Step 2: Teach Lesson
Take a look at this letter. It is the letter E. Say it with me this time: E. Point to the capital letter E and say: This is the capital
letter E. Capital letters are tall letters. This one is just straight lines. It does not have any curved lines. To help me
remember, I think of elk when I think of the capital E. Point to the lowercase letter e and say: This is the lowercase letter e.
This lowercase letter is a short letter. The lowercase e is both straight and curved lines. Tell me a way that the lowercase e
looks different from the capital E? How do they look the same? Pause for the student response. The lowercase e resembles
an egg. To help me remember what a lowercase e looks like, I think of an egg like this one. Point to mnemonic illustration. The
uppercase letter E reminds me of an elk, and the lowercase letter e reminds me of an egg.
Now I will show you how to write the letter e. Let’s start with the capital E. Watch me first. Demonstrate how to write capital E
on a board or a piece of paper while indicating start points and directionality. Then lead the student in tactile/kinesthetic ways to write
the E, such as “writing” in the air or on the palm of their hands. It is suggested that you have lines already on the board to indicate the
baseline, midline, and top line.
1. To write capital E, I start at the top on the line. I pull my pencil down to the baseline and stop. I pick my pencil
up and go back to where I started. I push across. Then I move my pencil down and push across again. I move
my pencil down to the baseline and push across again.
2. I need to read the letter I wrote: E. Touch under the letter to demonstrate one-to-one.
3. Now I have written a capital E!
4. How many lines across did I make? Let’s count them together. Point to each cross line and count aloud. Three
lines go across on a capital E.
This time, you will practice writing a capital E with me, but we will write in the air. Remember to look at the E I wrote on the
board if you need help. Turn your back to the student to air-write the letter, or write it backward if you face the student.
1. If you model air-writing the letter facing the student and do not start on the left, then the student may learn to form the
letter with the wrong directionality.
2. As you are modeling the air-written letter, narrate the movements clearly as you are doing them. Use the same
language each time so the student can create an internal monologue of the letter formation.