Accessible text companion to the 20-page printable review edition. Visual tracing and writing lines are represented by text instructions; ask an adult to model movements or use tactile materials.
Stage 2 / Lowercase connections
Uppercase > Lowercase > Cursive > Accents and correct spelling
Begin after the child has worked with the uppercase sequence. Revisit the same letters in the same order, now matching the small printed form to its familiar capital. This is not a new timed course or a test of all earlier work.
Break > Name > Do > Teach
Break: show one uppercase/lowercase pair. Name: the parent models the familiar sound. Do: match, trace, copy if comfortable, and read a familiar word. Teach: show a toy how two shapes represent the same letter.
Keep support responsive
Observe > Show thinking > Diagnose > Isolate > Scaffold > Child acts > Verify > Extend > Teach back. Pause, cue, isolate one part, model together, let the child act, and try one similar example. No score, streak or mastery label.
What comes next
Cursive comes after this lowercase stage. Explicit stress, accent contrasts and spelling corrections wait until stage 4. Adult models always keep correct spelling. The child may point or move cards rather than write.
01 / S and s
Writing model: S s
Adult: make the familiar sound. Show the two shapes. Ask the child to point to the capital, then the lowercase form. A lowercase letter is not a quieter sound.
Trace, then try
Writing model: s s s s s
Finger-trace first. Try a large air movement, then a pencil copy if comfortable. Keep the model visible.
At S, match shapes and sound. Do not add a vowel word task before O.
Teach-back: show someone the two forms and explain what stayed the same.
02 / O and o
Writing model: O o
Adult: make the familiar sound. Show the two shapes. Ask the child to point to the capital, then the lowercase form. A lowercase letter is not a quieter sound.
Trace, then try
Writing model: o o o o o
Finger-trace first. Try a large air movement, then a pencil copy if comfortable. Keep the model visible.
Writing model: OSO oso
Read the familiar word with the parent. Point to the matching letters in each version. The parent models any printed accent; do not ask for an accent rule yet.
Teach-back: show someone the two forms and explain what stayed the same.
03 / L and l
Writing model: L l
Adult: make the familiar sound. Show the two shapes. Ask the child to point to the capital, then the lowercase form. A lowercase letter is not a quieter sound.
Trace, then try
Writing model: l l l l l
Finger-trace first. Try a large air movement, then a pencil copy if comfortable. Keep the model visible.
Writing model: SOL sol
Read the familiar word with the parent. Point to the matching letters in each version. The parent models any printed accent; do not ask for an accent rule yet.
Teach-back: show someone the two forms and explain what stayed the same.
04 / M and m
Writing model: M m
Adult: make the familiar sound. Show the two shapes. Ask the child to point to the capital, then the lowercase form. A lowercase letter is not a quieter sound.
Trace, then try
Writing model: m m m m m
Finger-trace first. Try a large air movement, then a pencil copy if comfortable. Keep the model visible.
Writing model: LOMO lomo
Read the familiar word with the parent. Point to the matching letters in each version. The parent models any printed accent; do not ask for an accent rule yet.
Teach-back: show someone the two forms and explain what stayed the same.
05 / A and a
Writing model: A a
Adult: make the familiar sound. Show the two shapes. Ask the child to point to the capital, then the lowercase form. A lowercase letter is not a quieter sound.
Printed a and g can appear in different shapes across fonts. This page uses the printed shape shown. Model this form first; compare another form later without treating it as a different sound.
Trace, then try
Writing model: a a a a a
Finger-trace first. Try a large air movement, then a pencil copy if comfortable. Keep the model visible.
Writing model: LA la
Read the familiar word with the parent. Point to the matching letters in each version. The parent models any printed accent; do not ask for an accent rule yet.
Teach-back: show someone the two forms and explain what stayed the same.
06 / P and p
Writing model: P p
Adult: make the familiar sound. Show the two shapes. Ask the child to point to the capital, then the lowercase form. A lowercase letter is not a quieter sound.
Trace, then try
Writing model: p p p p p
Finger-trace first. Try a large air movement, then a pencil copy if comfortable. Keep the model visible.
Writing model: PALA pala
Read the familiar word with the parent. Point to the matching letters in each version. The parent models any printed accent; do not ask for an accent rule yet.
Teach-back: show someone the two forms and explain what stayed the same.
07 / R and r
Writing model: R r
Adult: make the familiar sound. Show the two shapes. Ask the child to point to the capital, then the lowercase form. A lowercase letter is not a quieter sound.
Trace, then try
Writing model: r r r r r
Finger-trace first. Try a large air movement, then a pencil copy if comfortable. Keep the model visible.
Writing model: ARO aro
Read the familiar word with the parent. Point to the matching letters in each version. The parent models any printed accent; do not ask for an accent rule yet.
Teach-back: show someone the two forms and explain what stayed the same.
08 / F and f
Writing model: F f
Adult: make the familiar sound. Show the two shapes. Ask the child to point to the capital, then the lowercase form. A lowercase letter is not a quieter sound.
Trace, then try
Writing model: f f f f f
Finger-trace first. Try a large air movement, then a pencil copy if comfortable. Keep the model visible.
Writing model: FARO faro
Read the familiar word with the parent. Point to the matching letters in each version. The parent models any printed accent; do not ask for an accent rule yet.
Teach-back: show someone the two forms and explain what stayed the same.
09 / E and e
Writing model: E e
Adult: make the familiar sound. Show the two shapes. Ask the child to point to the capital, then the lowercase form. A lowercase letter is not a quieter sound.
Trace, then try
Writing model: e e e e e
Finger-trace first. Try a large air movement, then a pencil copy if comfortable. Keep the model visible.
Writing model: EL el
Read the familiar word with the parent. Point to the matching letters in each version. The parent models any printed accent; do not ask for an accent rule yet.
Teach-back: show someone the two forms and explain what stayed the same.
10 / I and i
Writing model: I i
Adult: make the familiar sound. Show the two shapes. Ask the child to point to the capital, then the lowercase form. A lowercase letter is not a quieter sound.
Trace, then try
Writing model: i i i i i
Finger-trace first. Try a large air movement, then a pencil copy if comfortable. Keep the model visible.
Writing model: SI si
Read the familiar word with the parent. Point to the matching letters in each version. The parent models any printed accent; do not ask for an accent rule yet.
Teach-back: show someone the two forms and explain what stayed the same.
11 / N and n
Writing model: N n
Adult: make the familiar sound. Show the two shapes. Ask the child to point to the capital, then the lowercase form. A lowercase letter is not a quieter sound.
Trace, then try
Writing model: n n n n n
Finger-trace first. Try a large air movement, then a pencil copy if comfortable. Keep the model visible.
Writing model: NO no
Read the familiar word with the parent. Point to the matching letters in each version. The parent models any printed accent; do not ask for an accent rule yet.
Teach-back: show someone the two forms and explain what stayed the same.
12 / U and u
Writing model: U u
Adult: make the familiar sound. Show the two shapes. Ask the child to point to the capital, then the lowercase form. A lowercase letter is not a quieter sound.
Trace, then try
Writing model: u u u u u
Finger-trace first. Try a large air movement, then a pencil copy if comfortable. Keep the model visible.
Writing model: UN un
Read the familiar word with the parent. Point to the matching letters in each version. The parent models any printed accent; do not ask for an accent rule yet.
Teach-back: show someone the two forms and explain what stayed the same.
13 / T and t
Writing model: T t
Adult: make the familiar sound. Show the two shapes. Ask the child to point to the capital, then the lowercase form. A lowercase letter is not a quieter sound.
Trace, then try
Writing model: t t t t t
Finger-trace first. Try a large air movement, then a pencil copy if comfortable. Keep the model visible.
Writing model: TU tu
Read the familiar word with the parent. Point to the matching letters in each version. The parent models any printed accent; do not ask for an accent rule yet.
Teach-back: show someone the two forms and explain what stayed the same.
14 / D and d
Writing model: D d
Adult: make the familiar sound. Show the two shapes. Ask the child to point to the capital, then the lowercase form. A lowercase letter is not a quieter sound.
Trace, then try
Writing model: d d d d d
Finger-trace first. Try a large air movement, then a pencil copy if comfortable. Keep the model visible.
Writing model: DE de
Read the familiar word with the parent. Point to the matching letters in each version. The parent models any printed accent; do not ask for an accent rule yet.
Teach-back: show someone the two forms and explain what stayed the same.
15 / C and c
Writing model: C c
Adult: make the familiar sound. Show the two shapes. Ask the child to point to the capital, then the lowercase form. A lowercase letter is not a quieter sound.
Trace, then try
Writing model: c c c c c
Finger-trace first. Try a large air movement, then a pencil copy if comfortable. Keep the model visible.
Writing model: CON con
Read the familiar word with the parent. Point to the matching letters in each version. The parent models any printed accent; do not ask for an accent rule yet.
Teach-back: show someone the two forms and explain what stayed the same.
16 / B and b
Writing model: B b
Adult: make the familiar sound. Show the two shapes. Ask the child to point to the capital, then the lowercase form. A lowercase letter is not a quieter sound.
Trace, then try
Writing model: b b b b b
Finger-trace first. Try a large air movement, then a pencil copy if comfortable. Keep the model visible.
Writing model: BOLA bola
Read the familiar word with the parent. Point to the matching letters in each version. The parent models any printed accent; do not ask for an accent rule yet.
Teach-back: show someone the two forms and explain what stayed the same.
17 / G and g
Writing model: G g
Adult: make the familiar sound. Show the two shapes. Ask the child to point to the capital, then the lowercase form. A lowercase letter is not a quieter sound.
Printed a and g can appear in different shapes across fonts. This page uses the printed shape shown. Model this form first; compare another form later without treating it as a different sound.
Trace, then try
Writing model: g g g g g
Finger-trace first. Try a large air movement, then a pencil copy if comfortable. Keep the model visible.
Writing model: GATO gato
Read the familiar word with the parent. Point to the matching letters in each version. The parent models any printed accent; do not ask for an accent rule yet.
Teach-back: show someone the two forms and explain what stayed the same.
Read the same words in two forms
Use after the letters in each word have been revisited in lowercase. Adult: model one pair and invite the child to match the others.
Writing model: SOL sol
Writing model: LAS OLAS las olas
Writing model: MI MANO mi mano
Writing model: EL GATO el gato
Build a familiar word twice on paper cards: once in uppercase and once in lowercase. Match the letters. Move to cursive when these lowercase forms are familiar enough for a comfortable supported activity.
Notice, adapt, return
Date: __________________ Activity: __________________
What did the child do or explain?
What kind of support helped?
What small invitation might come next?
Use descriptive observations. These notes are not an assessment, a diagnosis or a mastery record.
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