Ahava~Love Assembly

Grade 2 Cursive Week 10 | Teacher Guide

Grade 2 | CURSIVE

WEEK 10 • TEACHER GUIDE • DAYS 1–5

Use this guide with the Week 10 Copybook. Each lesson takes about 10 to 15 minutes. Model each letter or stroke first, say the cue while the child writes, and keep the practice short and careful. Day 5 is an independent check.

Week 10 Copybook | Week 10 Teacher Guide | Week 9 Copybook | Grade 2 index

This week

Week: Cursive Week 10 of 10 (C10): Capital Letters T, F, I, J, Q, G, S, L, D and Your Name. Suggested alongside Academic Week 26.

Standards (Alabama Course of Study, English Language Arts 2021):

  • 2.LF.37: Write legibly.
  • 2.LF.37.c: Form uppercase and lowercase letters in cursive.

Materials: A sharpened pencil, the printed Week 10 sheets (print at 100%, actual size, on letter paper), and a table and chair that let the child sit with feet flat.

Models: Cursive letter models are drawn from Playwrite US Trad, a school handwriting font by TypeTogether released under the SIL Open Font License. Start dots and arrows were placed by hand on each letter and checked against the letter’s path.

Day 1: Capitals T and F

Goal: The child forms T and F correctly and writes them at the start of the names Tuesday, Friday, joining the small letters that follow.

Cue for T: “Curve up and across. Lift, slant down, curl.”

Watch for: Writing the top line first in the middle; a stem that does not curl at the bottom.

Cue for F: “Wave across. Lift, slant down, curl, out. Lift, cross.”

Watch for: Leaving out the crossing line; a crossing line above or below the midline.

Left-handed note: Left-handed writer: slant the paper the other way (top turned to the right), hold the pencil a little higher, and keep the wrist below the writing line so the hand does not cover or smudge the letters. Pull strokes toward the elbow.

Teaching note: T and F begin with the top stroke; the stem is the second stroke. F is crossed last.

Routine checklist. Check each step as the child finishes it.

  • ☐ Warm up: the child writes the letter large in the air with a straight arm while saying the cue.
  • ☐ The child traces the model with a finger, starting on the green dot and following the arrows.
  • ☐ The child traces the gray letters on the sheet, then writes on the empty rows.
  • ☐ The child joins the letters in the practice words.
  • ☐ The child circles his or her best letter, and the adult names one thing to fix next time.

Day 2: Capitals I and J

Goal: The child forms I and J correctly and writes them at the start of the names Ivy, June, joining the small letters that follow.

Cue for I: “Left to a point, around, up, over, straight down.”

Watch for: Starting at the top; a loop that does not reach the top line.

Cue for J: “Up the left, over, slant down below, loop left, curve up.”

Watch for: A tail loop on the right side; a J that sits on the baseline with no tail.

Left-handed note: Left-handed writer: slant the paper the other way (top turned to the right), hold the pencil a little higher, and keep the wrist below the writing line so the hand does not cover or smudge the letters. Pull strokes toward the elbow.

Teaching note: I starts a little below the midline, goes left to a point, and loops up to the top line.

Routine checklist. Check each step as the child finishes it.

  • ☐ Warm up: the child writes the letter large in the air with a straight arm while saying the cue.
  • ☐ The child traces the model with a finger, starting on the green dot and following the arrows.
  • ☐ The child traces the gray letters on the sheet, then writes on the empty rows.
  • ☐ The child joins the letters in the practice words.
  • ☐ The child circles his or her best letter, and the adult names one thing to fix next time.

Day 3: Capitals Q, G and S

Goal: The child forms Q, G and S correctly and writes them at the start of the names Queen, Grace, Sam, joining the small letters that follow.

Cue for Q: “Up, over, down, back, small loop, out.”

Watch for: Writing the Q like the number 2 with no loop; a tail that ends on the baseline.

Cue for G: “Undercurve, small loop, swing up, slant down, around, point, across.”

Watch for: Leaving out the small top loop; a crossbar that sits on the baseline.

Cue for S: “Undercurve up, small loop, down and around, curve up.”

Watch for: Leaving out the small loop at the top; a bottom that stays open.

Left-handed note: Left-handed writer: slant the paper the other way (top turned to the right), hold the pencil a little higher, and keep the wrist below the writing line so the hand does not cover or smudge the letters. Pull strokes toward the elbow.

Teaching note: G and S begin on the baseline with an undercurve, like the lowercase lead-in.

Routine checklist. Check each step as the child finishes it.

  • ☐ Warm up: the child writes the letter large in the air with a straight arm while saying the cue.
  • ☐ The child traces the model with a finger, starting on the green dot and following the arrows.
  • ☐ The child traces the gray letters on the sheet, then writes on the empty rows.
  • ☐ The child joins the letters in the practice words.
  • ☐ The child circles his or her best letter, and the adult names one thing to fix next time.

Day 4: Capitals L and D and Your Name

Goal: The child forms L and D correctly and writes them at the start of the names Lee, Dan, joining the small letters that follow.

Cue for L: “Across, loop over, slant down, small loop, curve up.”

Watch for: Leaving out the small loop at the bottom; a top loop that is too small.

Cue for D: “Slant down, small loop, around, up, over.”

Watch for: Leaving out the small loop at the bottom; a D that does not close near the top.

Left-handed note: Left-handed writer: slant the paper the other way (top turned to the right), hold the pencil a little higher, and keep the wrist below the writing line so the hand does not cover or smudge the letters. Pull strokes toward the elbow.

Teaching note: L and D share the small loop at the bottom left.

Your name: Write the child’s first and last name in cursive on a strip of paper as a model. The child traces it once, then writes it on the sheet. Use this name model in later weeks too.

Routine checklist. Check each step as the child finishes it.

  • ☐ Warm up: the child writes the letter large in the air with a straight arm while saying the cue.
  • ☐ The child traces the model with a finger, starting on the green dot and following the arrows.
  • ☐ The child traces the gray letters on the sheet, then writes on the empty rows.
  • ☐ The child joins the letters in the practice words.
  • ☐ The child circles his or her best letter, and the adult names one thing to fix next time.

Day 5: Handwriting Check

Check: The child writes all 26 capital letters in order without models, then copies the sentence “Grace and Sam fed the ducks.” in cursive. Then the child writes his or her own name in cursive. Do not show the cursive models.

Rubric: Score each area 1 (not yet), 2 (sometimes) or 3 (consistent).

AreaWhat to look forScore (1, 2 or 3)
Letter formationStarts on the dot’s spot and follows the strokes in order.
SizeShort letters reach the midline; tall letters reach the top line; tails go below the baseline.
SlantLetters lean the same way, a little to the right.
SpacingEven space between letters; a clear space between words.
JoinsEach letter flows into the next without a lift, except where a dot or cross needs one.
LegibilityAnother reader can read every letter and word.

Next step: If any area scores 1, repeat this week’s hardest lesson before moving on. Scores of 2 can be practiced alongside next week’s lessons.

Sources

Week 10 Copybook | Week 10 Teacher Guide | Week 9 Copybook | Grade 2 index