Handwriting for Kids - Cursive

Web-based Resource

Handwriting for Kids - Cursive

Grade Levels

3rd Grade

Course, Subject

English Language Arts

Keywords

Related Academic Standards

CC.1.4.3.E CC.1.4.3.E

Choose words and phrases for effect.

CC.1.4.3.L CC.1.4.3.L

Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

CC.1.4.3.R CC.1.4.3.R

Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

CC.1.4.4.E CC.1.4.4.E

Use precise language and domain-specific vocabulary to inform about or explain the topic.

CC.1.4.4.K CC.1.4.4.K

Choose words and phrases to convey ideas precisely.

CC.1.4.4.L CC.1.4.4.L

Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

CC.1.4.4.Q CC.1.4.4.Q

Choose words and phrases to convey ideas precisely.

CC.1.4.4.R CC.1.4.4.R

Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

CC.1.4.5.E CC.1.4.5.E

Write with an awareness of style. • Use precise language and domain-specific vocabulary to inform about or explain the topic. • Use sentences of varying length.

CC.1.4.5.L CC.1.4.5.L

Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

CC.1.4.5.R CC.1.4.5.R

Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

CC.1.4.6.E CC.1.4.6.E

Write with an awareness of the stylistic aspects of composition. • Use precise language and domain-specific vocabulary to inform about or explain the topic. • Use sentences of varying lengths and complexities • Develop and maintain a consistent voice • Establish and maintain a formal style

CC.1.4.6.L CC.1.4.6.L

Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

CC.1.4.6.R CC.1.4.6.R

Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

CC.1.5.3.G CC.1.5.3.G

Demonstrate command of the conventions of standard English when speaking based on grade 3 level and content.

CC.1.5.4.G CC.1.5.4.G

Demonstrate command of the conventions of standard English when speaking based on grade 4 level and content.

CC.1.5.5.G CC.1.5.5.G

Demonstrate command of the conventions of standard English when speaking based on grade 5 level and content.

CC.1.5.6.G CC.1.5.6.G

Demonstrate command of the conventions of standard English when speaking based on grade 6 level and content.

E03.D.1.1.1 E03.D.1.1.1

Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

E03.D.1.1.2 E03.D.1.1.2

Form and use regular and irregular plural nouns.

E03.D.1.1.3 E03.D.1.1.3

Use abstract nouns (e.g., childhood).

E03.D.1.1.4 E03.D.1.1.4

Form and use regular and irregular verbs.

E03.D.1.1.5 E03.D.1.1.5

Form and use the simple verb tenses (e.g., I walked; I walk; I will walk).

E03.D.1.1.6 E03.D.1.1.6

Ensure subject-verb and pronoun-antecedent agreement.

E03.D.1.1.7 E03.D.1.1.7

Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

E03.D.1.1.8 E03.D.1.1.8

Use coordinating and subordinating conjunctions.

E03.D.1.1.9 E03.D.1.1.9

Produce simple, compound, and complex sentences.

E03.D.1.2.1 E03.D.1.2.1

Capitalize appropriate words in titles.

E03.D.1.2.2 E03.D.1.2.2

Use commas in addresses.

E03.D.1.2.3 E03.D.1.2.3

Use commas and quotation marks in dialogue.

E03.D.1.2.4 E03.D.1.2.4

Form and use possessives.

E03.D.1.2.5 E03.D.1.2.5

Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

E03.D.1.2.6 E03.D.1.2.6

Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

E03.D.2.1.1 E03.D.2.1.1

Choose words and phrases for effect.

E04.C.1.2.1 E04.C.1.2.1

Introduce a topic for the intended audience and group related information in paragraphs and/or sections to support the writer’s purpose.

E04.C.1.2.2 E04.C.1.2.2

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

E04.C.1.2.3 E04.C.1.2.3

Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

E04.C.1.2.4 E04.C.1.2.4

Use precise language and domain-specific vocabulary to inform about or explain the topic.

E04.C.1.2.5 E04.C.1.2.5

Provide a concluding statement or section related to the information or explanation presented.

E04.C.1.3.1 E04.C.1.3.1

Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally to support the writer’s purpose.

E04.C.1.3.2 E04.C.1.3.2

Use narrative techniques such as dialogue and description to develop experiences and events or to show the responses of characters to situations.

E04.C.1.3.3 E04.C.1.3.3

Use a variety of transitional words and phrases to manage the sequence of events.

E04.C.1.3.4 E04.C.1.3.4

Use concrete words and phrases and sensory details to convey experiences and events precisely.

E04.C.1.3.5 E04.C.1.3.5

Provide a conclusion that follows from the narrated experiences or events.

E04.D.1.1.1 E04.D.1.1.1

Use relative pronouns (e.g., who, whose, whom, which, that) and relative adverbs (e.g., where, when, why).

E04.D.1.1.2 E04.D.1.1.2

Form and use the progressive verb tenses (e.g., I was walking, I am walking, I will be walking).

E04.D.1.1.3 E04.D.1.1.3

Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

E04.D.1.1.4 E04.D.1.1.4

Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

E04.D.1.1.5 E04.D.1.1.5

Form and use prepositional phrases.

E04.D.1.1.6 E04.D.1.1.6

Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences.

E04.D.1.1.7 E04.D.1.1.7

Correctly use frequently confused words (e.g., to, too, two; there, their, they’re).

E04.D.1.1.8 E04.D.1.1.8

Ensure subject-verb and pronoun-antecedent agreement.

E04.D.1.2.1 E04.D.1.2.1

Use correct capitalization.

E04.D.1.2.2 E04.D.1.2.2

Use commas and quotation marks to mark direct speech and quotations from a text.

E04.D.1.2.3 E04.D.1.2.3

Use a comma before a coordinating conjunction in a compound sentence.

E04.D.1.2.4 E04.D.1.2.4

Spell grade-appropriate words correctly.

E04.D.2.1.1 E04.D.2.1.1

Choose words and phrases to convey ideas precisely.

E04.D.2.1.2 E04.D.2.1.2

Choose punctuation for effect.

E04.D.2.1.3 E04.D.2.1.3

Choose words and phrases for effect.

E04.E.1.1.1 E04.E.1.1.1

Introduce text(s) for the intended audience, state an opinion and/or topic, establish a situation, and create an organizational structure in which related ideas are logically grouped to support the writer’s purpose.

E04.E.1.1.2 E04.E.1.1.2

Develop the analysis using a variety of evidence from text(s) to support claims, opinions, ideas, and inferences.

E04.E.1.1.3 E04.E.1.1.3

Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

E04.E.1.1.4 E04.E.1.1.4

Use precise language and domain-specific vocabulary to inform about or explain the topic and/or convey the experience and events.

E04.E.1.1.5 E04.E.1.1.5

Provide a concluding statement or section related to the analysis presented.

E05.C.1.2.1 E05.C.1.2.1

Introduce a topic for the intended audience, provide a general observation and focus, and group related information logically to support the writer’s purpose.

E05.C.1.2.2 E05.C.1.2.2

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

E05.C.1.2.3 E05.C.1.2.3

Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

E05.C.1.2.4 E05.C.1.2.4

Use precise language and domain-specific vocabulary to inform about or explain the topic.

E05.C.1.2.5 E05.C.1.2.5

Establish and maintain a formal style.

E05.C.1.2.6 E05.C.1.2.6

Provide a concluding section related to the information or explanation presented.

E05.D.1.1.1 E05.D.1.1.1

Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

E05.D.1.1.2 E05.D.1.1.2

Form and use the perfect verb tenses (e.g., I had walked; I have walked; I will have walked).

E05.D.1.1.3 E05.D.1.1.3

Use verb tense to convey various times, sequences, states, and conditions.

E05.D.1.1.4 E05.D.1.1.4

Recognize and correct inappropriate shifts in verb tense.

E05.D.1.1.5 E05.D.1.1.5

Use correlative conjunctions (e.g., either/or, neither/nor).

E05.D.1.1.6 E05.D.1.1.6

Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences.

E05.D.1.1.7 E05.D.1.1.7

Correctly use frequently confused words (e.g., to, too, two; there, their, they’re).

E05.D.1.1.8 E05.D.1.1.8

Ensure subject-verb and pronoun-antecedent agreement.

E05.D.1.2.1 E05.D.1.2.1

Use punctuation to separate items in a series.

E05.D.1.2.2 E05.D.1.2.2

Use a comma to separate an introductory element from the rest of the sentence.

E05.D.1.2.3 E05.D.1.2.3

Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).

E05.D.1.2.4 E05.D.1.2.4

Use underlining, quotation marks, or italics to indicate titles of works.

E05.D.1.2.5 E05.D.1.2.5

Spell grade-appropriate words correctly.

E05.D.2.1.1 E05.D.2.1.1

Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

E05.D.2.1.2 E05.D.2.1.2

Choose words and phrases to convey ideas precisely.

E05.D.2.1.3 E05.D.2.1.3

Choose punctuation for effect.

E05.D.2.1.4 E05.D.2.1.4

Choose words and phrases for effect.

E05.E.1.1.1 E05.E.1.1.1

Introduce text(s) for the intended audience, state an opinion and/or topic, establish a situation, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

E05.E.1.1.2 E05.E.1.1.2

Develop the analysis using a variety of evidence from text(s) to support claims, opinions, ideas, and inferences.

E05.E.1.1.3 E05.E.1.1.3

Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

E05.E.1.1.4 E05.E.1.1.4

Use precise language and domain-specific vocabulary to inform about or explain the topic and/or convey the experience and events.

E05.E.1.1.5 E05.E.1.1.5

Establish and maintain a formal style.

E05.E.1.1.6 E05.E.1.1.6

Provide a concluding section related to the analysis presented.

E06.C.1.2.1 E06.C.1.2.1

Introduce a topic for the intended audience; organize ideas, concepts, and information using strategies such as definition, classification, compare/contrast, and cause/effect to support the writer’s purpose.

E06.C.1.2.2 E06.C.1.2.2

Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

E06.C.1.2.3 E06.C.1.2.3

Use appropriate transitions to clarify the relationships among ideas and concepts.

E06.C.1.2.4 E06.C.1.2.4

Use precise language and domain-specific vocabulary to inform about or explain the topic.

E06.C.1.2.5 E06.C.1.2.5

Establish and maintain a formal style.

E06.C.1.2.6 E06.C.1.2.6

Provide a concluding section that follows from the information or explanation presented.

E06.D.1.1.1 E06.D.1.1.1

Ensure that pronouns are in the proper case (i.e., subjective, objective, and possessive).

E06.D.1.1.2 E06.D.1.1.2

Use intensive pronouns (e.g., myself, ourselves).

E06.D.1.1.3 E06.D.1.1.3

Recognize and correct inappropriate shifts in pronoun number and person.

E06.D.1.1.4 E06.D.1.1.4

Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

E06.D.1.1.5 E06.D.1.1.5

Recognize and correct inappropriate shifts in verb tense.

E06.D.1.1.6 E06.D.1.1.6

Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences.

E06.D.1.1.7 E06.D.1.1.7

Correctly use frequently confused words (e.g., to, too, two; there, their, they’re).

E06.D.1.1.8 E06.D.1.1.8

Ensure subject-verb and pronoun-antecedent agreement.

E06.D.1.2.1 E06.D.1.2.1

Use punctuation (e.g., commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.

E06.D.1.2.2 E06.D.1.2.2

Spell correctly.

E06.D.1.2.3 E06.D.1.2.3

Use punctuation to separate items in a series.

E06.D.2.1.1 E06.D.2.1.1

Vary sentence patterns for meaning, reader/listener interest, and style.

E06.D.2.1.2 E06.D.2.1.2

Maintain consistency in style and tone.

E06.D.2.1.3 E06.D.2.1.3

Choose words and phrases to convey ideas precisely.

E06.D.2.1.4 E06.D.2.1.4

Choose punctuation for effect.

E06.D.2.1.5 E06.D.2.1.5

Choose words and phrases for effect.

E06.E.1.1.1 E06.E.1.1.1

E06.E.1.1.2 E06.E.1.1.2

Develop the analysis using relevant evidence from text(s) to support claims, opinions, ideas, and inferences and demonstrating an understanding of the text(s).

E06.E.1.1.3 E06.E.1.1.3

Use appropriate transitions to clarify the relationships among ideas and concepts.

E06.E.1.1.4 E06.E.1.1.4

Use precise language and domain-specific vocabulary to inform about or explain the topic and/or convey the experience and events.

E06.E.1.1.5 E06.E.1.1.5

Establish and maintain a formal style.

E06.E.1.1.6 E06.E.1.1.6

Provide a concluding section that follows from the analysis presented.

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Description

This site provides teachers and parents with printer friendly cursive practice pages. This Resource is appropriate for grade level(s) 3.

Handwriting for Kids

Date Published

September 22, 2009

Handwriting for Kids - Cursive

Web-based Resource

Handwriting for Kids - Cursive

Grade Levels

Course, Subject

Keywords

Description

Date Published

Insert Template

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