Handwriting Without Tears, Spanish, 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).

The Kindergarten Teacher’s Guide for Letras y números para mí includes the “Bienvenidos” section, which explains how educators can use the program for just 15 minutes a day to help students develop foundational abilities for writing letters, words, and sentences while simultaneously strengthening their reading and writing skills. The materials further clarify that the lessons and teaching strategies are designed to make learning a positive, successful experience for students, encouraging engagement and skill development through developmentally appropriate handwriting instruction.

Additionally, the materials explain the program’s purpose in the Teacher’s Guide lesson overview. The “Características de las lecciones de la Guía del maestro” page states that lessons are carefully planned to teach handwriting, support differentiated practice, and provide learning extensions, identifying the program as connecting to overall grade-level literacy and practice. For example, the program states that each lesson contains an objective, a multisensory warm-up, and explicit instruction with modeling and guided practice as part of the larger goal of supporting handwriting development.

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 Kindergarten Teacher’s Guide section “Cuándo y cómo usar Handwriting Without Tears” explains how educators can use the program inside or outside the literacy block. Short, 15‑minute lessons may be paired with phonics instruction or taught separately to support reading, writing, and print‑handwriting skills. Furthermore, the “Professional Learning” section references the “Herramientas Interactivas de Enseñanza Digital” or the “Interactive Digital Teaching Tools” (IDTTs), which educators should access to provide brief multisensory activities that reinforce fine motor development. Lessons may then follow the developmental sequence for handwriting or align with a school’s literacy program as students continue practicing alphabet knowledge, phonics, vocabulary, grammar, and print handwriting.

The materials also explain how to use the supplemental program to support the core reading and language arts (RLA) program. The “Características de la conexión” section directs educators to connect handwriting instruction to grade-level literacy and multidisciplinary objectives. For example, the materials make reading connections to phonemic awareness, vocabulary, phonics, and fluency as well as writing connections to grammar, capitalization, sentence structure, punctuation, narrative writing, opinion writing, and informational writing.

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 contain a “Scope and Sequence” that outlines student expectations and provides a clear rationale for the design of instruction. In “La ciencia de la escritura: cómo contribuye la escritura a mano,” the program explains the importance of handwriting development. The “Alcance y secuencia de la imprenta KT–2” section defines the content and order of printing instruction across grade levels and includes categories such as the type of instruction, handwriting sequence, the stages of learning, the physical approach, printing skills, and functional writing. Check marks identify when each component is introduced and reinforced across grade levels, allowing educators to understand the progression of student expectations. Additionally, the ELA Standards Alignment table identifies the grade-level standards taught and supported through the materials, helping educators connect the program to expected student outcomes. Ultimately, the “Scope and Sequence” describes a developmental progression from preliminary strokes to shapes, then to uppercase letters/numbers and lowercase letters, and clarifies that instruction is designed to be “natural, easy, and fun.”

Additionally, the Kindergarten Teacher’s Guide and TEKS Correlation document provide a sequence that begins with print review and progresses on to cursive instruction, supporting the developmental progression of handwriting skills. Together, these resources clearly identify the specific skills students are expected to learn and demonstrate in order to show how the program 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 Kindergarten Teacher’s Guide includes Pacing Guidelines that recommend delivering instruction in short, manageable 15-minute lessons, allowing educators to use the program 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, thus 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 IDTTs 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 clearly explain how to implement instruction across whole-group, small-group, and independent learning settings. In grade K, educators are directed to use the IDTTs to facilitate brief multisensory activities during whole-group instruction before introducing letter lessons. The materials also clarify how educators can differentiate handwriting instruction through small-group instruction, providing opportunities for remediation and enrichment using resources from both the Kindergarten Teacher’s Guide and the IDTTs.

The materials further support implementation by providing detailed instructional guidance and resources that help educators deliver lessons as designed. The Teacher’s Guide section “Cuándo y cómo usar Handwriting Without Tears” explains how educators can integrate handwriting instruction throughout the school day and adapt it to different instructional contexts. The lesson plans include clearly defined components that direct educators in modeling skills, facilitating guided practice, and supporting student application. Embedded differentiation strategies, correction guidance, instructional visuals, and digital resources such as the IDTTs 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 recommendations for reinforcing student progress at home. In the Teacher’s Guide, the “Home-School Connection” section references suggestions 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,
families can access English-language resources available through the digital platform, allowing them to view and download printable materials that reinforce handwriting skills. These resources provide families with practical strategies and tools to support their child’s handwriting development and continued progress beyond the classroom.

The materials also provide supports in Spanish, including suggestions for helping students make progress at home. Through the IDTTs, families can access Spanish-language resources in the “Recursos” and “Imprimibles” sections, 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 Assessments to Guide Instruction feature the “Screener of Handwriting Proficiency,” which 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 growth. Educators use these standardized intervals to measure collective and individual student performance against rising grade-level benchmarks, generating detailed class, grade, and individual student reports that track compliance with Response to Intervention (RtI) tier-one standards. At the same time, the program leverages the data for immediate formative adjustments. When screening data uncover 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 also 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 Kindergarten Teacher’s 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 Comencemos con kínder and a student self-check strategy for students to perform real-time analysis of words, sentences, and paragraphs. Summative assessment is established through the “Screener of Handwriting Proficiency,” a tool used to administer benchmark testing at the beginning, middle, and end of the year to evaluate overall handwriting growth and mastery over time. In addition, the Print Tool is included to deliver an in-depth, diagnostic summative analysis for students who require intensive intervention.

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

The Assessment to Guide Instruction (Screener AGI) is a diagnostic assessment that helps educators and specialists evaluate students’ handwriting development using measurable skills. The Screener AGI identifies strengths and areas for improvement in foundational handwriting performance. The purpose of the Screener AGI is to provide whole-class data through formative and summative assessments in order to guide instruction. As a tier-one 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 educators identify students who require additional support and guide targeted remediation to address skill gaps.

The Screener AGI User Guide’s “Getting Started” section defines the resource as a whole-class evaluation tool designed for grades K–5 and up for educators to use in assessing both printing and cursive skills. The intended purpose is to provide whole-class data through formative and summative structures in order to identify struggling students early in the year, support instructional and intervention decisions, and facilitate remediation to close the achievement gap. Furthermore, the “Testing Periods” section details practical uses, explaining that educators can administer the Screener AGI up to three times per year (at the beginning, middle, and end of the school year) to help them 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.

The materials provide comprehensive guidance to ensure that educators consistently and accurately administer instructional assessments. For example, the Screener AGI explains the importance of understanding handwriting expectations and how these benchmarks progress systematically across the school year. Assessing during the beginning-of-year, mid-year, and end-of-year windows supports targeted instruction and helps educators track printing development. To support implementation, the Screener AGI includes the “Screener of Handwriting Proficiency” and the Beginning Print Administration Packet, which provide explicit educator-facing guidance and standardized procedures. The materials contain clear directions to educators, 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 guide 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 educators with administrative support to help them deliver assessments uniformly as well as to gather reliable data. Within the Screener AGI User Guide, the “Administrator” section details how to prepare and use the “Assessment Recording Sheet,” advising educators to make duplicate copies for every student in order to maintain a standardized setup. The digital platform notes that the evaluation spans roughly 10–15 minutes and is flexible enough 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 grouping strategy. 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 preparing materials, delivering a script, and using proper environmental controls during whole-group testing. To finalize the process, the materials provide a dedicated toolkit 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 kindergarten instructional materials provide 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 Screener AGI on “Handwriting Expectations” 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 notes, “It takes about 10–15 minutes to administer the Screener AGI.” An “Assessment Recording Sheet,” a “Concerns Checklist,” and administration instructions further support this administration guidance.

The HWT 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 like 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 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. This deliberate alignment ensures that assessment tasks and expectations shift throughout the year to match students’ developing skills and growing independence

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

The instructional assessment materials provide concise scoring guidance to support educators in accurately scoring and interpreting assessment results at both the classroom and individual student levels. As detailed in the Screener AGI User Guide, the online scoring tool generates data-based insights on overall handwriting growth across core domains: Memory, Orientation, Placement, and Sentence Skills. At the classroom level, reports explicitly indicate whether a group meets the established Tier 1 benchmark of 80% proficiency. For example, the Kindergarten Administration Packet–Advance Print notes that "when more than 20% of students are below expectation on a handwriting skill, classroom instruction needs to be re-evaluated." Additionally, individual student reports outline strengths and areas for improvement, while providing specific remediation suggestions for students performing below expectations to inform individualized adjustments.

The Kindergarten assessment materials explicitly define skill errors and outline characteristics across defined categories. In the "How to Score" section of the Screener of Handwriting Proficiency, Kindergarten – Advanced Print Administration Packet, the materials provide concrete examples of sentence-skill errors, clarifying that "not using a capital to begin," "mixing capital and lowercase letters," "putting too much space between letters in a word (w r o n g)," "putting words too close," and "forgetting ending punctuation" are all scorable errors. By organizing handwriting and sentence-convention skills into explicit criteria, the scoring guidance enables educators to consistently evaluate student work, aligning results with scoring expectations.

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

In Kindergarten, the materials provide explicit guidance for using assessment results to identify and respond to student and class-wide performance trends. In the “Informes y corrección” section of the Screener of Handwriting Proficiency, the materials explain that class reports identify instructional areas requiring additional focus and indicate whether students are meeting Response to Intervention (RTI) performance expectations. Specifically, when more than 20% of students perform below expectations in a handwriting skill, educators are instructed to reevaluate classroom instruction and implement targeted support to address identified areas of need. When class performance falls below expectations, the Screener AGI User Guide outlines that class reports generate targeted instructional plans featuring recommended activities and intervention strategies for specific skill deficits. Additionally, the administration guide recommends a systematic response to class-wide trends, including forming a team to review the handwriting curriculum and implementation practices, as well as providing professional development to support educators.

The program materials include differentiated instruction components aligned with assessment outcomes. The “Corrección” component outlines skill remediation strategies for students requiring reinforcement, including tracing, repeated practice for fluency, and the use of digital and printed resources to strengthen handwriting skills. The “Enriquecimiento” component specifies extension activities for students demonstrating mastery, such as increased practice, varied writing formats, and independent task completion.

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.

Through the digital platform and the Administration Guide, educators have access to the Beginning Print Administration Guide, the Evaluation to Guide Instruction resources, and online scoring tools that generate individual as well as class-level reports. These reports provide detailed information about student performance relative to established benchmarks and handwriting expectations, allowing educators to identify strengths, monitor growth across screening periods, and make informed instructional decisions. Additional progress monitoring opportunities are embedded across the program through daily and weekly reviews, cumulative assessments, targeted skill checks, and observational routines focused on letter formation, spacing, placement, and connections.

The Kindergarten 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 offer tools for students to track their own growth. While the supplemental program contains instructional activities, digital Microlearning tasks that support reflection, and practice opportunities for students to review their daily work, there is no evidence of an embedded tracking system for student data. 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 explain how to differentiate 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) in order to prevent habits that interfere with proper cursive technique. The 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 Kindergarten Teacher’s Guide provides structured, actionable guidance that enables educators to differentiate instruction for students who have not yet reached proficiency. The “Differentiation,” “Correction,” and “Tips for Correction and Review” sections outline specific actions educators can take to reinforce handwriting skills, thus 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 program explains how to support students who have already reached proficiency during whole-group instruction, including additional directions within the margins of existing lesson plans. Suggestions are aligned with the learning objective, with differentiation for higher levels of complexity embedded within the lesson plans. For example, the lessons include higher-order thinking tasks, advanced word study, and morphological analysis.

The materials explain how to differentiate instruction and activities for students who have mastered grade-level skills. The grade K Letras y números para mí materials contain embedded differentiation supports within lesson sections that provide developmentally appropriate strategies to address a range of learner needs. The differentiation guidance reflects the program’s multisensory and flexible design, which supports varied learning modalities and early literacy development. For example, the lessons incorporate kinesthetic strategies such as the use of songs like “Empuñando mi lápiz” to reinforce foundational handwriting skills through movement and engagement. Additional supports, such as the A Click Away resource for left-handed students, address specific physical and accessibility needs. The materials provide enrichment opportunities for students who show early mastery by extending foundational skills through additional writing practice, opportunities to connect emerging skills, and the chance to engage in increasingly independent writing tasks. These activities promote the development of fine motor control, handwriting fluency, and early written expression in developmentally appropriate ways.

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 contain “Estrategias para estudiantes con necesidades especiales” in the “Recursos” section, a digital resource that provides disability-specific instructional guidance for students receiving special education services. For example, for students with autism, the resource recommends that educators “Usa la mayor cantidad de experiencias multisensoriales posible” and emphasizes that “La demostración del maestro y la imitación del niño son las claves para una escritura exitosa.” For students with Down syndrome, the resource recommends adapting writing expectations when low muscle tone affects handwriting development, including, “Si el niño tiene dificultades para escribir debido al bajo tono muscular, pídele que escriba en mayúsculas.” These supports help educators provide specially designed instruction as students develop foundational letter-formation skills.

Additionally, the “Estrategias para estudiantes con necesidades especiales” provide modifications for students with limited vision and cerebral palsy. For example, the resource recommends, “Agranda o engrosa las líneas” and “Agrega textura a las líneas para ayudar al niño a ubicar la posición de la línea” for students with limited vision. For students with cerebral palsy, the resource suggests, “Comienza por establecer un buen posicionamiento” and “prueba un agarre de lápiz adaptado para un mayor control.” These accommodations ensure that educators are able to adapt materials and instructional delivery during beginning handwriting instruction.

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 materials provide explicit prompts and guidance that help educators model and explain 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 instruction, guide students through practice, and monitor their performance. For example, the lesson script for modeling the letter w features precise language to cue educators on what to say during instruction, with “Down and up, down and up, end with a tow” printed clearly in blue in the lesson margins.

The materials also contain explicit guidance within the digital Screener AGI, which 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. The screener provides directions for monitoring progress, adjusting instruction, and collaborating with support staff and families, ensuring that educators’ actions remain aligned with modeling and that educators demonstrate skills using 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 materials offer educators guidance on recommended teaching structures (e.g., whole-group, small-group, individual) to support effective implementation. For example, the HWT IDTTs provide Microlearning resources that support multisensory learning opportunities (such as air writing and proper pencil grip) to reinforce skill development across instructional settings.

The lesson “Mayúsculas B, R” contains a “Teach and Model” section that provides a script in blue to guide the explicit teaching of B and R. Additionally, the digital tool “Actividades de la leccion, mi plan” includes a video featuring an educator modeling the script in blue in order to clearly teach students how to write uppercase B and R, “Letras en el aire B mayúscula” and “Letras en el aire R mayúscula.” The digital tools also feature an “Extras” section with videos and audio to guide the educator with strategies like following a laser to draw the letter, using pieces of wood to form the letters, and how to sing along to the prompts to write B and R.

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

The materials also contain 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. The screener provides directions for monitoring progress, adjusting instruction, and collaborating with support staff and families, ensuring that educators’ actions remain aligned with modeling and that educators explain skills using data‑informed, targeted support.

In the Kindergarten Teacher’s Guide, the “When and How to Use Handwriting Without Tears” section identifies small-group instruction as a structure for targeted support and differentiated learning. The guide states that 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 providing 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.

This guidance is not applicable to the program because the language of instruction is Spanish.

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 Spanish materials offer educators implementation guidance for using HWT 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 grade K educators clear direction for program-aligned implementation.

The digital platform helps grade K educators apply the program using bilingual and ESL models. This 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 bilingual and ESL 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 does not apply because the program is not designed for 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 Kindergarten Teacher’s Guide provides routines for direct handwriting instruction under the “Enseñar y modelar” section. Educators are instructed to introduce and model the specific strokes used to form letters. The materials supply exact instructional language for educators, including designated starting points such as “Las mayúsculas de Brinco de Rana empiezan en la Esquina de Partida,” and step-by-step formation directions like “Línea Grande hacia abajo, Brinco de Rana hasta la Esquina de Partida.” Following the educator’s modeling, the sequence moves toward guided practice, directing students to trace letter models in their workbooks while verbalizing the letter names. The instruction concludes with verification procedures that prompt educators to monitor pencil grip, check stroke formation, and verify that students are following the steps. Additionally, a song titled “Letras Brinco de Rana” is provided to review the physical pencil movements.

The “Orden de enseñanza progresivo” outlines how handwriting instruction is organized into a specific systematic progression aligned with grade-level TEKS. For example, the grade K materials introduce uppercase letters first, noting that they are uniform in height and all begin at the top. The program categorizes these capitals into specific groups such as “Mayúsculas de Brinco de Rana” with the stated aim of preventing reversals, and “Mayúsculas que empiezan en el centro” to introduce left-to-right habits. Lowercase instruction subsequently builds upon these patterns, following a progression organized into five developmental groups, such as “Igual que las mayúsculas y t,” “c Mágica,” and “Letras zambullidoras.”

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.

In the Kindergarten Teacher’s Guide, the lesson “Minúscula i” provides specific routines for guided handwriting practice. During this phase, students finger-trace step-by-step models while speaking the formation words aloud. Subsequently, they copy each letter i under the educator’s supervision. The materials also outline a review routine where the educator helps students verify correct starting points, stroke execution, and line alignment. Additionally, during the guided practice in the lesson “Practicar mayúsculas de Brinco de Rana,” the “Monitorear el progreso” section directs educators to monitor students as they write previously learned uppercase letters (including F, E, D, P, B, R, N, Ñ, and M) to verify that they consistently begin at the designated starting point and use the correct formation strokes.

For independent practice and refinement, the grade K materials provide activities that require students to apply their handwriting skills and self-evaluate their work. In the “Minúscula i” lesson, an enrichment activity prompts the educator to display flashcards of the uppercase letters C, O, S, V, W, T, A, D, G, U, and I as the educator directs students to independently write their lowercase equivalents on double-lined paper. Furthermore, in the “Practicar mayúsculas de Brinco de Rana” lesson, students participate in a “Verificar la letra” routine that prompts them to review and self-check their own handwriting. Another independent task in the “Enriquecimiento” section requires students to listen to the verbal formation steps for the uppercase “Frog Jump” letters and identify the corresponding letter name without the aid of a visual model, directing them to recall previously learned formation patterns from memory.

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.

In the Kindergarten Teacher’s Guide Microlearning resource, the “Opciones para monitorear el progreso” section structures handwriting assessment into three distinct frequencies: daily, weekly, and three times a year. For daily monitoring, the Student Edition includes a self check feature containing checkboxes that prompt students to self-evaluate their final letter, word, or sentence attempt, utilizing page five as a reference for which criteria to check (e.g., checking the last attempt on the capital F page). For weekly monitoring, educators utilize review activities where students write words and sentences using previously taught letters. During these activities, sidebars in the lesson plans prompt educators to check letter formation, size, line placement, and word spacing, with the recommendation to use the A+ Worksheet Maker to generate additional practice if reteaching is necessary. Additionally, the program includes a “Screener of Handwriting Proficiency,” which the educator administers three times per year and which generates individual as well as whole-class data reports to identify students’ handwriting strengths and specific areas needing remediation.

Furthermore, the grade K materials provide specific checkpoints and instructional scripts within the lesson plans to guide educators during these monitoring opportunities. During weekly review tasks, the instructions supply English-language prompts, directing educators to “Ensure children are writing words with correct letter size, placement and closeness” and to remind students that “letter placement does not change even though the lines are different.” The Teacher’s Guide also features targeted observation cues for independent writing and tracing tasks in Spanish. In the “Monitorear el progreso—Practica con lineas” lesson, the materials direct educators to verify capitalization, spacing, and punctuation. Similarly, during the “Mayúscula de Brinco de Rana” lesson, the guide tells educators to monitor pencil grip and stroke execution as students finger-trace.