Step 2: Teach Lesson
Take a look at this letter. It is the letter A. Say it with me this time: A. Point to the capital letter A and say: This is the capital
letter A. Capital letters are tall letters. Look at the capital letter A (point to the capital A mnemonic). Does it have straight lines
or curved lines? Remind the student of the difference between straight and curved lines if necessary, and confirm that the capital A
contains only straight lines.
That’s right. The capital A has straight lines. I see two tall lines that make a point at the top, like an anthill. I can picture the
ants coming out of the top of the anthill to help me remember. Notice that there is a short straight line across the middle of
the capital A. Point to this.
Point to the lowercase letter a
and say: This is the lowercase letter a. This lowercase letter is a short letter. The lowercase a
looks very different from the capital A, but they are the same letter. Let’s talk about how the lowercase a looks different from the
capital A. Can you tell me a way that the capital A and lowercase a look different? Pause for the student to response. (The
lowercase a is shorter; the lowercase a is round; the capital A has only straight lines, while the lowercase a has a mix of straight and
curved lines.) Affirm correct student response.
Since the lowercase a is round, it reminds me of an apple. That helps me remember what the lowercase a looks like when I
write it. Now I will show you how to write the letter a. Let’s start with the capital A. Watch me first. Demonstrate how to write
capital A on the board or on paper while indicating start points and directionality. Then lead the student in tactile/kinesthetic ways to
write the A, such as air writing or on the palm of their hands. It is suggested that you have lines already on a board or piece of paper
to indicate the baseline, midline, and top line.
1. To write capital A, I start at the top line. I pull my pencil diagonally down left and stop at the baseline.
2. I pick up my pencil and go all the way back to where I started at the top. Now I pull my pencil diagonally down
right and stop at the baseline.
3. I pick up my pencil and put it on the first line I wrote at the midline. You may need to explicitly point this area out
to the student. This is the little line that goes across the capital A. I just push my pencil straight across on the
midline until it touches the other side of the A.
4. Remember, we always read what we write: A. Touch under the letter to demonstrate one-to-one.