children repeat the process. Instructional Routines 24
Instructional Routines Instructional Routine 16: Vocabulary in Context Cards Purpose: Use this routine to help children deepen their understanding of vocabulary words. 1 Display the Vocabulary in Context Card and read aloud the word. Have children repeat the word. Discuss the phonics and structural cues, including sound/spelling patterns. 2 Read aloud the explanation under What Does It Mean? on the back of the card. This word is create. What s the word? create When you create something, you make it. 3 Have children read aloud the sentence(s) on the front of the card. Use the picture and the sentence(s) together to help children understand the word. Some artists create things out of junk. This statue was made of recycled trash. What do the picture and the context sentence tell us about the word? 4 Point out any Spanish cognates. The Spanish cognate of create is crear. 5 Read aloud the questions under Think About It on the back of the card. What would you like to create? 6 Have children use the word in sentences. Now use create in a sentence. Possible response: I like to create funny songs. 7 Give partners or small groups one or two Vocabulary in Context Cards. Help children, as necessary, as they begin working on the Talk It Over activity on the back of the card. 8 Have children complete the activities for all of the lesson s cards during the week. Instructional Routines 25
Column Chart: Title or Topic Graphic Organizer 1 Graphic Organizer 1 26
Column Chart: Title or Topic Graphic Organizer 2 Character Detail My Own Experience Inference About Character character character character Graphic Organizer 2 27
Feature Map: Title or Topic Graphic Organizer 3 Graphic Organizer 3 28
Flow Chart: Title or Topic Graphic Organizer 4 Graphic Organizer 4 29
Flow Chart: Title or Topic Graphic Organizer 5 Graphic Organizer 5 30
Four-Square Map: Title or Topic Graphic Organizer 6 Graphic Organizer 6 31
Idea-Support Map: Title or Topic Graphic Organizer 7 Graphic Organizer 7 32
Inference Map: Title or Topic Graphic Organizer 8 Graphic Organizer 8 33
Inference Map: Title or Topic Graphic Organizer 9 Graphic Organizer 9 34
Story Map: Title Graphic Organizer 10 Setting Characters Beginning Plot Middle End Graphic Organizer 10 35
Story Map: Title Graphic Organizer 11 Setting Characters Problem (Conflict) Plot Events Solution (Resolution) Graphic Organizer 11 36
T-Map: Title or Topic Graphic Organizer 12 Graphic Organizer 12 37
T-Map: Title or Topic Graphic Organizer 13 Cause Effect Graphic Organizer 13 38
Venn Diagram: Title or Topic Graphic Organizer 14 Both Graphic Organizer 14 39
Web: Title or Topic Graphic Organizer 15 Graphic Organizer 15 40
Handwriting Models Trace and write the letters. Aa Aa Bb Bb Cc Cc Dd Dd Ee Ee Ff Ff Gg Gg Handwriting Models 41
Handwriting Models Trace and write the letters. Hh Hh Ii Ii Jj Jj Kk Kk Ll Ll Mm Mm Handwriting Models 42
Handwriting Models Trace and write the letters. Nn Nn Oo Oo Pp Pp Qq Qq Rr Rr Ss Ss Tt Tt Handwriting Models 43
Handwriting Models Trace and write the letters. Uu Uu Vv Vv Ww Ww Xx Xx Yy Yy Zz Zz Handwriting Models 44
Handwriting Models Trace and write the letters. Aa Aa Bb Bb Cc Cc Dd Dd Ee Ee Ff Ff Gg Gg Handwriting Models 45
Handwriting Models Trace and write the letters. Hh Hh Ii Ii Jj Jj Kk Kk Ll Ll Mm Mm Handwriting Models 46
Handwriting Models Trace and write the letters. Nn Nn Oo Oo Pp Pp Qq Qq Rr Rr Ss Ss Tt Tt Handwriting Models 47
Handwriting Models Trace and write the letters. Uu Uu Vv Vv Ww Ww Xx Xx Yy Yy Zz Zz Handwriting Models 48
Additional Resources Grade 2 hmhco.com 1508828-LV 2