AC9EFLY08 • Foundation English

letter formation

I can form most upper- and lower-case letters using the letter shapes I have learnt.

Topic GuideClassroom ViewWorksheetPracticeTest
Key vocabulary
  • formation — the movements used to make a written letter
  • starting point — the place where a letter movement begins
  • direction — the way the pencil moves
  • lower-case — the smaller everyday form of a letter
  • upper-case — the capital form of a letter
  • functional grip — a comfortable pencil hold that allows controlled movement
Key concept

I can form most upper- and lower-case letters using the letter shapes I have learnt.

Learning goal: I can form most upper- and lower-case letters using the letter shapes I have learnt.

I am ready when I can

  • I can use the taught starting point.
  • I can move in the taught direction.
  • I can form recognisable lower-case letters.
  • I can form recognisable upper-case letters.
  • I can self-check shape, size and orientation.
See it, then try it

See the skill in action

Worked-model method: start, move, form and compare with the taught model.

1. Watch lower-case c begin with the school’s taught curve, then compare its starting movement with lower-case a and o.2. Watch lower-case n use a down-and-return movement with a bump, then compare it with lower-case m and h.3. Watch lower-case v use slanting movements, form one letter from each family and compare start, direction, size and shape.

Model answer: Lower-case c, n and v represent different formation families, so each follows its own taught start and movement before comparison with the model.

Rounded and curved
lower-case c, lower-case a, lower-case d, lower-case e, lower-case g, lower-case o, lower-case q and lower-case sDown and return
lower-case i, lower-case j, lower-case l, lower-case t and lower-case uBump, loop or branch
lower-case b, lower-case h, lower-case k, lower-case m, lower-case n, lower-case p and lower-case rSlant or cross
lower-case f, lower-case v, lower-case w, lower-case x, lower-case y and lower-case z

Worked example: compare three upper-case formation families

Worked-model method: start, move, form and compare with the taught model.

1. Watch upper-case T use straight strokes, upper-case O use a continuous curve and upper-case A use slanting strokes with a cross stroke.2. Form each letter from its named starting point in the school’s taught stroke order.3. Compare height, direction and recognisable shape, then use the full upper-case reference to choose another letter from each family.

Model answer: Upper-case T, O and A use different movement families and remain recognisable when each follows the school’s taught model.

Straight strokes
upper-case E, upper-case F, upper-case H, upper-case I, upper-case L and upper-case TCurved strokes
upper-case C, upper-case G, upper-case J, upper-case O, upper-case Q, upper-case S and upper-case UStraight with a curve
upper-case B, upper-case D, upper-case P and upper-case RDiagonal or crossed strokes
upper-case A, upper-case K, upper-case M, upper-case N, upper-case V, upper-case W, upper-case X, upper-case Y and upper-case Z

See the skill in action

Worked-model method: start, move, form and compare with the taught model.

1. Watch lower-case c begin with the school’s taught curve, then compare its starting movement with lower-case a and o.2. Watch lower-case n use a down-and-return movement with a bump, then compare it with lower-case m and h.3. Watch lower-case v use slanting movements, form one letter from each family and compare start, direction, size and shape.

Model answer: Lower-case c, n and v represent different formation families, so each follows its own taught start and movement before comparison with the model.

Rounded and curved
lower-case c, lower-case a, lower-case d, lower-case e, lower-case g, lower-case o, lower-case q and lower-case sDown and return
lower-case i, lower-case j, lower-case l, lower-case t and lower-case uBump, loop or branch
lower-case b, lower-case h, lower-case k, lower-case m, lower-case n, lower-case p and lower-case rSlant or cross
lower-case f, lower-case v, lower-case w, lower-case x, lower-case y and lower-case z

Worked example: compare three upper-case formation families

Worked-model method: start, move, form and compare with the taught model.

1. Watch upper-case T use straight strokes, upper-case O use a continuous curve and upper-case A use slanting strokes with a cross stroke.2. Form each letter from its named starting point in the school’s taught stroke order.3. Compare height, direction and recognisable shape, then use the full upper-case reference to choose another letter from each family.

Model answer: Upper-case T, O and A use different movement families and remain recognisable when each follows the school’s taught model.

Straight strokes
upper-case E, upper-case F, upper-case H, upper-case I, upper-case L and upper-case TCurved strokes
upper-case C, upper-case G, upper-case J, upper-case O, upper-case Q, upper-case S and upper-case UStraight with a curve
upper-case B, upper-case D, upper-case P and upper-case RDiagonal or crossed strokes
upper-case A, upper-case K, upper-case M, upper-case N, upper-case V, upper-case W, upper-case X, upper-case Y and upper-case Z
Australian Curriculum elaborations

E1: Follow a demonstrated letter movement

A clear handwriting demonstration reveals where a letter begins, which direction the pencil travels and how the strokes create a recognisable form.

Think: Show the complete lower-case c once. Repeat slowly while naming its start near the top and curved direction. Ask the learner to sky-write, trace and then form it independently before comparing.

Try: Where does this taught movement begin, which way does it travel and what shape should remain?

A strong answer: Watch the demonstrated start and direction, sky-write and trace the movement, form the letter independently and compare it with the taught model.

Check: The learner follows the demonstrated start and direction and produces a recognisable form that can be compared with the model.

If you are stuck: Add a start dot and one direction arrow, enlarge the movement and guide sky-writing before returning to pencil and paper.

E2: Develop a comfortable functional pencil grip

A functional grip supports controlled movement without pain or unnecessary tension, and effective grips can look different across learners.

Think: Seat the learner with supported feet and a comfortably placed page. Invite a relaxed pencil hold near enough to the tip for control. Write a short pattern, pause and ask about comfort before adjusting only what is needed.

Try: Can you move the pencil smoothly and comfortably, or is any part of your hand working too hard?

A strong answer: Adjust the seat, paper and pencil hold for comfort, make a controlled letter movement, then explain whether the grip supports easy movement.

Check: The learner uses a comfortable grasp that permits controlled short movements without excessive pressure, pain or rapid fatigue.

If you are stuck: Try a thicker tool, shorter writing burst, page-angle change or supportive grip aid while keeping the same letter goal.

Common misconceptions
  • Any movement is fine if the final shape looks close — Slow down and copy the taught start and direction so the movement becomes reliable.
  • A tight grip gives more control — Relax the fingers, rest the hand and paper comfortably, then try a short smooth movement.
  • Upper-case means only making a lower-case letter larger — Compare the two taught forms and name the strokes or shape features that differ.
Explain and apply

Start at the model

Before forming a new letter, point to its modelled starting point.

Answer and teaching guidance

Formation improves when learners notice where to begin and which direction to move before writing.

Describe the movement

Trace lower-case c, n and v. Which one curves, bumps or slants?

Answer and teaching guidance

This builds useful formation language without requiring every school to use the same handwriting script.

Compare with the model

After copying a letter, compare its shape, size and movement with the taught model.

Answer and teaching guidance

The check should focus on recognisable formation, not speed or decoration.

Write a word slowly

Copy one simple word and circle a letter whose starting point and movement you can explain.

Answer and teaching guidance

Support: copy one letter at a time. Extend: compare an upper-case letter with its lower-case partner.

Try these
  1. Family sky write — Choose a curve, down-and-return or slanting lower-case model, then copy its movement in the air while naming start and direction.
    large movement first • pencil movement next
  2. Upper-case family try — Form one straight-stroke, one curved and one diagonal upper-case letter from the full reference.
    start dot • stroke order • comparison box
  3. Alphabet detective — Use both full-case references to choose one letter from each family and identify the feature that makes it recognisable.
    shape • size • direction • orientation
Check your understanding

Quick checks

  • Before writing a new letter, what should you look at?
  • Why does the starting point of a letter matter?
  • Which pair shows the same letter in upper- and lower-case?
  • Which pair matches correctly?

Mastery evidence

  • Before writing a new letter, what should you look at?
  • Why does the starting point of a letter matter?
  • Which pair shows the same letter in upper- and lower-case?
  • Which pair matches correctly?
  • The learner follows the demonstrated start and direction and produces a recognisable form that can be compared with the model.
  • The learner uses a comfortable grasp that permits controlled short movements without excessive pressure, pain or rapid fatigue.
Resources
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Recommended: I'm so Excited to Read and Write | A - Z | Letter Formation

Jack Hartmann Kids Music Channel — Watching how letters are formed, then practising a few carefully.

As you watch: Where does the letter you are practising begin?

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Try it: Choose one letter with an adult. Trace it in the air, then write its upper-case and lower-case forms using your school model.

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