Action Verbs 1 Esl Vocabulary Game Cards For Kids

The easy, fun (and FREE!
Progressive way to teach handwriting.
Printing 5½+
T.M. Take the test! Is your child
age Step 1 ready for handwriting?
Print out these instructions and

Step 2 worksheets. For more than one
student, print copies of the
“Worksheets Only” version of
this booklet.
One lesson a day! If you

Step 3 have extra time, starting
AFTER lesson 4, use the
“Extra Worksheets” for extra
practice (but don’t overdo it).
Book 1: The Basics Step 4

Don’t skip the “Air Writing” – the
big motions help commit the
patterns to memory. The motions
Letters: t, c, a, d, n, m, h, r, s. also help strengthen the shoulder

and arm muscles for writing.
Shapes taught: Vertical and horizontal
lines, the “c” shape, “bunny hops” (arches).
Before starting Beginner Handwriting Test
Test Check readiness.
Full Name: ___________________________________
For more than one student, save paper by printing
copies of the “Test Only” file. Age:_____________ Date:_______________________
1 Important!
Although some children learn to read at an
early age, most children aren’t ready for
handwriting until age five or six.
This is because, unlike reading, handwriting

relies on physical strength and coordination.
2 Take the test

Have your child/students copy each shape
in the empty box next to the shape.
If a child can draw the shapes and is using

any pencil grip other than a “fist” or “overhand”
grip (see examples on the next page), then he/she
is ready for handwriting instruction.
You aren’t looking for perfection, you are

looking to see if lines are lines (they don’t
have to be perfectly straight), if angles are
angles (not squiggles or blobs), and if
circles are “roundish.”
If the shapes are poorly executed (see

examples on next page), then the child
should wait until he/she is older and has
developed more physical strength and
(cut or fold)
coordination.
Copyright © 2014, 2015 Miz Katz N Ratz Progressive Phonics Beginner Handwriting Progressive Phonics Beginner Handwriting
Assessing pencil grip. Assessing the results.
Pencil Grip Check readiness. Test Results (See website for more info)
(See our website, ProgressivePhonics.com, for more information.)

Lines are inside the
PASS boxes (mostly), and the
Fist Grip or “Overhand” Grip = NOT READY shapes look more or less
like the desired shapes.
This shows enough

eye-hand coordination
and hand-strength to
begin handwriting
instruction, but don’t
move too quickly – it
takes time to develop
FIST OVERHAND OVERHAND muscles. A little bit
GRIP GRIP #1 GRIP #2 every day is more
beneficial than a
“marathon.”
Almost all children use a “first grip” or “overhand grip”
at some point in their development. Unless they have
a physical disability, most children “grow out” of these Multiple lines are outside
grips, but only when their arm and hand muscles are NOT A PASS the boxes. Only a few
strong enough. A child who uses one of these grips is shapes look more or less
not doing anything wrong – he/she is simply not ready like the shapes being
to hold a pencil differently, and is NOT READY FOR copied.
HANDWRITING INSTRUCTION.
Eye-hand coordination
Do not force a child to adopt a different pencil grip. is not yet developed
Let them grow out of it naturally, at their own pace. enough to engage in a
handwriting program.
Needs more time and
ALL OTHER PENCIL GRIPS ARE OKAY practice with coloring
FOR BEGINNERS. (See website for examples pages and simple
and more information.) crafts to develop
hand strength and
motor skills.
on How to write the letter ‘t’ so n
e s s e s
L L 1
1 (Demonstrate on a blackboard
or piece of paper.)
continued...
The letter <t> is like a little tree. Air “Writing”

“Write” the letter <t> in the air, using big arm
It has a
movements, saying:
tall trunk.
“Tall line down. Little

line across.”
And little Then have your child/students “air write” the

branches letter many times, also saying the steps out
sticking out. loud. Make sure they are (1) “drawing” the tall
line from top to bottom, and (2) “drawing” the
side line from left to right.
When we write the letter <t>, we always
draw the tall line first, always going from
top to bottom, and then we draw the Writing BIG letters in the air (while saying
sideways line, always going from left the steps out loud) helps to place the “pattern”
to right. in a child’s memory. Air writing also strengthens
1 arm and shoulder muscles for writing.
Note: Children/students should use the arm

2
they write with.
(cut or fold)
Copyright © 2014, 2015 Miz Katz N Ratz Progressive Phonics Beginner Book 1 Handwriting Copyright © 2014, 2015 Miz Katz N Ratz Progressive Phonics Beginner Book 1 Handwriting
Lesson 1 – practice page (A) Lesson 1 – practice page (B)
(Name) (Name)
ttttt
ttttt
ttttt ttttt
(cut or fold)
on How to write the letter ‘c’ so n
e s s e s
L L 2
2 (Demonstrate on a blackboard continued...
1 or piece of paper.)
We are now going to learn how to write Air “Writing”

the letter <c> –
“Write” the letter <c> in the air, using big arm
The letter <c> looks like a little cat movements, saying:
lying down.
“Start at the cat’s ‘nose,’

go around and stop.”
Then have your child/students “air write” the

To write the letter <c>, start at the nose, letter many times, also saying the steps out loud.
go all the way around, and then stop at
the tip of the tail.
Go all the Start at

way the nose.
around
Stop at
the tip of
the tail.
(cut or fold)
(Name) (Name)
ccccc
ccccc
tttttt
ccccc
(cut or fold)
on How to write the letter ‘a’ so n
e s s e s
L L 3
The letter <a> looks little bit like an apple – Air “Writing”
a
“Write” the letter <a> in the air, using big arm
movements, saying:
“Make a <c>, but don’t stop!

Draw a little line up, then a
little line down. Don’t lift your
pencil until you are done.”
To write the letter <a>:
(Or, for short, “Make a <c>,
then a little line up and a
little line down.”)

First make Then, instead Then, without letter many times, also saying the steps out loud.
a letter <c>. of stopping, lifting your pencil,
go back up make a straight
to the dot line down to the
where you grass.
started.
Write the letter in one continuing movement.

(cut or fold)
Don’t lift your pencil until you are done.
a
(Name) (Name)
a aaaa
a a
aa a cccc
a a aaaa
cccc
(cut or fold)
so n Writing letters on the right lines
L e s
1) Show your child/students the 2) Then have your child/students

lines and explain to them what do the next two student practice
the different lines mean. pages.
Most of the
letters fit in the Some letters have arms
middle area. that reach up into the sky.
sky area
All letters
sit on the
“grass”
(green line)
cat dog middle area
underground
area
Some letters have legs

that dig into the ground
(they go “underground”).
Copyright © 2014, 2015 Miz Katz N Ratz Progressive Phonics Beginner Book 1 Handwriting
(Name) (Name)
c a a
ccccc aaaaa
ccccc aaaaa
ccccc aaaaa
(cut or fold)
Lesson 5 – practice page
(Name)
n
Le sso Writing the letter ‘t’ on the lines
5 (Demonstrate on a blackboard 1
Let look at how the letter <t> fits on the lines –
The letter <t> is tall,

so it reaches up
into the sky.
But not tall enough
to touch the top of
the sky. It’s a “little”
<t>, so it doesn’t go
all the way up.
The “cross” part goes

right here, where the
middle meets the sky.
(cut or fold)
Lesson 6 – practice page
(Name)
n
Le sso Spaces between words
We put spaces between words, so that it

is easy to see where one word stops
a ca
and another word starts.
Right:
A rat sat on a cat.

Wrong:
ca a ca
Aratsatonacat.
How much space? About the size of
one letter <a>, so think of it like putting
a little apple between each word.
a ca a
ca a ca
(cut or fold)
on How to write the letter ‘d’ so n
e s s e s
L L 7
The letter <d> looks a little like a dog Air “Writing”

sitting down –
“Write” the letter <d> in the air, using big arm
movements, saying:
“Start with a <c>; then a tall

line up and a tall line down.”

To write the letter <d>: letter <d> many times, also saying the steps
out loud.
First make Then, instead Then, without

a letter <c>. of stopping, lifting your pencil,
go all the way make a straight
up to the top line all the way
of the sky. down to the grass.

(cut or fold)
(Name) (Name)
d d d d d dad dad
aaaaa dad cat
d d d d d at dad cat
(cut or fold)
on Bunny Hops so n
e s s e s
L L 8
or piece of paper.)
continued...
When we draw bunny hops on paper,

we always go from left to right, like this...
(draw on blackboard or show on paper).
Does anyone know how a bunny hops?

(Have your child/students show you with
their hands.) (A “bunny” is another name
for a rabbit.)
That’s right – a bunny hops like this...

(draw some arches on the blackboard or
on a piece of paper).
Draw bunny hops in one continuing
movement – you don’t lift your pencil
until you are done.
Air “Writing”
Some letters have this shape – like the
letters ‘n’ and ‘m’ and ‘h’ (draw them on Draw bunny hops in the air, using big arm
the blackboard or on a piece of paper). movements, saying, “To write ‘right’ bunny
hops, go to the right...to the right....to the
right....” (Say “to the right” for each bunny
n m h hop you draw in the air.)
Then have your child/students “air write”

(cut or fold)
bunny hops, also saying the words out loud.
(Name) (Name)
(cut or fold)
on How to write the letter ‘n’ so n
e s s e s
L L 9
The letter <n> looks a little bit like one of Air “Writing”
the nails on your fingers –
“Write” the letter <n> in the air, using big arm
movements, saying:
“Little line down; then

one bunny hop.”

To write the letter <n>: letter <n> many times, also saying the steps
out loud.
First draw Then, without

a short lifting your
line down. pencil, draw
one bunny hop.

(cut or fold)
(Name) (Name)
n n n n n can can
n n n n n can cat
n n n n n cat can
(cut or fold)
on How to write the letter ‘m’ so n
e s s e s
L L 10
The letter <m> looks a little bit like a monkey Air “Writing”
with a tail –
“Write” the letter <m> in the air, using big arm
movements, saying:

TWO bunny hops.”

To write the letter <m>: letter <m> many times, also saying the steps
out loud.
First draw Then, without Then, again

a short lifting your without lifting
line down. pencil, draw your pencil,
one bunny draw one more
hop. bunny hop.

(cut or fold)
(Name) (Name)
m m m m man man
n n n n n mat mat
m m m m man mat
(cut or fold)
on How to write the letter ‘h’ so n
e s s e s
L L 11
The letter <h> looks like a little horse – Air “Writing”

“Write” the letter <h> in the air, using big arm
movements, saying:
“Tall line down; then

ONE bunny hop.”

To write the letter <h>: letter <h> many times, also saying the steps
out loud.

a tall line, lifting your
starting at pencil, draw
the top of one bunny hop.
the sky.

(cut or fold)
(Name) (Name)
h h h h h h had hat
n n n n n man had
h h h h h cat hat
(cut or fold)
on How to write the letter ‘r’ so n
e s s e s
L L 12
The letter <r> looks a little bit like a rhino Air “Writing”
(rhinoceros) –
“Write” the letter <r> in the air, using big arm
movements, saying:

HALF a bunny hop.”

To write the letter <r>: letter <r> many times, also saying the steps
out loud.
Stop here.
It’s only half
a hop!

a short lifting your pencil,
line down. draw HALF a bunny
hop, and then stop
right there.

(cut or fold)
(Name) (Name)
r r r r r r rat ran
n n n n n ram ran
rrrrrr rat ran can
(cut or fold)
on How to write the letter ‘s’ so n
e s s e s
L L 13
s
The letter <s> looks like a snake – Air “Writing”
“Write” the letter <s> in the air, using big arm
movements, saying:
“Little <c>; then ‘curl’

it around.”
To write the letter <s>: Then have your child/students “air write” the
letter <s> many times, also saying the steps
out loud.

a very lifting your
small pencil, curl
<c>. around the
other way.

(cut or fold)
(Name) (Name)
s
s s s s s s sad cat sat
ccccc sad sad
s s s s s s sad cat sat
(cut or fold)

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The easy, fun (and FREE!

Progressive way to teach handwriting.

Print out these instructions and

One lesson a day! If you

Book 1: The Basics Step 4

Letters: t, c, a, d, n, m, h, r, s. also help strengthen the shoulder

This is because, unlike reading, handwriting

2 Take the test

If a child can draw the shapes and is using

You aren’t looking for perfection, you are

If the shapes are poorly executed (see

(See our website, ProgressivePhonics.com, for more information.)

This shows enough

The letter <t> is like a little tree. Air “Writing”

“Tall line down. Little

And little Then have your child/students “air write” the

Note: Children/students should use the arm

We are now going to learn how to write Air “Writing”

“Start at the cat’s ‘nose,’

Then have your child/students “air write” the

Go all the Start at

“Make a <c>, but don’t stop!

Then have your child/students “air write” the

Write the letter in one continuing movement.

Don’t lift your pencil until you are done.

1) Show your child/students the 2) Then have your child/students

Some letters have legs

Let look at how the letter <t> fits on the lines –

The letter <t> is tall,

The “cross” part goes

We put spaces between words, so that it

A rat sat on a cat.

The letter <d> looks a little like a dog Air “Writing”

“Start with a <c>; then a tall

Then have your child/students “air write” the

First make Then, instead Then, without

Write the letter in one continuing movement.

Don’t lift your pencil until you are done.

When we draw bunny hops on paper,

Does anyone know how a bunny hops?

That’s right – a bunny hops like this...

n m h hop you draw in the air.)

Then have your child/students “air write”

bunny hops, also saying the words out loud.

“Little line down; then

Then have your child/students “air write” the

First draw Then, without

Write the letter in one continuing movement.

“Little line down; then

Then have your child/students “air write” the

First draw Then, without Then, again

Write the letter in one continuing movement.

Don’t lift your pencil until you are done.

The letter <h> looks like a little horse – Air “Writing”

“Tall line down; then

Then have your child/students “air write” the

First draw Then, without

Write the letter in one continuing movement.

Don’t lift your pencil until you are done.

“Little line down; then

Then have your child/students “air write” the

First draw Then, without

Write the letter in one continuing movement.