Writing alphabet letters
English Alphabet | Writing | EnglishClub
An alphabet is a set of letters or symbols that we use to represent the basic speech sounds of a language in writing.
This page looks at writing the English alphabet. You can read about pronouncing the English alphabet here.
The English word "alphabet" comes from the Latin word "alphabetum". The Latin word "alphabetum" came from the first two letters of the Greek alphabet, "alpha" and "beta".
Letters of the English Alphabet
The English alphabet has 26 letters, starting with a and ending with z. Below you see the whole alphabet.
a b c d e f g h i j k l m n o p q r s t u v w x y z
The letters above are "small letters". But they can also be written as "large letters" - see below.The letters of the alphabet are also sometimes called "characters".
Small and Large Letters
We can write each letter of the English alphabet as a "small letter" (abc) or as a "large letter" (ABC). Large letters are also called "capital letters" or "capitals".
Below you see the whole alphabet with small letters on the left and capitals on the right:
a A b B c C d D e E f F g G h H i I j J k K l L m M n N o O p P q Q r R s S t T u U v V w W x X y Y z Z
In informal English, we sometimes call capitals just "caps".
Small letters are sometimes called "lower case" and large letters "upper case". This is because in the old days of printing, before computers, the metal blocks for setting type were kept in two different boxes or "cases": small letters in the bottom or lower case, large letters in the top or upper case.
Font Styles
Printed letters of the alphabet come in different styles or designs. Each style is called a "font". This page shows all 26 characters, as small and large letters, in 5 different styles. Each column displays a different font style, in this order:
- Serif: with serifs, or little projections, at the end of most strokes
- Fixed-width: like old typewriter lettering - each letter is about the same width, so "i" takes up the same space as "w"
- Sans-serif: with no serifs
- Cursive: like handwriting
- Fantasy: fancy, artistic
Alphabetical Order
The English alphabet starts with the letter a and finishes with the letter z.
We always write the alphabet in the same order:
a-b-c-d-e-f-g-h-i-j-k-l-m-n-o-p-q-r-s-t-u-v-w-x-y-z
A-B-C-D-E-F-G-H-I-J-K-L-M-N-O-P-Q-R-S-T-U-V-W-X-Y-Z
This order is called "alphabetical order". We often write lists in alphabetical order. For example, to write a list of countries in alphabetical order, we start with countries that begin with the letter A, then with countries that begin with B, and so on. For example:
- Australia
- Brazil
- Canada
If more than one word begins with the letter A, we put them in order based on the second letter, and then the third letter, and so on:
- Algeria
- Argentina
- Belgium
- Benin
- Bermuda
We use alphabetical order for many things, for example:
- dictionaries
- indexes of books
- telephone directories
When you write any list, it is a good idea to use alphabetical order.
This makes it easy for your reader to find a particular item in the list.
Browse Writing Letter Educational Resources
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Young students can train their hands and fine motor skills with support from the Learning Library's tools on writing letters.
The ABCs are broken down into simple steps so kindergartners learn to build letters line by line. There is a large supply of tracing assignments, lessons on letter sounds, and much more that familiarize kids with the 26 little letters that create a robust language.
Simple as ABC: Writing Letter Resources
In preschool through first grade, young students learn their ABCs, the building blocks to the world's greatest novels, moving speeches and profound poetry. It all starts with mastering each letter, its sound and shape. The Learning Library provides alphabet writing resources for new students to practice this powerful fundamental.
Handwriting may be a dying art form now that keyboards have largely replaced pencils. But there are still many instances where penning words down occurs, like when filling out a doctor form or writing a personal letter. Recognizing letter shapes is essential for reading, too. Education.com provides printable worksheets and teacher-created lesson plans that teach specific letters, such as Practicing P and Z is for Zookeeper.
A preparatory lesson plan, Get Ready to Write! trains students' hand coordination and finger strength by instructing them to write different lines that commonly appear in letters.
Kids can leave the pencil and eraser at home and practice letter writing digitally with the resource center's online games that include a look at short A, E and U. An active hands-on activity, Fine Motor Practice, includes different exercise stations that smooths small-scale coordination capabilities, such as stringing beads and cutting paper with scissors. Guided lessons and printable workbooks on writing the alphabet can also be accessed in the library. Students will be masters of the alphabet—from A to Z—with Education.com's writing letter resources.
Learning to write block letters of the Russian alphabet. Trainer
Electronic library
Raising children, today's parents educate the future history of our country, and hence the history of the world.
- A.S. Makarenko
Learning to write block letters of the Russian alphabet. Trainer
- A
- B
- B
- G
- D
- E
- Yo
- F
- Z
- and
- Y
- K
- L
- M
- H
- O
- P
- R
- C
- T
- W
- F
- X
- C
- H
- W
- W
- b
- S
- b
- E
- Yu
- I
- Tasks
This section contains a simulator that teaches preschoolers 5-6 years old how to write the correct block letters of the Russian alphabet. The simulator consists of a collection of developing children's recipes, arranged in alphabetical order on colored tabs.
Red tabs contain copybooks for studying vowels, blue tabs for studying consonants, gray tabs for studying separating marks.
The green tab contains developmental tasks and exercises for consolidating and practical application of writing skills in block letters.
Printing is part of learning to read and write early. This lesson develops attention, fine motor skills, graphic skills, promotes better memorization of the alphabet and improves literacy.
By completing developmental tasks and exercises, the child will get acquainted with block letters, learn how to write them, and also learn the Russian alphabet.
You can print as many copybooks as you need to repeatedly practice writing letters, reinforce your skills, and get a successful learning outcome.
Here various methods of teaching writing in block letters are proposed, which allows you to individually select the most suitable option for your child or put into practice all the proposed methods, making the learning process more interesting and varied for a preschooler.
Tips for working with spelling:
- Let's learn the vowels first.
They are simpler and easier to pronounce and remember, at this stage of learning there are no problems even for children with speech disorders. Letters denoting the same vowel sound are recommended to be studied in pairs A - I, O - E, U - Yu, E - E, Y - I. - After vowels, we study consonants. The sequence of study does not matter. As a rule, the letter P and other letters, the pronunciation of which is still difficult for the baby, are studied at the end. It is not recommended to study paired consonants in a row (B - P, G - K, D - T, Z - C, V - F, F - W) - it is difficult for a child at this age not to confuse them by ear.
- There are different approaches to the order of learning the letters, so you can use another, in your opinion, the most acceptable variant of the sequence of letters.
- Practice with your child for no more than 15 to 20 minutes.
- When completing tasks, the preschooler should hold the pen or pencil correctly, without straining the fingers too much.
- It is very important to properly organize the child's workplace: be sure to pay attention to whether it is comfortable for the child to sit at the table, and also where the light source is located. For right-handers, the lamp should be on the left side, and for left-handers, on the right.
- Don't forget to praise your child, even if he doesn't do well on tasks. From classes, a preschooler should receive only positive emotions. This is a prerequisite for further successful learning.
- Remember that learning should be in the form of an exciting game. In no case should a child be forced to fill out prescriptions - this can consolidate an aversion to learning to read and write for many years.
* 9 methods were used to create the simulator0119 VG Dmitrieva , O.S. Zhukova , M.O. Georgieva , M.P. Tumanovskaya .
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Prescriptions for children
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Fixing the spelling of all letters of the Russian alphabet | Russian language lesson plan (grade 1):
I allow ________________
I allow ________________
Lesson mark: ___________
Outline
of the Russian language lesson
(literacy period)
March 2, 2020
Consultation with a methodologist________________
Teacher's consultation __________________
Synopsis of the Russian language lesson
(literacy period)
EMC "Primary school of the XXI century"
Organizational and activity component:
Date: 02.
03.
Time: 10:50-11:30
Place: MAOU "Lyceum No. 7 of Chernyakhovsk"
Grade: 1 "A"
Target component of the lesson:
Lesson topic: "Reinforcing the spelling of all letters of the Russian alphabet ".
Type of lesson: lesson to consolidate knowledge and skills.
Purpose of the lesson: fixing the spelling of all letters of the Russian alphabet.
Tasks:
Educational: fix the spelling of all letters of the Russian alphabet.
Developing: to promote the development of visual-figurative thinking, voluntary attention and memory; development of coherent speech; plan your action in accordance with the task; evaluate the correctness of the action; make the necessary adjustments to the action after its completion, based on its assessment and taking into account the nature of the errors made.
Educational: to promote the development of a positive attitude towards the subject; interest in the Russian language through compliance with literary and linguistic norms, respect for others; the formation of positive motivation for learning through the use of entertaining material; careful attitude to the native word through work on compliance with the basic norms of correct speech; the formation of vital qualities: perseverance, accuracy, independence, efficiency, attentiveness, will, ability to cooperate.
Health-saving: compliance with SanPiN, hygiene conditions in the classroom, alternation of activities, the use of methods that enhance the learning activities of students, the use of TCO and ICT in the classroom in accordance with hygiene standards.
Planned results:
Personal: meaning formation: creating a need for education, a positive attitude towards the study of the Russian language; the formation of the personal meaning of the teaching, a positive attitude towards the process of cognition, the manifestation of cognitive initiative; the formation of a respectful attitude towards a different opinion; show interest in the Russian language; to realize the richness of the Russian language, its greatness and versatility.
Meta-subject:
Formation of cognitive universal learning activities: the ability to navigate in a workbook; the ability to build a logical chain of reasoning, carry out analysis, synthesis, comparison, establish cause-and-effect relationships, master the general technique for solving spelling problems.
Formation of regulatory universal learning activities: the ability to perform learning activities in cooperation with the teacher and other students: set a goal, draw up a work plan, evaluate performance; the ability to independently plan and carry out their actions on familiar educational material; carry out introspection, analysis, self-control, mutual control, self-assessment, mutual assessment of educational activities.
Formation of communicative universal learning activities: ability to listen and understand others, engage in dialogue; follow instructions, answer questions; the ability to adequately respond to the comments of the teacher; to formulate their thoughts in oral and written speech, taking into account their educational and life speech situations.
Subject: the ability to write all the letters of the Russian alphabet; consciously build a speech statement in oral form and draw it up in writing, observe the norms of speech etiquette and the rules of oral communication; express their own opinion, argue it taking into account the situation of communication; ability to use the rules of spelling and punctuation in writing.
Organization of space: frontal, individual.
Basic educational resources: computer, projector, multimedia presentation, workbook "Russian language" grade 1, part 1, S.V. Ivanov, handouts.
Content component of the lesson:
I. Organization of the beginning of the lesson.
1. Greeting.
W.: - Hello guys! My name is Anna Iosifovna, and today I will give you a Russian lesson. I am glad to see you, your smiles and I think that today's lesson will bring us all the joy of communicating with each other. Good luck and good luck to you! Sit down.
2. Checking readiness for the lesson.
U.: - Check if everything is ready for the lesson: notebook, pen.
II. Motivation for learning and knowledge. Emotional attitude to study.
The call gave us a signal -
The hour has come to work.
So we don't waste time
And we start working.
U.: - Who is ready to work energetically at the lesson? Hands up.
U.: - Who is ready to help and support each other? Hands up.
U.: - We need this to make everything work out for us. Well, now let's get to work.
III. Updating skills and knowledge.
1. Calligraphic minute.
W.: - Look at the blackboard. What do you see?
O.: - Elements.
U.: - What do you think we need to do?
A.: - Prescribe beautifully the elements in notebooks.
U.: - Right.
W.: - Open your notebooks. Indent 2 lines, write down the number.
I'll open my notebook
And lay it down.
I won't bend down straight,
I'll get to work.
DW: - Write the elements on the first line in your notebooks.
A.: - Write down the elements in the notebook.
W.: - What letters are made up of these elements?
O.: - The letters "I", "i", "Sh", "sh".
U.: - Write each letter 2 times. We write letters on line 2.
A.: - Write down the letters in a notebook.
W .: - And now we will write on the 3rd line a combination of the letters "shi" to the middle of the line.
A.: - They write down the combination "shi" in a notebook.
2. Vocabulary and spelling work.
U.: - Think of words with the combination "shi".
A.: - Sewing, overcoat, tire, chic, sew, awl.
W.: - Write 2-3 words in your notebook on line 3.
A.: - Words with the combination "shi" are written in a notebook.
W.: - But before we continue, try to define the objectives of today's lesson using the "helper words" that you see on the slide: repeat, check, consolidate,
IV. Checking understanding of knowledge and skills.
Individual work in notebooks.
Reference words: palm tree, letter, letters, seagull, subway, films, song.
U.: - A sound model is made on the blackboard and words are given for reference.
W.: - You need to choose and write down the words that this sound model fits.
U.
: - But before you start the exercise, let's remember what each color means.
A.: - Green is a consonant, dull and soft sound. Red is a vowel. Blue is a consonant, solid sound.
W.: - What does the bell above the blue square mean?
A.: - The sonority of a consonant sound.
W.: Right. Do the exercise orally. Then we will discuss and write the exercise in a notebook.
Frontal check of the completed task, analysis of students' activities at this stage.
V. Physical minutes
I.p. - standing, arms along the body. 1 - right hand on the belt, 2 - left hand on the belt, 3 - right hand on the shoulder, 4 - left hand on the shoulder, 5 - right hand up, 6 - left hand up, 7 - 8 - clapping hands above the head, 9- lower the left hand on the shoulder, 10 - the right hand on the shoulder, 11 - the left hand on the belt, 12 - the right hand on the belt, 13 - 14 - clapping hands on the hips. Repeat 4 - 6 times. The pace is 1 time slow, 2 - 3 times - medium, 4 - 5 - fast, 6 - slow.
VI. Consolidation of knowledge and skills.
Work on the text.
Reference words: buds, leaves, spring, clouds, swallows.
W.: - The text is written on the screen.
Spring
_____________________ has come.
White _____________________ are floating in the sky.
_____________________ open on the trees.
The first _____________________ appear.
W.: - Read the title. What will the text be about?
O.: - About spring.
W.: - Read the text. What is unusual about it?
A.: - Some words are missing in the sentences.
W.: - Words for reference are written on the board, which we must choose correctly and enter into the text. Let's read them.
O.: - Leaves, spring, clouds, swallows.
W.: - Read the 1st sentence and choose the correct word.
O.: - Spring.
U.: - Let's write it in written letters in the sentence. Dictate the word by syllables
O.: - Spring.
U.: - Read the 2nd sentence and choose the correct word.
A.: - Clouds.
U.: - Let's write it in written letters in the sentence. Dictate the word syllable by syllable.
O.: - Ob-la-ka.
W.: - Read the 3rd sentence and choose the correct word.
O.: - Leaves.
U.: - Let's write it in written letters in the sentence. Dictate the word syllable by syllable.
O.: - Fox-points.
W.: - Read the 4th sentence and choose the correct word.
O.: - Kidneys.
U.: - Let's write it in written letters in the sentence. Dictate the word by syllables
O.: - Kidneys.
U.: - Who noticed what is special about the word "clouds"?
A.: - This is a dictionary word, you need to remember the letter "a" in the 2nd syllable.
Frontal check of the completed task, analysis of students' activities at this stage.
VII. Summary of the lesson. Reflection.
U.: - Try to determine how we solved the problems of today's lesson using the "helper words" that you see on the slide: repeated, checked, consolidated.
