Handwriting Without Tears, English, Kindergarten

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).

In the Teacher’s Guide’s “Welcome Letter,” the program is described as an effective approach to handwriting instruction for children. It explains that students develop foundational skills in writing letters, words, and sentences through “10–15 minutes a day” of instruction, supporting overall reading and writing development.

The materials include a clear explanation of the intended purpose of the supplemental program, such as providing additional instruction, practice, remediation, or acceleration opportunities. In the grade K Teacher’s Guide, the “Program Guide” describes the materials as offering “additional practice to enhance grade-level instruction,” which demonstrates that the program is designed to supplement and strengthen core classroom instruction.

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.

The materials include guidance on how to appropriately use the supplemental program within an existing literacy framework. For example, the Handwriting Without Tears materials explain that handwriting instruction can be implemented in “10–15 minutes” of daily instruction, supporting integration into whole-group, small-group, and independent learning settings without disrupting core reading and language arts instruction. The materials further describe the program’s flexible scope and sequence, which allows educators to align handwriting instruction with the phonics or letter-introduction sequence of their core curriculum, promoting seamless instructional integration.


In the Teacher’s Guide section “Handwriting in the Literacy Block,” the materials provide explicit guidance for integrating handwriting with reading instruction, including options to separate handwriting and reading lessons, integrate handwriting within the literacy block, and align instruction to the core reading scope and sequence.

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 K materials include a scope and sequence that clearly outlines student expectations and provides a rationale for the design of the instructional progression. The digital resource “Scope and Sequence for Printing TK–2” explains that “The sequence defines the content and order of printing instruction across grade levels” and notes that “Skills needed for printing develop as early as Pre-K.” This rationale supports the intentional design of the program by recognizing the developmental nature of handwriting acquisition and ensuring that instruction builds progressively across grade levels. The materials further explain that instruction is designed to make learning “natural, easy, and fun,” providing a developmentally appropriate foundation for the sequence of learning. Student expectations are clearly identified and include the development of letters and numbers, words, sentences, paragraphs, and writing across content areas.

In grade K, the materials also include a scope and sequence that clearly identifies the handwriting skills taught throughout the program. The “Scope and Sequence for Printing TK–2” is organized into sections such as “Type of Instruction,” “Handwriting Sequence,” “Stages of Learning,” “Physical Approach,” “Printing Skills,” and “Functional Writing,” which outline the progression of targeted skills across grade levels. Additionally, the Teacher’s Guide and the “TEKS Correlation” document provide a sequence that begins with print review and progresses into cursive instruction, supporting the developmental progression of handwriting skills. Together, these resources clearly identify the specific skills students are expected to learn and demonstrate how instruction systematically builds handwriting proficiency over time.

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

The materials provide clear guidance on time requirements for implementation. The grade K Teacher’s Guide includes “Pacing Guidelines” that recommend delivering instruction in short, manageable 15-minute lessons, allowing the program to be used alongside another curriculum either within or outside the literacy block. Additionally, the Teacher’s Guide outlines a 27-week instructional schedule and identifies the expected number of Student Edition pages to be completed each week, helping educators plan instructional time effectively.

The lessons are intentionally sequenced to align with the developmental progression of handwriting skills while reinforcing connections to reading, writing, and knowledge-building activities. In addition, the digital resources include brief multisensory warm-up activities that promote efficient lesson delivery, reinforce consistent instructional routines, and support the recommended pacing throughout the program.

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

The materials provide explicit guidance for implementing instruction across whole-group, small-group, and independent learning settings. In grade K, educators are directed to use the Interactive Digital Teacher Tool (IDTT) to facilitate brief multisensory activities during whole-group instruction before introducing letter lessons. The materials also explain how handwriting instruction can be differentiated through small-group instruction, providing opportunities for remediation and enrichment using resources from both the Teacher’s Guide and IDTT.

The materials further support implementation by providing detailed instructional guidance and resources that help educators deliver lessons as designed. In the Teacher’s Guide, the materials state how handwriting instruction can be integrated throughout the school day and adapted to different instructional contexts. Lesson plans include clearly defined components, which guide educators in modeling skills, facilitating guided practice, and supporting student application. Embedded differentiation strategies, correction guidance, instructional visuals, and digital resources such as the IDTT provide additional support for implementation.

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

The materials provide supports in English and offer specific suggestions for reinforcing student progress at home. In the Teacher’s Guide, the “A Click Away” home–school section includes recommendations found in “Tips for Handwriting Practice at Home,” such as guidance on proper pencil grip, name-writing practice, and explicit cursive letter-formation charts. In addition, family-facing resources available through the digital platform can be accessed in English, allowing families to view and download printable materials that reinforce handwriting skills. These resources provide families with practical strategies and tools to support their student’s handwriting development and continued progress beyond the classroom.

The materials also provide supports in Spanish, including suggestions for supporting student progress at home. Through the IDTT, families can access Spanish resources, which provide printable materials designed to support handwriting practice outside of school. Additionally, the “Supporting Multilingual Learners” section offers guidance that helps families reinforce instructional strategies used in the classroom and support student learning at home. These resources enable Spanish-speaking families to actively participate in their child’s handwriting development and academic progress.

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 K “Screener AGI” in the online portal functions as a dual-purpose evaluation tool. To meet summative requirements, it establishes four-month testing windows at three milestone periods—the beginning, middle, and end of the school year—to chart longitudinal development. Educators use these standardized intervals to measure collective and individual student performance against rising grade-level benchmarks, generating detailed class, grade, and student reports that track compliance with Response to Intervention (RtI) Tier One standards. At the same time, the program leverages this data for immediate formative adjustments. When screening data uncovers classroom-wide or individual gaps, educators can access built-in “Remediation Options.” These embedded resources allow educators to restructure daily lessons into 15-minute instructional routines or plan targeted, small-group interventions that correct specific mechanical errors in letter memory, orientation, and line placement.

The materials include both formative and summative assessments that align with the goals of a supplemental program, as detailed in the “Assessment and Progress Monitoring” section of the Teacher Guide. Formative assessment is woven directly into daily instruction to provide immediate, ongoing feedback on critical mechanical skills, through cumulative progress monitoring of similarly formed letters in My Printing Book and a student self-checking strategy for real-time analysis of words, sentences, and paragraphs. Summative assessment is established through the Screener of Handwriting Proficiency, a benchmark tool administered at the beginning, middle, and end of the year to evaluate overall handwriting growth and mastery over time; meanwhile the Print Tool is included to deliver an in-depth, diagnostic summative analysis for students requiring intensive intervention.

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

The grade K Screener AGI is a diagnostic assessment that supports educators and specialists in evaluating students’ handwriting development using measurable skills. It identifies strengths and areas for improvement in foundational handwriting performance. The materials explain that the purpose of Screener AGI is to provide whole-class data through formative and summative assessments to guide instruction. As a Tier 1 assessment tool, it supports core instruction by helping educators adjust teaching based on student needs. The materials also include reporting features and intervention strategies that help identify students who require additional support and guide targeted remediation to address skill gaps.

In the “Getting Started” section of the “Screener AGI User Guide”, the Screener AGI is defined as a whole-class evaluation tool designed for educators in grades K and up to assess printing and cursive skills. The materials explain that its intended purpose is to provide whole-class data through formative and summative structures to identify struggling students early in the year, support instructional and intervention decisions, and remediate to close the achievement gap. Furthermore, the “Testing Periods” section details its practical use, explaining that the Screener AGI can be administered up to three times per year, at the beginning, middle, and end of the school year, to help educators track student handwriting skills and guide targeted instruction throughout the academic year.

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

In the grade K instructional assessments administered by educators, the materials include comprehensive guidance to ensure consistent and accurate administration. For example, the Screener AGI explains the importance of understanding handwriting expectations and how those benchmarks progress systematically across the school year: beginning-of-year, midyear, and end-of-year windows to support targeted instruction and track printing development. To support this implementation, the Screener of Handwriting Proficiency: Beginner Printing Assessment Package and the Screener AGI materials provide explicit, educator-facing guidance and standardized procedures. This includes clear directions such as “Make a copy of the assessment recording sheet for each student,” “Read the instructions out loud,” and “Wait for my signal before writing.” Furthermore, the materials establish protocols for maintaining consistent testing conditions, advising educators to “Arrange the desks so that the letter posters cannot be seen” and “Use privacy folders to prevent students from copying.” Finally, the administration packet outlines all required resources to support accurate scoring and implementation, including specific administration templates, answer keys, a placement tool, and a “Concerns Checklist.”

The program provides administrative support to aid educators in delivering assessments uniformly and gathering reliable data. Within the “Screener AGI User Guide,” the administrator section details how to prepare and use the “Assessment Recording Sheet,” advising educators to duplicate copies for every student to maintain a standardized setup. The digital platform notes that the evaluation spans roughly 10–15 minutes and offers the flexibility to be conducted with the entire class, small cohorts, or individual students. To facilitate this, the instructor packet contains tips and instructions adaptable to any of these grouping strategies. To ensure seamless progress tracking, the digital dashboard outlines a strategic three-part scheduling model across the academic year, specifically targeting the beginning, middle, and concluding terms. Aligning these intervals with standard performance indicators creates a predictable routine that yields uniform data collection for adjusting daily instruction. Additionally, the guide features procedures that walk educators through material preparation, script delivery, and proper environmental controls during whole-group testing. To finalize the process, the materials provide a dedicated tool kit consisting of scoring keys, placement protocols, a specialized “Concerns Checklist,” and an online scoring engine to keep evaluation practices objective and dependable.

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

The grade K instructional materials include developmentally appropriate assessments that feature a variety of item types, such as isolated production of capital letters/numbers, personal identification of names, and contextual writing of four-word sentences. To support skill progression, the Teacher’s Guide incorporates embedded formative “Learn and Check” routines that guide students from simple letters to more complex words, sentences, and paragraphs. The “Assessment to Guide Instruction (Screener AGI): Handwriting Expectations” section reinforces this growth by explaining how grade-level expectations and independence gradually shift throughout the year to increase rigor. The Screener AGI provides essential tools for managing these varying levels of complexity and explicitly notes, “It takes about 10–15 minutes to administer Screener AGI.” This administration guidance is further supported by an “Assessment Recording Sheet,” a “Concerns Checklist,” and administration instructions.

The Handwriting Without Tears materials provide developmentally appropriate assessments that feature a variety of item types, such as isolated letter/number production, personal-identification tasks, and contextual application items such as three- and four-word sentences. To support skill progression, the Student Workbook incorporates structured “Learn and Check” self-check routines that intentionally guide students from simple individual letters to more complex words, sentences, and paragraphs. Educators use these routines and the “Assessment to Guide Instruction (Screener AGI): Handwriting Expectations” section to monitor performance, provide immediate feedback, and effectively modify teaching strategies. Furthermore, the materials outline clear grade-level benchmarks across beginning-, middle-, and end-of-year expectations as students transition from print proficiency to early cursive application. This deliberate alignment ensures that assessment tasks and expectations shift throughout the year to match students’ developing skills and increasing independence.

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

The grade K instructional materials provide clear scoring guidance and comprehensive analytical tools that effectively support the interpretation of student performance. Specifically, the administration packet outlines explicit, step-by-step procedures for scoring the Screener AGI, ensuring a standardized, consistent evaluation of student responses.

The materials include formative and summative assessments that align with the goals of the supplemental handwriting program and build on the scoring guidance described in the administration packet. In the Teacher’s Guide, the “Assessment and Progress Monitoring” section embeds formative assessment into daily instruction through cumulative reviews of similarly formed letters in My Printing Book and a student self-checking routine that supports real-time analysis of words, sentences, and paragraphs. Summative assessment is provided through the Screener AGI, administered at the beginning, middle, and end of the year to measure overall handwriting growth, while the Screener Administration Package offers an in-depth diagnostic option for students who require more intensive intervention.

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 K materials include the definition and intended purpose for the instructional assessments included. In the online “Screener AGI User Guide” under “Getting Started,” the guide states, “This guide provides complete instructions for administering the Screener AGI to your class and for using the Screener AGI Online Scoring and Reporting Tool.” The materials explain that the tool is designed for grades K–5 and can assess both print and cursive handwriting. The materials also provide educator guidance on assessment implementation, stating the Screener AGI “may be used as a whole-class” support or an early intervention support. The assessment is administered three times per year at the beginning, middle, and end of the year, and the expectations for student performance increase over time.

The materials include the definition and intended purpose for the instructional assessments included. For example, the “Screener AGI User Guide” states that Screener AGI may be used as an assessment tool by educators and occupational therapists to support instructional planning for whole classes and to identify students who may require additional intervention and remediation. The “Screener AGI User Guide” further explains that the assessment is designed for grade K–5 students to evaluate both printing and cursive skills and support early identification of handwriting difficulties.

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.

The grade K materials feature an integrated online scoring platform that generates dynamic class- and student-level reports. At the cohort level, class reports disaggregate performance data across essential domains—such as memory, orientation, placement, and sentence skills—while explicitly indicating whether students meet established benchmark expectations. At the individual level, student reports diagnose specific strengths, highlight targeted areas for growth, track longitudinal progress, and provide actionable remediation recommendations.

The grade K Teacher’s Guide details observational methods for tracking development through daily and weekly review activities, cumulative reviews, and targeted skill checks focusing on letter formation, spacing, connections, and placement. However, the materials do not include tools for students to track their growth. While the supplemental program contains instructional activities, digital “Microlearnings” that support reflection, and practice opportunities for students to review their daily work, there is no evidence of an embedded student data tracking system. Progress tracking is entirely educator facing, leaving students without any long-term charts, logs, or independent features to track their own growth and development over time.

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 K materials include educator guidance on differentiating instruction for students who have not yet reached proficiency in grade‑level handwriting skills. In the Teacher’s Guide, the chart titled “Explicit Handwriting with the Intent to Prevent Cursive Issues” identifies the specific skills educators must teach intentionally, such as correct formation, pencil grip, and connectivity, to prevent habits that interfere with proper cursive technique. This resource explains the rationale behind each skill and describes how these foundational elements are reinforced throughout the curriculum, providing educators with clear direction for supporting students who require additional practice.

The Teacher’s Guide provides structured, actionable guidance that enables educators to differentiate instruction for students who have not yet reached proficiency. “Differentiation,” “Correction,” and “Tips for Correction and Review” outline specific educator actions for reinforcing handwriting skills, offering targeted strategies that help educators address persistent errors and support students’ progress toward mastery.

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.

The grade K program explains how to support students who have already reached proficiency during whole-group instruction and who are included within the margins of lesson plans. Suggestions are aligned to the learning objective, with differentiation for higher levels of complexity embedded within lesson plans. For example, lessons include higher-order thinking tasks, advanced word study, and morphological analysis.

In the section titled “Ways to Adapt Instruction,” there is additional educator guidance prompting acceleration of the pacing guidelines for classes and/or students who are ready to move more quickly. An example of differentiation for supporting students who have already reached proficiency is found in the digital resources, with specific guidance to “Open the A+ Worksheet Maker. Use the Words/Spelling template to practice words that include s and ox endings.” Another example can be found in the lesson plans, the guidance offers educators a “contextual application activity,” instructing educators to “Have students write their names of animals they might find in a rainforest in cursive on double lines.”

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 K materials include “Strategies for Children with Special Needs,” a digital resource in the “Resources” section that provides disability-specific instructional guidance for students receiving special-education services. For students with ASD, the resource recommends that educators “Use as many multisensory experiences as possible” and states that “Teacher demonstration and child imitation are the keys to successful handwriting.” For students with Down syndrome, the resource recommends adapting expectations for students who struggle with handwriting due to hypotonia, including having students “write in all capital letters.”

The materials also include “Strategies for Children with Special Needs,” which provides instructional modifications for students with poor vision, cerebral palsy, dyslexia, and dysgraphia. For example, the resource recommends “Enlarge or thicken lines with a marker” and “Provide a texture on the lines” to support students with visual needs. For students with dyslexia and dysgraphia, it recommends “Teach letters in groups of similar strokes” and “Provide visual models for the child to follow.” These modifications provide educators with explicit guidance for adapting materials, routines, and instructional delivery to meet individual student needs.

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 K educator‑led supplemental handwriting program includes explicit prompts and guidance that support educators in modeling and explaining the skills to be learned. In the Teacher’s Guide, each lesson contains an “Explicit Instruction” component with step‑by‑step modeling directions and scripted language for demonstrating each handwriting stroke. The guidance outlines how to deliver direct teaching, guide students through practice, and monitor their performance. For example, the lesson script for modeling the letter w provides precise educator language—“Down and up, down and up, end with a tow”—printed in blue in the lesson margins to cue educators on what to say during instruction.

The materials also include explicit guidance within the digital Screener AGI that directs educators to model and explain handwriting skills based on identified student needs. The Screener prompts educators to use assessment data to plan instruction, deliver targeted explanations, and model skills during one‑on‑one or small‑group lessons. It provides directions for monitoring progress, adjusting instruction, and collaborating with support staff and families, ensuring that educator actions remain aligned to modeling and explaining skills through data‑informed, targeted support.

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 K materials include guidance for educators on recommended instructional structures (e.g., whole group, small group, individual) to support effective implementation. For example, the IDTT in Handwriting Without Tears provides “Microlearning” resources that support multisensory learning opportunities such as air writing and proper pencil grip to reinforce skill development across instructional settings.

Materials include educator guidance and recommendations for effective delivery and facilitation using a variety of instructional approaches. For example, in the IDTT, the Handwriting Without Tears materials provide “Microlearning” supports that guide educators in implementing multisensory instructional strategies, including “Wet-Dry-Try” for uppercase and lowercase letter formation.

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 K materials also include explicit guidance within the digital Screener AGI that directs educators to model and explain handwriting skills based on identified student needs. The Screener prompts educators to use assessment data to plan instruction, deliver targeted explanations, and model skills during one‑on‑one or small‑group lessons. It provides directions for monitoring progress, adjusting instruction, and collaborating with support staff and families, ensuring that educator actions remain aligned to modeling and explaining skills through data‑informed, targeted support.

In the Teacher’s Guide, the section titled “When and How to Use Handwriting Without Tears” identifies small-group instruction as a structure for targeted support and differentiated learning. It states educators may work with one group at a time to provide explicit instruction, facilitate guided practice, and address specific student needs through remediation when appropriate. In addition, the materials recommend opportunities for independent practice during classroom rotations. Students may complete multisensory activities to reinforce handwriting concepts or engage in additional writing tasks at their own pace. Together, these recommendations provide educators with flexible implementation options that support whole-class instruction, targeted intervention, and independent skill development.

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 K Handwriting Without Tears IDTT provides “Microlearning” supports to help students use academic language during instruction. Materials offer best-practice tips for supporting emergent bilingual (EB) students with visual supports, modeling, and building oral language through conversation. Educators are encouraged to introduce key vocabulary through demonstration and to connect formation language to students’ daily lives and home languages. However, the program provides general, not detailed, guidance.

The materials do not provide detailed, ELPS-aligned guidance differentiated by specific English language proficiency levels (beginning, intermediate, advanced, or advanced high), nor do they systematically guide educators in adapting accommodations or supporting the progressive use of academic language. The program includes generic tips to support EB students within the materials, but these tips do not address multiple levels of language proficiency. The materials do not include references or objectives aligned to the ELPS.

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 grade K materials provide educators with implementation guidance for using Handwriting Without Tears in state‑approved bilingual and ESL programs. The digital guide “Handwriting Without Tears for Emergent Bilingual Students” outlines how handwriting instruction can support biliteracy, academic vocabulary, and cross-linguistic connections across dual language immersion (DLI), Transitional Bilingual Education (TBE), and ESL models. The guide states that handwriting instruction can “be implemented within the language allocation established by DLI, TBE, and ESL program models,” giving educators clear direction for program-aligned implementation.

Guidance in the digital platform supports grade K educators in applying the program within EB models. The resource includes specific guidance such as using multisensory materials, reinforcing directional vocabulary, facilitating cross-linguistic connections, and modeling academic language during handwriting routines. The guide also notes that educators can “create opportunities for students to practice listening, speaking, reading, and writing during meaningful handwriting activities,” which helps educators integrate handwriting instruction into EB settings.

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 is not applicable 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 K materials provide a consistent instructional routine that outlines specific steps for educator-led instruction. For example, during each lesson, educators are first directed to review previously taught manuscript and early cursive skills with their students. Following this review, the lesson structure prompts the educator to directly model the new letter formation. The instructional sequence then shifts to guided instruction, where educators lead students through supported practice of the modeled forms. Finally, the lesson concludes with educators assigning an independent activity intended for students to practice the accuracy and fluency of the newly learned handwriting skills.

According to the Teacher’s Guide’s “Developmental Teaching Order” and the program’s scope and sequence,” the materials organize handwriting instruction into a specific progression aligned with the grade-level Texas Essential Knowledge and Skills (TEKS). The curriculum begins with capital letters, stating they are uniform in height and all begin at the top, and categorizes them into three groups: Frog Jump Capitals (using a left-side starting line to address reversals), Starting Corner Capitals (using a top-left to right formation), and Center Starting Capitals (using a “Magic C” stroke). Lowercase letters are introduced subsequently, and are organized into five distinct groups to account for variations in size, starting position, and vertical placement, as well as to address confusion between similar letters such as b and d. As grade K students advance, the sequence dictates the introduction of foundational strokes and early cursive forms before moving on to more complex letter formations and connections.

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 K Teacher’s Guide includes educator guidance outlining an explicit approach to teaching the letters. For example, the lesson for lowercase letter i focuses on letter size and stroke formation. The lesson opens with explicit instruction in which the educator models that the lowercase i is a small letter that starts at the midline, using the simplified verbal cues “Go down, bump, dot.” Similarly, during guided practice, students finger-trace step-by-step models on the page while speaking the words aloud, subsequently copying each letter i under educator supervision before transitioning to a review routine in which the educator helps them verify correct starting points, stroke steps, and line placement. The lesson incorporates student engagement through a literacy and art activity where students pronounce the vowel sound /i/, read a sentence together, and color and draw a tree branch. Then, the educator writes an i on the board, points to the dot, and models the letter’s formation aloud while students point to the dot on their own pages.

In grade K, the materials provide frequent opportunities for students to refine their handwriting skills through independent practice. For example, the lessons introduce new cursive content and include structured tasks that prompt students to revisit and extend previously learned skills. “Students complete independent practice by applying the new formation” in short words or sentences and use a self‑check to evaluate specific elements of their writing. This structure supports students in strengthening fluency and accuracy in alignment with grade‑level expectations.

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 K materials provide ongoing opportunities for educators to monitor student performance and deliver targeted feedback, such as during weekly review activities. During these specific activities, students write words and sentences using previously learned letters, and educators are directed to evaluate handwriting skills, including letter formation, letter size, line placement, and spacing between words. Additionally, correction notes appear throughout the lessons, which direct educators to explicitly monitor spacing, size, and the accuracy of letter connections while students apply the handwriting skills independently.


In grade K, the materials provide specific guidance addressing foundational handwriting mechanics, including writing position, writing grip, letter spacing, size, slant, and directionality. Within the Teacher’s Guide, a “Remediation Tips” section supplies instructions for supporting and providing feedback on “Start and Sequence,” “Placement and Size,” “Spacing,” “Pencil Grip,” “Memory,” and “Orientation.” Furthermore, the materials include differentiation guidance that outlines specific supports for students who require additional practice, providing educators with strategies to address varied levels of handwriting proficiency.