Kindergarten Lesson Plan
Building Letter Recognition
Objective:
The object of this lesson is for student’s to-
· Experiment with letters in a variety of settings
· Examine the letter name and sound connection
· Build letter recognition fluency
· Demonstrate their existing knowledge of letter sounds and names
· Practice sharing their work with other classmates
· Prepare their reading and writing skills
· Rearrange and order the letters of the alphabet
Primary Standards Addressed:
The Florida Sunshine State Standards addressed in this lesson are-
· Subject: Language Arts Grade(s): K Standard: LACC.K.RF.1.1.d. – Recognize and name all upper- and lowercase letters of the alphabet
· Subject: Language Arts Grade(s): K Standard: LACC.K.RF.3.3.a. – Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
· Subject: Language Arts Grade(s): K Standard: LACC.K.SL.1.1.a. – Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
· Subject: Language Arts Grade(s): K Standard: LACC.K.SL.2.5. – Add drawings or other visual displays to descriptions as desired to provide additional detail.
· Subject: Language Arts Grade(s): K Standard: LACC.K.L.1.2.c. – Write a letter or letters for most consonant and short-vowel sounds (phonemes).
· Subject: Language Arts Grade(s): K Standard: LACC.K.RF.3.3.b. – Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
· Subject: Language Arts Grade(s): K Standard: LACC.K.W.1.2. – Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
· Subject: Language Arts Grade(s): K Standard: LACC.K.SL.1.1.b. – Continue a conversation through multiple exchanges.
NCTE/IRA NATIONAL STANDARDS FOR THE ENGLISH AND LANGUAGE ARTS
· Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound–letter correspondence, sentence structure, context, graphics).
· Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
· Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
· Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
Materials:
· Computers
· Internet Access
· Chart Paper
· Flash Cards/Index Cards
· Graphic Organizers
· Printout of Alphabet Letters
· Printout “My ABC Book”
· Printout Alphabet Picture Pages
· Interactive ABC Matching Games
Essential Questions:
1. Do you know your A, B, C’s?
2. Where do we see letters?
3. How do we use letters?
4. Why is it important to know your letters?
Opening (purpose, prior knowledge)
· Can you sing the alphabet song?
· What letter comes next?
· Which Letter has this shape?
· Does the letter (example A) come before or after letter (example B)?
· Which letter do you see on the alphabet picture card?
Guided Practice
· Hold up an alphabet card-Ask the children to name the letter they see.
· Sing the Alphabet Song aloud first to the children then along with them using a varying pace and rhythm.
· Hide 26 cards with the letters of the alphabet on them around the room- ask the children to find the card and name their letter aloud.
· Lay all the alphabet cards on the table, ask the children to each move a card into the correct alphabetical order.
· Place all alphabet cards in a bag and ask each student to pull out a card and make the sound of the letter and say it aloud.
Independent Practice:
· Match letter shapes to letter names- Use a printout with letter shapes and plastic letters- allow the children to match each plastic letter to its shape on the printout.
· Alphabet Arc- Use a printout with the letters of the alphabet in the shape of an arc and plastic letter- allow the children to associate the place each letter has along the arc in alphabetical order.
· Matching Uppercase and Lowercase Letters- allow each child to choose a handful from the uppercase bag and the lowercase bag- students will then match their uppercase with lowercase letters
· Letter Naming Flash Cards- In groups students will take turns holding up a flash card containing a letter- student must say the letter and sound.
· Flash Cards Closer to Z Game- Students in pairs lay out two cards containing a letter- taking turns they will say which one is “closer to z” on the alphabet, if they are correct the student keeps both cards-child with most cards will win.
Modifications:
· Remediation
· Reinforcement Activities
· Display the Alphabet using large letters along main classroom wall
· Complete example my ABC Booklets with inferences to which letter belongs
Enrichment:
· Using timed ABC Match games to challenge student’s memory and fluency skills.
· Ask students to draw the letters as they sing them aloud, while encouraging them to detail what the letter sounds like to them
· Ask students to write a tongue twister of words containing common letters in a row together- give them an example to get started
· Advise students to keep a list of common sounds they may hear
· Instruct students to color pictures that relate to the alphabet book- A for Apple- color the apple
· Sing the alphabet song stopping or leaving letters out so students can fill in the missing or finish the remaining parts of the song
· Use a blank alphabet arc and encourage the student to place the letters in the correct alphabetical order with less or no additional hints or pictures clues
· Include a multisensory portion to the letter activities by asking the student to explain and differentiate between plastic letters- are they made of straight lines, curvy lines, circles, or a combination.
ESE Accommodations:
· Create felt textured letters for students who may not be able to identify the letter that goes with the sound as a reinforcement
· Hang posters with large print letters to help students with vision disabilities identify the letters
· Secure additional alphabet strips to the desks with uppercase and lowercase sight words to help with identification
· Break down the activities into smaller working sections, for example have the student work with five letters at a time instead of ten
· Pair students who struggle with sight or sounds identification with a partner who shares the opposite strength for flash card remediation
· Implement reward charts and star confidence boosters for activities to aid students with a disability, for example down syndrome who may need help building self esteem so they will continue working even when mistakes are made
· Allow for more peer interaction, presenting their work to others will motivate growth and development
· Perhaps work with letters of prior knowledge for these students, such as the ones in their name or favorite pet (cat-dog)
· Allow additional time or instructions for activities
· Reducing the size of the boards and magnetic game cards to make them more manageable for the children to hold and manipulate.
ESOL Modifications:
· Introduce computer based multi-language activities
· Use picture cards that do not display the letter
· Combine groups of similar native speaking languages and use purposeful play to practice repetition
· Partner the student with a native English speaking student to practice saying and listening to letters and how they are pronounced
· Substitute several choices when the student finds struggles to identify the English letter
· Adding numerous new games, such as bingo, that focus on initial and final sounds of words and letters
· Make the pages ahead of time with the letter, the English word, and the Spanish word already on the page. Ask students to help you illustrate the book
Closing:
1. Who would like to sing the alphabet song by themselves?
2. Who would like to come up and write this letter (example A) on the board?
3. Ask a student to select the letter that comes next in the alphabetical order.
4. Who can tell me what sound this letter (example K) makes?
Homework Extension:
· Send home the Letter Cards handout with each student. Parents or caregivers should play this game with students by drawing a letter out of the bag and saying the name, sound, or a word that begins with that letter.
· Have students take their ABC book home to read to an adult. The very last page in the book is a comment page for parents to write a positive note about their child's ABC book.
· Use the interactive Alphabet Organizer to have students create an alphabet book at home with an adult or older sibling.
· Give students fun practice with matching beginning-letter, long-vowel, and short-vowel sounds to images using the Picture Match game.
Assessment:
· Look through each student’s ABC book noting whether or not he or she was able to draw a picture of something that began with each letter
· Conference with each student one on one and have them read their ABC book aloud
· Print additional pictures of alphabet pictures clue cards, have the student color the picture and write the letter the picture clue starts with on the bottom
· Review and monitor each students progress regularly
· Echo Reading- Teacher reads student repeats-follow by writing, coloring etc.
Building Letter Recognition
Objective:
The object of this lesson is for student’s to-
· Experiment with letters in a variety of settings
· Examine the letter name and sound connection
· Build letter recognition fluency
· Demonstrate their existing knowledge of letter sounds and names
· Practice sharing their work with other classmates
· Prepare their reading and writing skills
· Rearrange and order the letters of the alphabet
Primary Standards Addressed:
The Florida Sunshine State Standards addressed in this lesson are-
· Subject: Language Arts Grade(s): K Standard: LACC.K.RF.1.1.d. – Recognize and name all upper- and lowercase letters of the alphabet
· Subject: Language Arts Grade(s): K Standard: LACC.K.RF.3.3.a. – Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
· Subject: Language Arts Grade(s): K Standard: LACC.K.SL.1.1.a. – Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
· Subject: Language Arts Grade(s): K Standard: LACC.K.SL.2.5. – Add drawings or other visual displays to descriptions as desired to provide additional detail.
· Subject: Language Arts Grade(s): K Standard: LACC.K.L.1.2.c. – Write a letter or letters for most consonant and short-vowel sounds (phonemes).
· Subject: Language Arts Grade(s): K Standard: LACC.K.RF.3.3.b. – Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
· Subject: Language Arts Grade(s): K Standard: LACC.K.W.1.2. – Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
· Subject: Language Arts Grade(s): K Standard: LACC.K.SL.1.1.b. – Continue a conversation through multiple exchanges.
NCTE/IRA NATIONAL STANDARDS FOR THE ENGLISH AND LANGUAGE ARTS
· Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound–letter correspondence, sentence structure, context, graphics).
· Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
· Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
· Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
Materials:
· Computers
· Internet Access
· Chart Paper
· Flash Cards/Index Cards
· Graphic Organizers
· Printout of Alphabet Letters
· Printout “My ABC Book”
· Printout Alphabet Picture Pages
· Interactive ABC Matching Games
Essential Questions:
1. Do you know your A, B, C’s?
2. Where do we see letters?
3. How do we use letters?
4. Why is it important to know your letters?
Opening (purpose, prior knowledge)
· Can you sing the alphabet song?
· What letter comes next?
· Which Letter has this shape?
· Does the letter (example A) come before or after letter (example B)?
· Which letter do you see on the alphabet picture card?
Guided Practice
· Hold up an alphabet card-Ask the children to name the letter they see.
· Sing the Alphabet Song aloud first to the children then along with them using a varying pace and rhythm.
· Hide 26 cards with the letters of the alphabet on them around the room- ask the children to find the card and name their letter aloud.
· Lay all the alphabet cards on the table, ask the children to each move a card into the correct alphabetical order.
· Place all alphabet cards in a bag and ask each student to pull out a card and make the sound of the letter and say it aloud.
Independent Practice:
· Match letter shapes to letter names- Use a printout with letter shapes and plastic letters- allow the children to match each plastic letter to its shape on the printout.
· Alphabet Arc- Use a printout with the letters of the alphabet in the shape of an arc and plastic letter- allow the children to associate the place each letter has along the arc in alphabetical order.
· Matching Uppercase and Lowercase Letters- allow each child to choose a handful from the uppercase bag and the lowercase bag- students will then match their uppercase with lowercase letters
· Letter Naming Flash Cards- In groups students will take turns holding up a flash card containing a letter- student must say the letter and sound.
· Flash Cards Closer to Z Game- Students in pairs lay out two cards containing a letter- taking turns they will say which one is “closer to z” on the alphabet, if they are correct the student keeps both cards-child with most cards will win.
Modifications:
· Remediation
· Reinforcement Activities
· Display the Alphabet using large letters along main classroom wall
· Complete example my ABC Booklets with inferences to which letter belongs
Enrichment:
· Using timed ABC Match games to challenge student’s memory and fluency skills.
· Ask students to draw the letters as they sing them aloud, while encouraging them to detail what the letter sounds like to them
· Ask students to write a tongue twister of words containing common letters in a row together- give them an example to get started
· Advise students to keep a list of common sounds they may hear
· Instruct students to color pictures that relate to the alphabet book- A for Apple- color the apple
· Sing the alphabet song stopping or leaving letters out so students can fill in the missing or finish the remaining parts of the song
· Use a blank alphabet arc and encourage the student to place the letters in the correct alphabetical order with less or no additional hints or pictures clues
· Include a multisensory portion to the letter activities by asking the student to explain and differentiate between plastic letters- are they made of straight lines, curvy lines, circles, or a combination.
ESE Accommodations:
· Create felt textured letters for students who may not be able to identify the letter that goes with the sound as a reinforcement
· Hang posters with large print letters to help students with vision disabilities identify the letters
· Secure additional alphabet strips to the desks with uppercase and lowercase sight words to help with identification
· Break down the activities into smaller working sections, for example have the student work with five letters at a time instead of ten
· Pair students who struggle with sight or sounds identification with a partner who shares the opposite strength for flash card remediation
· Implement reward charts and star confidence boosters for activities to aid students with a disability, for example down syndrome who may need help building self esteem so they will continue working even when mistakes are made
· Allow for more peer interaction, presenting their work to others will motivate growth and development
· Perhaps work with letters of prior knowledge for these students, such as the ones in their name or favorite pet (cat-dog)
· Allow additional time or instructions for activities
· Reducing the size of the boards and magnetic game cards to make them more manageable for the children to hold and manipulate.
ESOL Modifications:
· Introduce computer based multi-language activities
· Use picture cards that do not display the letter
· Combine groups of similar native speaking languages and use purposeful play to practice repetition
· Partner the student with a native English speaking student to practice saying and listening to letters and how they are pronounced
· Substitute several choices when the student finds struggles to identify the English letter
· Adding numerous new games, such as bingo, that focus on initial and final sounds of words and letters
· Make the pages ahead of time with the letter, the English word, and the Spanish word already on the page. Ask students to help you illustrate the book
Closing:
1. Who would like to sing the alphabet song by themselves?
2. Who would like to come up and write this letter (example A) on the board?
3. Ask a student to select the letter that comes next in the alphabetical order.
4. Who can tell me what sound this letter (example K) makes?
Homework Extension:
· Send home the Letter Cards handout with each student. Parents or caregivers should play this game with students by drawing a letter out of the bag and saying the name, sound, or a word that begins with that letter.
· Have students take their ABC book home to read to an adult. The very last page in the book is a comment page for parents to write a positive note about their child's ABC book.
· Use the interactive Alphabet Organizer to have students create an alphabet book at home with an adult or older sibling.
· Give students fun practice with matching beginning-letter, long-vowel, and short-vowel sounds to images using the Picture Match game.
Assessment:
· Look through each student’s ABC book noting whether or not he or she was able to draw a picture of something that began with each letter
· Conference with each student one on one and have them read their ABC book aloud
· Print additional pictures of alphabet pictures clue cards, have the student color the picture and write the letter the picture clue starts with on the bottom
· Review and monitor each students progress regularly
· Echo Reading- Teacher reads student repeats-follow by writing, coloring etc.