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Have students use their Unit 4 Checklist to verify that all of the skills

and vocabulary they wanted to use is included in their writing project. Review

with students the prefixes and suffixes learned earlier in the unit. Remind students

of how prefixes can change the meaning of words, whereas suffixes can change

the part of speech. Also remind students to monitor their subject-verb agreement,

and make sure they understand the concept. Students can check off each item on

the checklist as they revise their drafts.

Ask students to use a highlighter as they reread their writing. Have them circle

any spelling or punctuation errors, inserting punctuation as needed. Have

them highlight sentences that do not make sense or may include an incorrect

verb. Then, ask students to go back to their highlighted sentences to make the

appropriate edits. Remind them again about usage of present tense verbs and the

agreement of subject and verb.


Have students rewrite their writing project in cursive on a new

sheet of paper. Encourage students to write carefully so that all of their revisions

are included in their rewrite. If time permits, students can illustrate their work.

Remind students that the final version of their writing project is for public reading,

so they should pay careful attention to their handwriting.

Unit 4

My Community


Penmanship Tips

Tell students that the bottom line that their

letters rest on is the base. Refer to the line

that lowercase rest on as the middle line. If

you are using three-line handwriting paper,

refer to the line that the uppercase letters

rest on as the top.

Remind students to start their letters at the

top of the letter. If they are writing lowercase

letters, they start the letter on the middle

line. Students should bump the bottom, or

base, line as their pencil travels down when

writing the letter. The height of lowercase

letters should be the middle line. The height

of lowercase letters with an upper or lower

extension (b, d, f, g, h, j, k, l, p, q, t, and y)

should be the top line if you are using three-

line paper. If you are using standard two-line

paper, the height of letters with extensions

should be double the height of the middle


Write the word


on the board using

handwriting lines to border the word. Ask

the class to chorally read the word. Have a

student come up to the board to trace the

letters. Ask

What do you notice about the

height of each letter?

Then, have the class

identify the differences in letter height.

Explain to the class that when their letters

are the proper height, they are easier to

read. Point out that each letter bumps the

bottom line. Point out that the





extensions that go above the middle line and

touch the top line. Then, point out that the


does not have an extension; it bumps the

bottom line and rises up to touch the middle


Have students practice writing one row

with the letter


, one row with the letter



and one row with the letter


. Then, have

students write a row with the word



Ask students to identify and circle their best