Kindergarten Spring — Lowercase Letter Formation, Sentence Frames, and the First Independent Writing
Lesson 13 25 min eng.gK.s.lesson_13.midunit_handwriting_check

Mid-unit handwriting + writing-conventions check

Skills targeted
Objectives
  • Teacher gathers individual data on each student's lowercase letter mastery.
  • Students demonstrate complete-alphabet lowercase formation and capitalization conventions.
Vocabulary
check-inletter formationconvention

Lesson plan

Warm-up

2 min

Whole-class lowercase alphabet chant.

Teacher moves
  • Quick pace; celebrate

Direct instruction

3 min

Today I'll check in with each of you. I'll dictate the alphabet, and you'll write each letter. Then you'll write one sentence about anything. Quick check — no big deal!

Key examples
  • You don't have to be perfect — I'm looking at WHERE you start each letter.
    model Teacher says 'a' and writes a tiny magic-c-plus-line on three-line paper.
    prompt Watch me model the dictation routine.
  • I started with a capital, put finger-spaces between words, and ended with a period.
    model Teacher writes with capital I, finger-spaces, period.
    prompt Modeled sentence: 'I like my cat.'
Checks for understanding
  • What's the FIRST thing I do for each letter? (Start at the right place.)
  • When I write a sentence, what three things make it complete? (capital, spaces, end mark)
  • Where does the dot on 'i' go? (sky-zone, above grass-line)
Media
M-K-S-GR-13-A Diagram Physical / non-image

Diagram of the 26-letter alphabet dictation rubric. Three rows: ORIGIN (start at correct location), PATH (correct stroke order), PLACEMENT (correct sky/grass/dirt zone). Each letter scored 0/1/2 on each dimension. Total /156 with mastery at ≥130. Used by teacher for individual scoring.

Guided practice

14 min
Tasks
  • Alphabet dictation: teacher says each letter in order; child writes on three-line paper.
    scaffold Score on stroke-origin and sky/grass/dirt placement.
  • Write one sentence about your favorite recess activity.
    scaffold Score on: capital first letter, finger-spaces, end punctuation, lowercase 'i' as pronoun.

Formative assessment

3 min
Exit ticket
  • Sticker self-rate: 'I felt good / I felt unsure' for handwriting + sentence-writing.
scoring Teacher scores the alphabet dictation (26 letters, mastery ≥22 with correct origin) and the sentence (4 conventions, mastery 3+).

Closure

Moves
  • Restate: 'Mid-year and you have grown so much!'
Media
M-K-S-GR-13-B Chart
Bulletin display 'How We've Grown'. Each child has a before/after column: Fall sample writing (often capitals only, no s

Bulletin display 'How We've Grown'. Each child has a before/after column: Fall sample writing (often capitals only, no spacing) next to Spring mid-unit sample (mixed-case, finger-spaces, end punctuation). Used for parent conferences and student reflection.

Homework

5 min
Tasks
  • Practice writing your full first AND last name with capital first letters.

Exercises in this lesson

eng.gK.s.ex_21
Write one sentence about your favorite recess activity.
 write sentence · diff 3

Differentiation

Scaffolds
  • Reduce alphabet to 13 letters at a time
  • Allow reference card for severe motor delay (note in scoring)
  • One-on-one administration
Extensions
  • Write a compound sentence with AND
  • Include a Tier-2 word
English Learners
  • Allow home-language sentence (then translation)
  • Allow gestures or picture-supported response
Ieps 504s
  • AAC for sentence
  • Reduce alphabet to mastered letters
  • Use sand tray

Teacher notes

This is the formal mid-Spring assessment. Children scoring below mastery on either handwriting or conventions enter a 4-week intensive small-group intervention. Document each child's rubric in the portfolio.