In an earlier issue of "TEPE" (January, 2005) the "Research to Practice" column examined the effects of a developmental curriculum on elementary-aged children's performance. Pappa, Evanggelinou, and Karabourniotis (2005) found support for a line of research suggesting that curricular programming should place a specific focus on development of fundamental locomotor and manipulative skills. In an effort to bridge the sometimes immense gap between research and practice, this article provides some information and materials to support the implementation of a developmental curriculum. This is the initial offering of a two-part series that focuses on teaching and assessing fundamental locomotor and manipulative skills. Both articles provide samples of critical features, instructional cues, complexity variables, learning tasks, and assessment instruments to enhance students' abilities to perform fundamental skills evaluated by the Test of Gross Motor Development (TGMD; Ulrich, 1985). The purpose of these articles is to provide teachers with ready-to-use, instructor-friendly materials that support efforts to teach fundamental skills. The authors have compiled three different, yet highly related, sets of instructional materials that support efforts to teach fundamental skills. (Contains 1 note and 48 index cards.) (For Part II, see EJ734024.)