Handwriting 2026 Texas, Grade 2

Evaluation for 1.1a
Materials include an explanation of the stated purpose of the supplemental program (e.g., additional instruction and/or practice, targeted remediation or acceleration).

The grade 2 Teacher Edition “Efficacy” section identifies the supplemental program’s stated purpose. The section describes, “The act of handwriting supports the brains of developing readers. As students practice forming letters, they learn to recognize the letters when they read.” It also outlines the program’s short- and long-term goals. In the short term, the program aims to help students write automatically, efficiently, and legibly. Long-term goals include helping students apply their handwriting skills to communicate their thoughts and ideas, and to build connections within learning communities.

Additionally, the grade 2 Teacher Edition “Getting Started” page directs educators to explain that the program helps students improve their ability to write letters, words, numerals, and sentences. Educators introduce strategies to help make students’ handwriting easier to read. Furthermore, the page explains that explicit, systematic handwriting instruction, combined with continued practice, helps students become stronger readers, writers, and communicators.

Evaluation for 1.1b
Materials include guidance on how to appropriately use the supplemental program to support an existing core reading and language arts program.

Grade 2 materials provide clear guidance on how to appropriately integrate handwriting instruction into a core reading and language arts program. For instance, the Teacher Edition “Sequence of Instruction” section explicitly outlines the most effective approach for using this supplemental program. The three-step process of “Model,” “Practice,” and “Evaluate” is outlined.

The grade 2 Teacher Edition “Program Components” page provides instructional overviews that emphasize how educators can deliver explicit, effective handwriting instruction in 15 minutes each day. To support instructional efficiency, the Teacher Edition includes practical tips for quick modeling, guided practice, and evaluation. This flexible design allows educators to incorporate the curriculum throughout the school day, including during brief five- to 10-minute instructional periods.

Evaluation for 1.1c
Materials include a scope and sequence outlining student expectations, skills taught, and a rationale for the design of the scope and sequence.

The grade 2 Teacher Edition includes a “Correlation to TEKS” section. The TEKS correlation table outlines student expectations down to the breakout level. This table also identifies the specific Teacher Edition and Student Workbook pages where each breakout standard is addressed.

Grade 2 materials in the Teacher Edition include a scope and sequence document that provides educators with page numbers for the skills taught throughout the program. For example, if educators want to work on the skill of “joining,” the scope and sequence document includes both student-facing and educator-facing pages for that skill.

The Teacher Edition’s introduction to the materials includes a rationale for the scope and sequence design in the “Groupings, Patterns, and Progress” section. This section explains that letters of the alphabet are presented in groups that “share common strokes, formation patterns, and visual attributes.”

Evaluation for 1.1d
Materials include guidance on time requirements (e.g., duration, frequency) and suggested pacing for effective implementation.

The grade 2 Teacher Edition “Fast, Efficient Instruction” section guides the program’s time requirements and outlines how educators can implement the program in 15 minutes per day. The Teacher Edition provides explicit instruction and practice opportunities for implementation throughout the day, and the lessons allow for flexible implementation within the daily plan. The Teacher Edition also divides lessons into a consistent three-part format: “Model,” “Practice,” and “Evaluate.”

The My ZB Portal virtual tool includes a pacing guide for grade 2 that is designed for 36 weeks of instruction and includes guidance for five days per week. The pacing guide outlines the educator and student pages used each day and describes the whole-class, educator-led instruction for daily lessons. The pacing guide also directs educators to additional resources, such as the associated Animated Letter Model, videos, and games for each lesson. In addition, the pacing guide provides related differentiation activities and indicates whether home practice is available.

Evaluation for 1.1e
Materials include resources and guidance to support educators with implementing the materials as designed.

The grade 2 Teacher Edition “Program Components” pages support effective program implementation by providing educators with visual examples of the materials, including the student and educator guides. These examples identify and explain the sections on each page and describe how educators and students should use the materials during instruction. Each section of the sample page is highlighted and labeled to clarify its purpose for educators. For instance, the “Strategies for Improving Handwriting as a Whole Class” section directs educators to the “Teacher Tips” feature on the sample page. Additionally, the “Your Components at a Glance” page offers further implementation support because it lists each program component, provides a brief description of its purpose and benefits, and indicates where educators can find the resources.

Throughout the grade 2 Teacher Edition, educators find implementation guidance for the program. The materials introduce educators to the program’s key resources, including the Teacher Edition, Student Edition, and Practice Masters, and explain how to use each component. For example, the Teacher Edition includes research-based instruction, streamlined three-step lessons, and supplemental supports such as differentiation tips. Practice Masters provide additional opportunities for student practice through reproducible pages that educators can use for small-group instruction, learning centers, or homework assignments.

Evaluation for 1.1f
Materials contain supports for families in both Spanish and English with suggestions on supporting the progress of their student.

Grade 2 Practice Masters include family supports, such as printable pages for educators to send home so students can practice handwriting with their families. Some of these pages include “Notes to Families” that offer guidance and tips for supporting student learning at home. The family support materials are available in both English and Spanish.

The grade 2 Teacher Edition includes a “School–Home Connection” initiative designed to encourage family involvement and help support students’ handwriting development at home. The materials highlight the importance of family support and identify available practice materials and digital resources for use outside the classroom. For instance, the materials state, “Adults can use the codes to help reinforce correct letter formation as students practice.” Finally, the “School–Home Connection” supports educators and is available only in English. However, it is not a family-facing resource.

Evaluation for 2.1a
Materials include appropriate instructional assessments for the stated purpose of the supplemental program (e.g., diagnostic placement assessments for targeted remediation or acceleration).

The grade 2 Teacher Edition includes an appropriate daily formative assessment that supports the supplemental program’s stated purpose. The last step in every lesson cycle is the “Evaluate” section, which instructs educators to have students stop and evaluate their work. For example, in unit 2, the materials direct educators to have students compare manuscript and cursive letters to determine which letters are most similar. The materials include “Teacher Tips” that explain the importance of students developing a clear mental image of each cursive letter and then establishing a motor image. This helps students develop the form and description of cursive letters and the motion of their strokes.

The grade 2 Teacher Edition also provides a summative assessment to help educators evaluate students’ progress at the end of the school year or after students complete the program. The posttest appears at the end of unit 4. This cumulative assessment evaluates students’ mastery of all cursive letters as they write a sentence and copy a poem. The supplemental program also includes a cursive evaluation rubric and a record of students’ handwriting skills. These resources help educators determine whether a child needs more practice or has achieved proficiency.

Evaluation for 2.1b
Materials include the definition and intended purpose for the instructional assessments included.

The grade 2 Teacher Edition includes the definition and intended purpose of one type of instructional assessment for the program. In the “Evaluation” section, self-evaluation is presented as a method for students to identify their strengths and weaknesses as they become independent learners. The self-evaluation process has five steps: “Question,” “Compare,” “Evaluate,” “Diagnose,” and “Improve.” With use of these steps, the educator helps students learn to critique and improve their handwriting. To begin the self-evaluation process, students ask themselves questions such as, “Do my letters rest on the baseline?” Next, students compare their work with a model and evaluate their strengths and weaknesses. Finally, students and educators diagnose the causes of difficulties and discuss possible corrections. These actions lead to improved writing.

Additional information in the grade 2 Teacher Edition, found in the unit 1 “Evaluate” section of the pretest, explains the purpose of instructional assessments for the program. This page states that the pretest is intended to evaluate manuscript handwriting. This tool helps educators identify existing habits and early writing patterns to plan future lessons effectively. Furthermore, the program directs educators to observe how students draw and form letters and numerals during the pretest.

Evaluation for 2.1c
For instructional assessments administered by educators, materials include guidance to ensure consistent and accurate administration of instructional assessments.

The grade 2 Teacher Edition includes explicit instructions for administration of the pretests and posttests, and provides directions for educators as they guide students through the three steps of the assessment: “Model,” “Practice,” and “Evaluate.” The script helps ensure consistent, accurate administration of the instructional assessment. For instance, in step 1, “Model,” the educator reads the poem on the pretest to students and explains that students will write the poem in their best manuscript handwriting. During the “Practice” step of the assessment, the educator asks students to copy the poem to complete the student pages. Educators observe students as they write and notice how they form their letters.

In addition, the materials provide guidance in the grade 2 Teacher Edition “Evaluation” section to ensure consistent and accurate administration using the “Keys of Legibility.” Students and educators use these in each lesson and to assess their writing afterward. The materials explain how to compare posttest writing to pretest writing, and provides educators with a four-point rubric for evaluating students’ writing. The rubric assesses the “Keys of Legibility,” including shape, size, spacing, and slant.

Evaluation for 2.1d
Instructional assessments include items at varying levels of complexity.

The grade 2 Teacher Edition assessments in the program include items at varying levels of complexity, and the “Groupings, Patterns, and Progress” page outlines the systematic sequence embedded in the Handwriting program. To explain, the program groups cursive letters by stroke type and teaches them in a developmentally appropriate sequence, with rigor increasing as the program progresses. Students evaluate their writing during each lesson as the lessons progress from writing strokes to letters, then to words, and finally to sentences.

Additionally, the grade 2 program materials include assessments at the end of each unit that increase in complexity as students progress through the instructional cycle. For example, in unit 2, the “Evaluation” has students write individual letters; in unit 3, students write phrases without capital letters and focus on connecting cursive letters with joinings; and in unit 4, students write complete sentences. All unit assessments provide students with a cursive model of the required writing. The posttest for the grade 2 program requires students to write a sentence in cursive and then rewrite the poem they wrote in manuscript in the pretest, now in cursive, in the posttest. As students’ skills develop, the materials become more complex with each passing unit.

Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.

The grade 2 Teacher Edition includes “Keys to Legibility,” which provides educators with additional guidance for evaluating and scoring student performance. The pages provide educator tips for all four keys to legibility. For example, the Teacher Edition states, “Spacing describes the space between the letters, words, and sentences.” The tip also suggests modeling this concept for students.

Also in grade 2, the Teacher Edition includes scoring information and guidance for the interpretation of student performance. The “Cursive Evaluation Rubric” in the Teacher Edition guides the educator’s evaluation of students’ handwriting for correct shape, size, spacing, and slant with the use of a four-point scale. The rubric has four rating categories: “Proficient,” “Satisfactory,” “Developing,” and “Emergent.” The rubric also provides further guidance and describes the criteria for each rating. For example, under the shape category, the rubric defines “Proficient” as “all of the letters are the Zaner-Bloser style.” The rubric lists “Satisfactory” as “most of the letters are in the Zaner-Bloser style.” Additional guidance is provided in the Teacher Edition’s “Evaluation” section. The guide states, “Use the criteria listed to determine the students’ level of handwriting proficiency on a particular assignment.” The guide provides feedback that students can easily understand. For example, “The A needs a sharper point.”

Evaluation for 2.2b
Materials provide guidance for the use of the supplemental program to respond to student trends in performance on assessments.

The grade 2 Teacher Edition provides guidance on how to use the supplemental program to address student performance trends. The “Evaluation” section provides guidance for students who are determined to need improvement. The guidance states, “To improve letterforms, have the student practice writing the letter both in isolation and within words and sentences.” The guidance also directs the educator to provide additional basic instruction and practice, then to look for tips on the page with the initial teaching steps. In addition, the material guides the educator in giving specific feedback to students on their handwriting, such as, “Try making your O rounder.”

The grade 2 Teacher Edition also provides guidance in the “Corrective Strategies for Cursive Letters” section, which offers suggestions for giving corrective feedback to students. Educators can provide constructive feedback as they evaluate and discuss performance assessments with students. For example, an educator can have students draw a horizontal line across the tops of letters that should be the same height. The corrective strategies also include visual examples of potential student difficulties and provide an example and a non-example for problem areas, along with possible educator feedback.

Evaluation for 2.2c
Materials include tools for educators to track student progress and growth, and tools for students to track their own progress and growth.

Grade 2 materials provide educators with a “Record of Student’s Handwriting Skills.” Educators use this record to track students’ progress as they work through the program. The tool lists all essential skills taught in the program and allows the educator or student to check whether a skill needs improvement or demonstrates mastery. The directions for the “Record of Student’s Handwriting Skills” instruct the educator to make a copy for each student and to mark whether the student needs more work or has mastered the skill. Educators should review the list throughout the year and check for mastery when the student demonstrates it.

In addition to the “Record of Student’s Handwriting Skills” checklist, the grade 2 Teacher Edition
provides students with a way to practice and track their progress and growth online. Students access the “Zaner-Bloser Handwriting” tool in the My ZB Portal, where they can practice proper letter formation and review basic strokes. After they practice, students can capture a digital image of their work and revisit it later in their “Handwriting Portfolio.” This portfolio helps students track their progress as they evaluate their growth. To earn achievements, students complete “free-write” and trace activities and save snapshots to their portfolios.

Evaluation for 2.2d
If applicable for the stated purpose of the supplemental program, materials include guidance for entry and exit criteria.

This guidance is not applicable to the program because the program has a stated purpose of additional instruction and/or practice, not targeted remediation or acceleration.

Evaluation for 3.1a
If applicable for the stated purpose, materials include educator guidance for differentiated instruction and activities for students who have not yet reached proficiency in grade-level skills.

The grade 2 Teacher Edition provides educators with guidance for differentiated instruction and activities for students who have not yet reached proficiency in grade-level skills. Throughout the program, educators have multiple opportunities to find activities and guidance to reinforce skills students have not yet mastered. For instance, in the “Corrective Strategies for Cursive Letters” section, the materials direct educators to use specific instructional strategies to address letter-formation errors among students who have not yet reached proficiency. The guide includes corrective strategies, such as guidance on uppercase U: “Pause before retracing to write the second diagonal stroke.” This guidance helps educators use simple corrective statements to help struggling students address common handwriting issues.

Furthermore, the grade 2 Teacher Edition offers “Teacher Tips” that address students who struggle. Each tip provides guidance or an activity to target a skill students might be struggling with. One “Teacher Tip” in unit 4 emphasizes the importance of spacing. The tip explains that to practice and model proper spacing, students cut up words from phrases into strips of paper and use a craft stick to separate each word. Another “Teacher Tip” in unit 2 addresses the slant of cursive letters. This tip explains how to compare words in cursive and manuscript writing to highlight the difference between manuscript verticality and cursive slant. Finally, if a student struggles with proper letter size, the “Teacher Tip” in unit 4 suggests drawing a rectangle around their letters so students can then determine whether they have the correct width and compare their letters with the models.

Evaluation for 3.1b
If applicable for the stated purpose, materials include educator guidance for differentiated instruction and activities for students who have demonstrated proficiency in grade-level skills.

Grade 2 Teacher Edition lessons include “Writing in the Content Areas” callouts that educators can use to differentiate instruction for students who have already met grade-level handwriting skills. For example, a “Writing in the Content Areas” callout in unit 1 uses photographic observation to integrate handwriting practice with mathematical thinking. Educators direct students to examine photos and write phrases that describe specific quantities of objects. Proficient students incorporate descriptive language, such as “one fluffy kitten.” This extension encourages students to apply handwriting skills in a meaningful context through counting and descriptive writing. Another example of differentiation appears in unit 3, where “Writing in the Content Areas” has student partners examine city pictures to support visualization and connection-making. Students create word webs with vivid words and use dictionaries to develop their writing craft. Finally, students use the writing process to write a narrative paragraph that describes the city. This approach allows proficient students to engage in higher-order thinking handwriting tasks, and the activities extend the daily lesson presented to all students.

In addition to the opportunities in the daily lessons through “Writing in the Content Areas,” the grade 2 Teacher Edition suggests that educators assign “Handwriting Activity Cards.” These cards provide differentiation and opportunities for students to practice skills independently. For example, card 3 has students use their best manuscript writing to copy phrases. Card 6 has students use a dry-erase marker in cursive to copy adjectives on handwriting lines. Students use these cards in centers, small groups, or independently for extra practice or enrichment.

Evaluation for 3.1c
Materials include educator guidance for providing specially designed instruction (SDI) for students receiving supports and services through special education.

The grade 2 Teacher Edition provides specific guidance for educators to help support students who receive special education services. First, the materials include a section titled “When Should I Call the Occupational Therapist?” that highlights ways the educator and the therapist can work together to support struggling students. For example, the materials state that “an occupational therapist can help identify and treat underlying problems, facilitate development of handwriting skills, and help devise accommodations to enable the student to participate in classroom activities successfully.” The second page provides a checklist that the educator uses to determine when to consult with a therapist. The checklist scenarios help the educator assess instructional effects and decide whether to consult with the occupational therapist. For example, the checklist directs the educator to document interventions and outcomes. One scenario notes that after opportunities to refine pencil control, the student continues to demonstrate poor pencil control. The checklist identifies this outcome as an indicator that consultation with an occupational therapist may be appropriate.

In addition to the checklist used for therapist consultation, the grade 2 Teacher Edition includes an “Occupational Therapist Tip” on lesson pages to help educators support students who receive special education services. One example of an “Occupational Therapist Tip” in unit 3 provides strategies to encourage dynamic wrist movement, in which students play with two small magnets of the same polarity to build functional muscles. As students hold one magnet with their fingertips toward another, they practice movements needed for writing. This guidance helps educators adapt instruction to improve student outcomes, and the tips provide practical strategies for use with students who receive special education services.

Evaluation for 3.2a
Educator-led supplemental programs include explicit (direct) prompts and guidance to support the educator in modeling and explaining the skill(s) to be learned.

The grade 2 Teacher Edition provides guidance and prompts to help educators model and explain handwriting skills with the use of a “Model,” “Practice,” and “Evaluate” lesson cycle. Each section of the lesson cycle includes explicit prompts to support educators. For example, in a unit 3 lesson on lowercase a, the materials provide a scripted verbal routine. These instructions tell educators exactly what to say to describe rhythmic strokes and cursive connections. As educators teach numerals one through five, the program provides specific, educator-led prompts. A narrative script also guides educators as they model these numerals in cursive word forms. Similar prompts appear throughout each lesson.

The grade 2 Teacher Edition also provides educators with additional “Teacher Tips” to guide them as they model and explain the skills taught. These specialized tips correspond to the skill taught on the page and offer additional ideas for whole-class or individual work to help students learn the new skill. The tips also include ways to review specific techniques and to recognize and overcome misconceptions. For example, in unit 2, the “Teacher Tips” explain that to help students understand slant, educators should write the same word on the board in cursive and in manuscript, then draw parallel lines to highlight the difference between the two. The “Teacher Tips” included throughout the grade 2 Handwriting program provide additional guidance for educators to review techniques, address misconceptions, and model handwriting skills.

Evaluation for 3.2b
Educator-led supplemental programs include educator guidance and recommendations for effective delivery and facilitation using a variety of instructional approaches.

The grade 2 Teacher Edition outlines a variety of instructional approaches for effective delivery and facilitation. One approach the program offers to help educators are “Teacher Tips” found throughout lessons in the program. For instance, one tip in unit 2 explains that educators should write words, either singly or in pairs, on the board with obvious spacing errors and challenge volunteers to come up to the board, identify an error, and explain how to correct it. Another tip in unit 3 explains that correct paper placement is critical for legibility, and says educators should check this periodically with students and remind them to check their paper placement as they write.

Virtual tools in the MyZB Portal or via a QR code offer another way to support effective instruction, including the Animated Letter Model available on the online portal. The educator can use this tool to model letter formation for students. The materials also provide Practice Masters for students to practice skills, and the practice master sheets include a QR code that students can use to access a digital tutor for the practice skill.

Evaluation for 3.2c
Materials include guidance for educators on recommended structures (e.g., whole group, small group, individual) to support effective implementation.

The grade 2 Teacher Edition “Fast, Efficient Instruction” section provides guidance and recommendations on whole-group, independent, and at-home practice for implementation of the program. For example, the “Program Components” section notes that the Practice Masters sheets “can be used in small groups, centers, or for homework.” Each lesson design includes whole-group instruction in the “Model” section. Students complete the practice portion as independent work and then meet with the educator to self-evaluate their work.

The activity cards included with grade 2 materials support the program’s implementation. Educators assign these activities to students to supplement the program, and assign the cards to small groups, for independent work, or during center time.

Evaluation for 3.3a
Materials include educator guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.

The grade 2 Teacher Edition guides educators on how to provide linguistic accommodations for different levels of language proficiency, as well as how to encourage students to use increasingly academic vocabulary. Most lessons include “Emergent Bilingual Students” sidebars with additional guidance. For example, unit 1 explains that the educator can draw illustrations to help students understand specific words in the lesson (wave, river, bay), then students use a sentence frame to use the words in sentences. An “Emergent Bilingual Students” sidebar in unit 2 explains that students may need extra help with the term undercurve. To model for students, the educator extends both arms behind and then moves them forward like the arc of a swing. Students join in and say “undercurve” as they make the motion. Additionally, an example in unit 3 explains that educators can write specific letters on the board and then call on students to give an example of a word that begins with the given letter.

The “Emergent Bilingual Students” tips appear throughout lessons in the grade 2 Teacher Edition. These tips provide guidance on multiple subjects related to linguistic accommodations, including vocabulary, compound words, cognates, capitalization of proper nouns, and digraphs. These tips encourage students to use more academic language. However, these tips do not include guidance for educators on how to provide linguistic accommodations differentiated by language proficiency levels.

Evaluation for 3.3b
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual and English as a Second Language (ESL) programs.

The instructional pages in the grade 2 Teacher Edition include specialized tips that guide instruction on the lesson’s skills. The “Emergent Bilingual Students” sidebars offer ways to reinforce English language learning skills, such as reading, writing, and speaking. The sidebars also include ideas to help students from diverse cultural backgrounds understand concepts in a lesson. For example, in unit 1, the “Keys to Legibility” materials encourage educators to use picture cards, words, or drawings to illustrate each key.

Additionally, most lessons in the grade 2 Teacher Edition include tips for educators as they work with emergent bilingual (EB) students. These tips help accommodate EB students’ assignments. The “Program Components” section provides implementation guidance to help educators integrate the materials into state-approved bilingual and ESL programs. The materials explain that differentiated instruction is supported through green sidebars embedded throughout the lesson plans, which offer targeted assistance for EB students. These sidebars provide specific linguistic accommodations designed to help educators make the handwriting curriculum accessible to all students, and provide facilitation guidance for successful implementation in various bilingual and ESL settings.

The grade 2 Teacher Edition includes a “Handwriting Instruction and Emergent Bilingual Students” section that provides educators with information, such as “skills acquired under one language can support learning skills in a second language system.” The materials also state that “handwriting performance in one language directly connects with handwriting performance in another language.” In addition, the page includes information about Zaner-Bloser La escritura as parallel instruction to the English program.

Evaluation for 3.3c
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.

This guidance does not apply because the program is not designed for dual language immersion (DLI) programs.

Evaluation for 7.1a
Materials include explicit (direct) and systematic handwriting instruction (e.g., sequenced from lowercase letters to uppercase letters) in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The grade 2 Teacher Edition provides explicit, systematic handwriting instruction, and the materials align with grade-level TEKS and support the program’s stated purpose. Lessons follow a three-step sequence: “Model,” “Practice,” and “Evaluate.” During the modeling phase, educators use board guidelines to demonstrate letter formation. The materials also include specific guidance for educators to narrate rhythmic cursive strokes. Educators use these prompts to help students understand correct stroke sequences. This direct instruction supports handwriting development.

In addition, the grade 2 Teacher Edition provides explicit, systematic handwriting instruction aligned with grade-level TEKS. These materials follow a “Model,” “Practice,” and “Evaluate” sequence throughout each lesson, a structure that offers a direct approach to teaching handwriting skills. First, the lesson objective is stated clearly. One objective in unit 3 states, “Practice writing lowercase cursive t.” In the first step, “Model,” the educator explains the skill and uses various modeling techniques, including guidelines on the board to demonstrate correct letter formation. The Teacher Edition also directs the educator to use the Animated Letter Model and sky-writing to model letter formation. After the educator completes the “Model” section, the “Practice” step requires students to complete the practice assignment independently. The final step involves students self-evaluating their work. During this step, the educator guides the evaluation by asking questions such as, “Does your t touch the headline?”

Evaluation for 7.1b
Materials include frequent opportunities for students to develop and refine handwriting skills through guided practice and independent practice in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The grade 2 Teacher Edition and student materials provide opportunities to develop and refine skills. These resources incorporate guided and independent practice throughout the lesson cycle. The “Program Components” section outlines a cycle that uses visual, auditory, and kinesthetic tasks, and Student Workbooks include directions and letter models with arrows that show the stroke sequence. These arrows serve as visual scaffolds during the initial stages of practice. For instance, in a unit 3 lesson on the cursive letter x, students begin with guided practice through sky-writing. Educators narrate specific letter-formation steps to support multisensory learning before instruction transitions to independent practice on the student activity pages.

Furthermore, to build automaticity, students progress from tracing to writing the letter independently. Students later apply the letter within words to reinforce learning throughout the supplemental program. To refine skills, the materials include prompts for students to evaluate their work on workbook pages. Students check for key features, such as a correct overcurve and proper crossing points for diagonal strokes. The program also provides a Practice Masters for students to use at home. These tasks give students opportunities to practice and refine cursive writing aligned with grade-level TEKS.

Evaluation for 7.1c
Materials include guidance for educators to provide feedback to students to develop and refine their handwriting skills (e.g., writing position, writing grip, letter spacing, size, slant, directionality) in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The grade 2 Teacher Edition includes guidance for educators to provide corrective feedback, and the materials also provide reteach strategies for literacy skills based on student performance. At the conclusion of the Teacher Edition, the program includes corrective strategies for manuscript and cursive letter formation. This resource provides visual comparisons of correct and incorrect letter forms to help educators identify and address common student errors. These tools serve as feedback and quick reteach strategies for handwriting. This organization helps students refine legibility within the supplemental program.

The materials provide legibility criteria in each lesson's “Evaluate” section, and the Teacher Edition includes criteria for cursive letters. This guidance focuses on correct strokes, letter size, spacing, and a uniform forward slant. The materials identify look-fors for educators to use during instruction. Educators guide students through a self-evaluation process to identify features in their own work, and the Teacher Edition provides prompts for checking proficiency. These methods support students as they master foundational handwriting skills.