Kids letter practice

Alphabet Worksheets | All Kids Network

Check out our comprehensive collection of printables for teaching preschool and kindergarten children the alphabet. Teach kids by having them trace the letters and then let them write them on their own. Let them have fun coloring the pictures that start with each letter of the alphabet or fill in the missing letters in the letter recognition worksheets. Whether you are a teacher, homeschooling your children or a parent, these free alphabet worksheets are perfect for helping kids learn their ABC's. Make sure to also check out our alphabet crafts which will go along perfectly with any lesson plan.

Color each letter of the alphabet and the pictu...

Look at the pictures, say the word and then wri. ..

One worksheet for each letter of the alphabet t...

Several types to choose from including ABC dot-...

Fill in the missing letters in each section wit...

Practice ABC and fine motor skills with these c...

Color each letter with dot art markers (bingo d. ..

This collection of worksheets will help kids th...

Practice letter recognition by finding and colo...

Cut out the letter cards and try to match each ...

Identify the words that start with the each let...

One worksheet for each letter of the alphabet t. ..

Practice writing all the lowercase letters in o...

Practice the alphabet by filling in the missing...

Practice penmanship by writing uppercase and lo...

Practice writing each letter, saying its name a...

One worksheet for each letter of the alphabet. ...

Traceable alphabet worksheets for the entire al...

Practice writing all the letters of the alphabe...

Practice tracing all the letters of the alphabe...

We have a few different types of free worksheet...

Practice writing all the uppercase letters in o...

Kids love to do word search puzzles and we have...

All of our worksheets organized by letter of th...

Review printing all the letters of the alphabet...

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✏️ Free Printable Alphabet Worksheets for Kids

1st grade • 1st Grade Language arts • Alphabet • FREE Printables • Kindergarten • Preschool • Writing-Letters

June 9, 2021

by Beth Gorden

Kids need lots of practice tracing letters to improve handwriting! These super cute, free printable alphabet worksheets are a handy tool for preschool, pre-k, kindergarten, or first grade students. With these alphabet worksheets children will get the practice writing alphabet letters they need to write letters A to Z. These alphabet practice sheets include both upper and lowercase tracing! Simply print pdf file with alphabet writing practice sheets pdf free and you are ready to practice upper and lowercase tracing letters.

Alphabet Worksheets

One of the most important things early learners need to master is making their alphabet letters. Being able to write is the basis of all future learning and we all know practice makes perfect. Most toddlers, preschoolers, kindergartners, and grade 1 students needs lots of practice to become proficient writing their letters. These free printable alphabet worksheets are perfect for adding in alphabet practice any time you need. These is a printable alphabet worksheets for each letter from A to Z. On each of these alphabet worksheets there is a picture to color that starts with the same begining sound, lines of uppercase letters to trace, tracing lowercase letters, and tracing some words too.

ABC worksheets

Start by scrolling to the bottom of the post, under the terms of use, and click on the text link that says >> _____ <<. The pdf file will open in a new window for you to save the freebie and print the template.

Free printable alphabet worksheets

Whether you are a parent, teacher, or homeschooler – you will love these no-prep free printable abc worksheets for alphabet tracing A-Z.

Alphabet practice sheets

Print as many of these free printable, black and white, alphabet worksheets as you need for your household.

Alphabet writing practice sheets pdf free

Each worksheets focuses on a different letter. Kids will practice:

upper and lower case letters to trace
line to write upper and lower case letters
simple words to read, trace, and write
pictures that start with the same letter as being practiced

Alphabet writing practice worksheets pdf

In our pack of ABC printables are the following letters a coloring alphabet activity at the top of each page A to Z.

A is for ant and apple
B is for balls
C is for clowns
D is for dinosaurs
E is for elf, elephant, and ear muff
F is for fairies
G is for garden
H is for hats
I is for ice cream
J is for jar
K is for kite
L is for leaves
M is for music notes
N is for North Pole with Santa Claus and friends
O is for ocean with lots of cute fish
P is for pirates with pirate friends and a pirate ship too
Q is for queen
R is for rainbow
S is for silly snowman
T is for tools
U is for umbrellas
V is for vacation (kids with suitcase leaving on plane or boat)
W is for wagon and watermelon
X is for xylophone
Y is for yarn
Z is for zoo animals

FREE Alphabet Printables pdf

Looking for more abc printables for kids? You have tons of free alphabet printables

Fun Alphabet, Phonics Coloring Pages
Super cute, Free printable Letter Recognition Worksheets – each page has a different theme
Disney Alphabet Coloring Pages to practice letter tracing A-Z
Alphabet Books pdf – a book for each letter of the alphabet from A to Z
Free Printable Alphabet Worksheets – handy with a page per letter with tracing for upper and lowercase letters
Alphabet Maze pack to practice ABCs with cute themed mazes
Cut and Paste Alphabet Worksheets – great for learning ABCs with pre-k
Super Cute Printable Letter Hats to color and wear for letter of the week
Simple Alphabet Playdough Mats with space to trace letters
Finish the picture Alphabet Playdough Mats
Practice phonemic awareness with these cute, free printable KITE alphabet crafts
Handy Alphabet Printables for Wall
Build letters with these cute lego letters mat set
Match letters and sounds to make a PB & J sandwich with clever initial sounds activities
Free Build a Letter Template

Alphabet Writing Practice

Super cute Alphabet Coloring Pages
Practice letters with these clever Pirate ABC Worksheets
Our most popular Alphabet worksheets as they have a little of everything (above)
Super cute alphabet crafts using our free lower case letters printables
Uppercase Alphabet Letter Crafts
Alphabet Strips are a handy visual for kids
Practice a variety of math and litearcy skills with these themed free alphabet printables
Make a cute handprint alphabet project for each letter A – Z
Simple Alphabet Coloring Pages
Fun Letter Recognition Worksheets for Kids to do with do a dot markers
Animal Themed Uppercase Letter Tracing Cards
Alphabet Dot Marker Printables
Animal Themed ABC Worksheets
Cute fish Find the Letter Worksheets
Print and Go Find the Letter Worksheets
Free Printable Uppercase Letter Crafts
Outrageously FUN Fruit Loop Alphabet Mats
Looking for more free printables? We have lots of pre k worksheets, kindergarten worksheets 1st grade worksheets, and over 1 million pages of FREE worksheets for kids.

Looking for more fun, creative ways you can begin your free homeschool? We have over 1,000,000 pages of Educational Worksheets including resources for: pre k worksheets, kindergarten worksheets, 1st grade worksheets, 2nd grade worksheets, 3rd grade worksheets, 4th grade worksheets, 5th grade worksheets, 6th grade worksheets, and more. Plus see our history lessons for kids, printable math games, language arts worksheets, sight word worksheets, free alphabet printables, and cvc word activities for kids of all ages!

Alphabet writing practice sheets pdf

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>> Alphabet Worksheets <<

About the author

Beth Gorden

Beth Gorden is the creative multi-tasking creator of 123 Homeschool 4 Me. As a busy homeschooling mother of six, she strives to create hands-on learning activities and worksheets that kids will love to make learning FUN! She has created over 1 million pages of printables to help teach kids ABCs, science, English grammar, history, math, and so much more! Beth is also the creator of 2 additional sites with even more educational activities and FREE printables - www. kindergartenworksheetsandgames.com and www.preschoolplayandlearn.com

Writing Practices in Primary School of the First Soviet Generations

V.G. Bezrogov

WRITING PRACTICES IN THE PRIMARY SCHOOL OF THE FIRST SOVIET GENERATIONS*

The author of the article analyzes the educational and ideological function of writing practices in the primary school of the 1920-1930s and their significance for the socialization of the first Soviet generations. The subject of consideration was different types of writing, their explicit and hidden semantic codes in the context of the upbringing of the "new Soviet man".

Keywords: Soviet pedagogy, written practice, meeting minutes.

Studies of the "cultural history of writing practices" are centered around the skills, procedures, self-awareness of the writing individual. Written practices of every age, every society, every epoch represent a systematically organized world with its own characteristics. Teaching writing is not ideologically neutral.

Consider some aspects of teaching writing to children who first entered the "brave new world" of Soviet Russia. With the help of writing, children were introduced into the illusory reality of themselves, their immediate environment and the whole country. Students acquired literacy while acquiring official discourse. The interpretation of reality required in adult life had to follow the path familiar from childhood.

In the 1920s, the first contact of a child with a word “drawn in a notebook” was especially important for the success of all subsequent activities.

doctrine of the "new people" of the country of the Soviets. With the help of the text that the child had to write down, a normalized perception of reality was built. Children's words emphasized what the adults who gained power wanted to achieve from the population.

At the same time, for the first time, the relationship between teacher and student changed: for the first time in the history of Russian pedagogy, young fighters for a new life gained power over teachers. Possession of the skill of writing, combined with ideological "savvy" allowed newcomers to enthusiastically accept an inverted social context, abstracting from tradition. The reality verdict dominated reality itself. And since it is much easier to control written speech than oral speech, it was important for the new government to teach the younger generation their “correct” speech.

In pre-revolutionary Russia, the written language was accessible to a minority. Learning to write required a lot of effort from both the teacher and the student. The teacher received the moral right to use corporal punishment, which often discouraged the children from any desire to learn. In European pedagogy, the possibility and necessity of simultaneously teaching reading and writing were already announced in the 18th century. In Russia, the “verbal beginning” of learning was recommended by such an authority as K.D. Ushinsky. According to its supporters, "logic requires" that students master the letter only "after going through the entire alphabet"2. Even at the beginning of the twentieth century many children were brought up on the basis of oral repetition of prayer texts and biblical stories, without acquiring reading and writing skills.

It was only after the revolution that writing became widespread in Russia. In the old world, a man "from the bottom" who knew how to write was rare, he was treated with respect. The new regime introduced an “order” in which the power of the “man with a pen” no longer belonged to the “bureaucratic, intellectual” class, but to all workers and peasants. Written literacy determined the biographical trajectories of the first generation of people who grew up in the country of the Soviets. This required the ideological consistency of their vocabulary, "party responsibility" in relation to the word. Having little in common with tradition, teaching took place with the help of newly composed texts3. Children who learned to write were located along with the authorities on one side of the barricades, on the other - the old world of tsarism (the children were taught this).

The principles of a new, “ideologically correct” literacy were taking shape by the end of the 1920s. It was then that the first canon of educational texts and the repertoire of children's writing practices were formed. They began with alphabetic and verbal copybooks, were replaced by dictations, expositions and compositions (including "collective" ones!). The ability to design posters and wall newspapers, all kinds of statements and letters to authorities, and most importantly, minutes of class meetings, schools, sections, houses of pioneers, etc. was considered the highest level of mastery of written literacy. These were the most typical types of written works of the first Soviet students.

Writing in the Soviet era is presented as a means of raising a person's social status. A peasant or townswoman trained to write is no longer a “woman”: she can even become a member of the village council4.

In the pre-revolutionary school, teaching the written word was closely linked to the ability to understand and convey to other people the wise thoughts of their ancestors5. Immediately after learning the alphabet, there was “writing off those sayings or verses that need to be memorized.” In the Russian language notebook, a student of the 2nd (or 3rd) grade A.I. Udrass from the collection of the Berdsk City History and Art Museum (Novosibirsk Region) 6 we read: “Generous in words, but stingy in deeds. If you are going on a journey, be careful ... Fedot is not the same. Then the student rewrites the poem “After the Thunderstorm” about nature, followed by a prose passage about the beauty of her native places, a number of ethical maxims about the need to respect parents and care for the younger ones, and finally, the text of the hymn “God Save the Tsar!” This kind of writing algorithm consolidated its content more reliably than an oral text, even a well-memorized one. The corpus of words written down by the students was specially selected, it was dominated by short and capacious phrases that carry a deep meaning.

A completely different picture is found in V. Stepanova's 3rd grade Russian language notebook, 1923.7 Along with stories traditional in form (under the “fable”), characteristic texts about the “swarm life” of schoolchildren appear here. For example: “October 11th. Today at the meeting they decided not to shout, not to make noise during the breaks and take care of their school”; November 23rd. General meeting. Yesterday at the meeting the first question was about duty. We were warned that we didn't clean well. Now we will clean up well. We have decided not to swear yet and not to fight.

The abstract norms of a “decent life”, which in pre-revolutionary Russia were considered universal, in the 1920s were replaced by norms only for “their own”. The intensity of moral and ethical edification, characteristic of pre-revolutionary copybooks and textbooks, is now significantly reduced. Even in stories on everyday topics, morality becomes group and class: you need to be more dexterous than the enemy, ready to fight him (the moral of the fable "Petka and the goat", written down in the mentioned notebook by V. Stepanova).

The repertoire of exercises for junior schoolchildren in the country of the Soviets includes the non-childish word “protocol”. Spelling aids contained samples taken from the practice of keeping protocols by district committees and regional committees of the party and Komsomol, public education departments, and pedagogical councils of advanced schools. According to the same form, the children had to write minutes of their endless meetings9. In the “first book after the primer” for the village school, the following rhyme was printed:

Secretary, write quickly, / And more beautiful, and larger. / Chairman, do not yawn, /

And raise questions. / You guys don’t make noise, / But talk about business10.

Teaching the ability to write protocols does not occur by chance in the Soviet elementary school. In the 1920s, this skill opened the way to the top, as it served as an indicator of a new quality in a person. J. Kolas in the story "In the vastness of life" (1925) depicts a student who has just graduated from elementary school, who had the lucky opportunity to "actually show what a learned person he is":

Once he had to be a secretary. <...> Such a protocol dashed off that some responsible worker from the city, after reading this protocol, peered at Styopka for a long time and said: Well done! You have to go to the labor faculty. - It was said in front of everyone11.

Educational books of the 1920s and 1930s depicted in gloomy colors the inaccessibility of written literacy for children in tsarist Russia. In fact, before the revolution, the “folk school” taught children how to write a letter to their parents, draw up a receipt for money, petition the judge, etc. write

protocols, slogans, posters, draw diagrams and tables reflecting the successes of the new system, etc.

Children's pioneer literature of the 1920s - early 1930s is replete with minutes and transcripts of meetings, samples of letters, applications and appeals to various authorities. These model texts were supposed to become guidelines for the child to acquire social skills for living in a new environment that was not familiar to their parents. Socially and politically literate children had a chance to become full citizens of the new world and help older generations navigate it. The organizers of the “new fatherland” saw a meeting with a report (lecture) and debate as one of the main means of political education for people of any age. It was believed that this way it was possible to solve a wide variety of problems of an ideological, philosophical, psychological nature, to achieve the full inclusion of the individual in the group and the new Soviet society.

Regular meetings started from the first year of school: “At school we have meetings every week. At the meetings, we establish all our orders and rules, ”the first-graders wrote down13. The ability to record in writing the content of such a ritual event was an integral part of the skills of a young man in the country of the Soviets. The world of mandates, appeals, statements, protocols and other “papers of Bolshevism” appeared before the education system as a constant customer for the “production” of a (politically) literate student. Inspired by the political super-task, the young citizen of the country of the Soviets was encouraged to master arithmetic in order to understand statistics and applied economics. The paradigm of adulthood, already in elementary school, was transformed by the party bureaucracy into the education of "fighters for socialism."

The world of writing, into which the Soviet student of the 1920s plunged, was reduced to mastering two groups of skills by the end of the fourth year of study: to record various kinds of information and to engage in social and political activities. The first group included the following skills: “Planning the yard, house, street and area. Drawing the contours of simple objects and sketching. Preparation of reports on the work done. Making a plan for future work. Drawing up a report on any event, incident. Drawing up an income-expenditure report, estimates, statements, etc. for the collection of rye, oats, potatoes, "garden vegetables", according to the budget of the village council, tables of employment of various members

households and villages at different times of the year, tables of prices for the most requested products, cost estimates for arranging holidays, for feeding families and livestock. The second group of skills included “participation in general meetings, keeping general meetings and their minutes (the work of a member, chairman, secretary). Compilation of a wall newspaper, collections, magazines, etc.”14

Such lists demonstrated the intention of the new pedagogy to introduce the child into the world of Soviet reality, providing for party-organizational activities as the main types of children's (!) Activities, which in no way took into account the peculiarities of child psychology . The child was immediately assigned the status of an adult party functionary, who can be easily manipulated in order to fulfill the will of the new government.

Thus, against the background of learning to write, the first generation of Soviet children were introduced to a new reality, and not to classical literature. Soviet texts created an illusory "Land of Scripture" in which the world is subject to the solid Bolshevik word. I drew a poster, wrote to the newspaper - and the contribution to the correction of the world was made. The illusion of the effectiveness of the written word in the 1920s - mid-1930s was fed by the pathos of the production of numerous ideologically consistent texts. It was believed that any person who learned to write should participate in the construction of a new state, defend and propagate with his pen a new social system. Central publications held wide competitions for non-professional publications, competitions for the best wall newspaper, etc. Primary school textbooks at the end of 19In the 1920s, it was directly recommended to organize “in your group a cell of detcorers (correspondent children. - V. B.) for more correct participation in your school-wide wall newspaper.” Schoolchildren were encouraged to write “how your work is going, what you are doing well, and what disorders you notice around you”15. The authorities actively introduced the image of “Pavlik Morozov” as an ideal into the behavioral strategy and into the value hierarchy of such a correspondent child. Some teachers were horrified by the "children's passion for reproof", which led to a pile of unverified accusations in the wall newspapers. With such use of literacy, the best educators tried to fight with editorial scissors16 or irony. In one children's magazine, for example, such rhymes appeared: "Someone was just born into the world - / Already a famous poet, / Sitting on the front / And he is scribbling a poem." It is characteristic that the author of such cheerful criticism immediately met with a sharp rebuff in the press.

However, the number of deathcores in each publication was constantly growing, and it became more and more difficult to cope with the passion of schoolchildren for exposing letters. For example, in Buryatia, from the autumn of

1938, the pioneer newspaper Koster began to appear, and already at the beginning of

1939, 776 children corresponded with it, finding pleasure in feeling the power of the written word. In turn, the Soviet regime really used the young "journalists" for total control of the population18.

Learning to write outside the systematic and qualitative mastery of the cultural heritage in Soviet Russia became a pass to vertical social mobility. School methodologists urged students: “If you want to have the right and the opportunity to participate in the economic management of your team, learn to read and write”19. However, no allowance was made for the age of the child. The official version of the children's letter of the 1920s and 1930s turned out to be not at all childish, since the “party collective” approach required adult dedication from the student, but without adult reflection. The main role in this was to be played by "strictly sustained collective discipline", which should have been learned "as early as preschool age". Learning to write acted as the possession of a party-ideological weapon.

Pre-war Soviet pedagogy succeeded in separating the teaching of written language from its deep cultural content. The elimination of illiteracy was not intended to eliminate mental and spiritual ignorance. Learning to create and distribute texts was understood as participation in the struggle of the Soviet system with its ubiquitous enemies20. The metaphor of language as a weapon, and of words and letters as a soldier is still preserved in the national school. For 19In the 20-1930s, the practice of writing was a means of shaping the imperative self-awareness of a citizen of the USSR.

Poor preservation of sources does not yet allow reconstructing all aspects of the Soviet practice of teaching children to write with the same degree of confidence. The life cycle of school childhood texts was too small, they were poorly stored. It should be noted that in the 1920s and 1930s, teachers in many countries sought to use similar means of organizing the writing practices of elementary school students in teaching and upbringing. Only the ideals and principles by which they were guided differed. Some strove for the development of the individual, acquiring practical experience.0003

communication skills in society, others - to the formation of the collective inner speech of the individual, sounding in unison with the official discourse. The need for a comprehensive, systematic approach to the written school practices of different cultural eras is obvious.

Notes

Neue Fiebel or Lese- Schreib- und Rechenbuch zum ersten Unterricht der Kinder Ein Neujahrgeschenk. Nürnberg: Gabriel Nicolaus Kaspe, 1783. S. 6: "Lesen und Schreiben muss mit einander verbunden warden".

Grekov F.V. Russian visual primer, compiled in accordance with the requirements of school hygiene. Teaching reading, civil, Church Slavonic writing, drawing and spelling. M.: Partnership I.D. Sytina, 1908. S. 4. See: Golant E, Vissel E. Let's study. City primer for adults. 12th ed. M.; L.: Gosizdat, 1929. S. 36-37.

Learning to read and write is a kind of initiation. See: Dorokhov P. How Natalia became a woman // Zaikovsky B.V., Krivonosova Z.A., Perovsky E.I., Sazonova I.D. On the Volga. The third book for reading and work in the city school of the Lower Volga region. M.; L .: GIZ, 1928. S. 286-287.

Sapezhko S.M. Methodological program of initial education (Methodology of elementary school). 1st part. Kyiv: Kushnerev and Co., 1909. S. 79. Storage code: KP2-1791. On the cover of the notebook, there was no indication of the serial number of the class. ON RAO. F. 1. Op.1. Unit ridge 242. L. 36-46v.

Spelling and syntax errors have been corrected in the quotations. Fridlyand F.A., Shalyt E.G. The second book on spelling / Ed. A.M. Peshkovsky. 6th ed. M.; L., 1930. S. 91.

Fortunatova E.Ya., Shleger L.K. School and village. The first book after the primer for reading and working in a village school / Ed. S.T. Shatsky. 5th ed., stereotype. M.; L.: Gosizdat, 1928. P. 65. See also: Volberg F.Kh., Krichevsky L.V. Labor and nature. A workbook for the entire 1st year of study at an urban school. M.; L.: Gosizdat, 1930. S. 142-143, 150, 163-164. Kolas Ya. Sobr. cit.: In 4 volumes. M.: Hood. lit., 1952. V. 4. P. 237.

12 Sapezhko S.M. Decree. op. P. 106.

13 Fortunatova E.Ya., Shleger L.K. Decree op. P. 6. New programs of the unified labor school of the 1st degree. 1-4 years of study. Moscow: Worker of education, 1924. S. 56-57.

15 It is indicative that we are talking about the group control of deathcores over each other (for the sake of their “correct participation” in the newspaper), and their signaling about “orders and disorders”. See: Zaikovsky B.V. etc. Decree. op. P. 189.

16 Cited. by: Vasilyevsky M. Family and village in the work of schoolchildren // Folk teacher. No. 6. 1929. P. 70.

17 See: Devenishsky S. What is a junkor? (The latest discoveries of the magazine "Young Builders") // Yunkor. 1924. No. 3. S. 22.

18 Balakirev A.N. The formation of the children's movement in Buryatia (1923-1991). Dis. ... cand. ist. Sciences. Ulan-Ude, 2006.

19 Methodical notes to complex programs. I. Work at school of the 1st level // New programs of the unified labor school of the 1st degree... P. 54.

20 Markasova E.V. “Selkor Under Fire”: Stereotypes of a Hostile Environment and Sacrifice in the “Communication Conquest” of the Village (1920-1930) K. Aimermacher, G. Bordyugov, I. Grabovsky. M., 2002. S. 66-88.

Scientific and practical laboratory "Studying reading: formats and practices"

Learning reading: formats and practices. Materials of the II Scientific and Practical Laboratory / Russian State Children's Library; ed.-st. E. A. Kolosova. - Moscow, 2021. - 200 p.

The collection was prepared based on the materials of the second Scientific and Practical Laboratory "Learning Reading: Formats and Practices", which was held at the Russian State Children's Library on March 18–19, 2021. The sections of the collection contain articles by specialists involved in the study of reading in its various aspects, research methods and results of all-Russian, regional and local surveys are presented. The articles consider the reading practices of various age groups (children, adolescents, youth, adult library readers).
In addition, the collection includes new research conducted by RSCL specialists in 2021, including with the participation of the All-Russian Public Opinion Research Center.
This issue will be useful to specialists involved in the study of reading, library audience research, as well as librarians, teachers, sociologists, psychologists.

https://rgdb.ru/professionalam/tsentr-sotsiologii-psikhologii-i-pedagogiki-detskogo-chteniya/sborniki-monografii-metodicheskie-posobiya-sotrudnikov/14078-izuchaem-chtenie-formaty-i-praktiki-materialy- i-scientific-prakticheskoj-laboratorii-3

Published: March 24, 2022

On March 22–23, 2022, the Russian State Children's Library hosted the III Scientific and Practical Laboratory "Studying Reading: Formats and Practices" in a hybrid format (in-person and remote),...