chelsea wilson sid: 000307264 - letters and...

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Chelsea Wilson

SID: 000307264

Mentor: Marty DeWindt

TAT2 Task 3: Instructor’s Manual

Technology Integration Design

November 2013

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Contents Instructional Unit Overview.................................................................................................................. 3

Instructional Goal Statement ............................................................................................................ 3

Target Population Overview ............................................................................................................. 3

Delivery Approach ............................................................................................................................. 4

Instructional Sequence ...................................................................................................................... 4

Materials ............................................................................................................................................ 4

Task Analysis and Performance Objectives ..................................................................................... 6

Lesson Overview .................................................................................................................................... 7

Delivery of Instruction ........................................................................................................................ 11

Learning Theory .............................................................................................................................. 11

Design Process ................................................................................................................................. 11

Instructional Strategies ................................................................................................................... 11

Special Populations .......................................................................................................................... 12

Detailed Lesson Plans .......................................................................................................................... 13

Title: Lesson 1: Print Awareness ....................................................................................................... 13

Title: Lesson 2: Letter M ................................................................................................................... 15

Title: Lesson 3: Letter A ................................................................................................................... 17

Title: Lesson 4: Letter T .................................................................................................................... 19

Title: Lesson 5: Letter S .................................................................................................................... 21

Title: Lesson 6: Letter P .................................................................................................................... 23

Title: Lesson 7: Letter O ................................................................................................................... 25

Title: Lesson 8: Letter F .................................................................................................................... 27

Title: Lesson 9: Letter H ................................................................................................................... 29

Title: Lesson 10: Letter W................................................................................................................. 31

Assessment ........................................................................................................................................... 33

Appendix for Materials to Print.......................................................................................................... 36

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Instructional Unit Overview

This instructor’s manual, created by Chelsea Wilson, can be found as an electronic

version at: http://lettersandsounds.weebly.com/

Instructional Goal Statement

After spending 20 weeks in a kindergarten classroom as a student teacher I noticed a

significant problem with letter and letter sound identification. The students that struggled with

this topic were significantly behind their peers with regard to their reading abilities. Thus, I

identified an instructional problem about letters and sounds. The instruction goal is: with

instruction and practice students will learn 1-2 letters a week. When presented with a visual

display of the letter, the learner will be able to verbally identify the letter name and verbally

identify the sound associated with this letter.

Target Population Overview

The lessons in this instructional unit have been decided for students age 4, 5, and 6.

These students are most likely in kindergarten. However, these lessons can be used for any

student struggling with letter and letter sound identification.

In regards to learning styles it is safe to assume that almost all kindergarteners will learn

best when their bodies are moving. With short attention spans activities need to be brief as well,

or broken up with a physical activity. Kinesthetic learning usually benefits everyone in a positive

way. Kindergartens are ready to learn. An issue of defiance is almost always a lack of focus,

never a lack of desire to learn. At this young age the students are excited to learn and want to

absorb all of the information they can. Learning to read can be challenging however, and

students may express frustration towards the subject. With careful guidance and patience

students will hopefully learn to love reading.

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Length

This is a ten lesson instructional unit. Introducing one or two new letters a week is most

effective for students learning their letters. Therefore this unit could be completed in 5-10 weeks.

Each lesson is 45 minutes in length. The entire 10 lesson instructional unit is 7 hours and 30

minutes in length.

Delivery Approach

These ten lessons will be taught in small groups. They are mainly composed of kinesthetic

activities, technology, worksheets, observations, and discussions. The lessons have been created

to be engaging and interactive for the students.

Instructional Sequence

The unit begins with a lesson about print awareness. It is widely debated the order the

letters of the alphabet should be introduced. Some say the letter sounds easier to pronounce

should be first, others say the appearance of the letters, and some say letters should be taught so

words can be spelled. After reading articles and literature I decided to teach the letters in this

order: m, a, t, s, p, o, f, h, and w.

Materials

Brown Bear, Brown Bear, What Do You See? by Bill Martin Jr. and Eric Carle

Note cards

Letter A, and M book: Teachers Pay Teachers

Letter M search: Teachers Pay Teachers

Play-doh

Mirrors

Letter A maze: Teachers Pay Teachers

Muffin tins

Objects for sorting. Several will begin with the letter /a/

Construction paper strips

Itsy Bitsy Letter Book T, W, and P

Hidden Letter T worksheet

Tape

Sandpaper

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Cardstock

Salt

Tray

2 worksheets from Super Teacher Worksheets

Letter O Word Hunt

Beginning Sounds O Bingo

My Letter O Book

Individual white boards and markers

iPod Touch

Computer

Little Writer App

Learn with Homer App

Aluminum foil

Dot stickers

F is for Fox dot sticker page

Letter H Worksheet

Pattern blocks

Pattern block stencil for /h/

Construction paper

Tissue paper

Little Letter W, H, and F Book

Alphabet Letter W Word Search

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Task Analysis and Performance Objectives

Task 1.0 Explain the purpose of letters and summarize why they are important.

1.1. Identify examples of text: books, spelling of name, words around the classroom.

Explain where letters can be found.

Performance Objective 1: Given a picture book, students will identify the letters and

words with 100% accuracy.

1.2. Explain how we are able to read.

Performance Objective 2: Given a verbal question, students will explain how we use

letters to read with 100% accuracy.

Task 2.0 Letter Identification

2.1. Recognize the letter visually

Performance Objective 3: Given the name of a letter, students will visually identify the

correct letter with 100% accuracy.

2.2. Identify the letter verbally

Performance Objective 4: Given a visual representation of a letter, students will

verbally identify the name of the letter with 100% accuracy.

Task 3. Sound Identification

3.1. Identify the letter when the sound is given verbally

Performance Objective 5: Given the sound of a letter, students will point to the correct

visual representation of the letter with 100% accuracy.

3.2. Identify the sound when visually given the letter


verbally give the letter sound with 100% accuracy.

Task 4. Understand that the letters can be identified in texts.

4.1. Identify a specific letter in a text

4.2. Identify the sound of a letter/s in a text

Performance Objective 7: Given a text and the verbal name of a letter, students will find

that letter in the text and verbally give the sound of the letter with 100% accuracy.

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Lesson Overview

Lesson 1: Print Awareness

This lesson is about understanding the importance of letters, and words. Students will explore

letters in many different contexts and discuss what they are helping accomplish.

Activities:

1. Read Brown Bear, Brown Bear, What Do You See? by Bill Martin Jr.

2. Students will dictate a story that the teacher scribes

3. Students will play two different words games

4. Learn with Homer iPod touch app, listening to stories

Lesson 2: Letter M

This lesson will be about the letter /m/. Students will practice identifying the letter visually and

verbally. They will also identify the sound of the letter.

Activities:

1. Make the letter with play-doh

2. Use mirrors to watch our faces and mouths as we say the letter /m/

3. Sorting pictures of objects that start with /m/ activity

4. Complete My Letter M Book.

5. Watch YouTube video about phonics sounds

6. Write the letter /m/ on student’s hand. They will look for /m/ throughout the day

Lesson 3: Letter A

This lesson will be about the letter /a/. Students will practice identifying the letter visually and


Activities:

1. Draw the letter /a/ in shaving cream

2. Use mirrors to watch our faces and mouths as we say the letter /a/

3. Students will look through a bowl of objects and find those that start with /a/

4. Complete Letter A Maze.

5. Complete My Letter A Book.

6. Use the Little Writer iPod app

7. Write the letter /a/ on student’s hand. They will look for /a/ throughout the day

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Lesson 4: Letter T

This lesson will be about the letter /t/. Students will practice identifying the letter visually and


Activities

1. Make the letter /t/ with strips of construction paper

2. Use mirrors to watch our faces and mouths as we say the letter /t/

3. Complete the My Itsy Bitsy Letter T Book.

4. Hidden Letter T worksheet.

5. Use the starfall.com website on the computer to practice letter sounds

6. Write /t/ words on the construction paper /t/s made earlier

7. Write the letter /t/ on student’s hand. They will look for /t/ throughout the day

Lesson 5: Letter S

This lesson will be about the letter /s/. Students will practice identifying the letter visually and


Activities

1. Make the letter /s/ by writing it in a tray of salt

2. Use mirrors to watch our faces and mouths as we say the letter /s/

3. Walk a large /s/ made from tape on the floor

4. Alphabet Toss Up Game. Student must find the letter /s/ amongst other letter cards

5. Turtle Diary Memory Phonics game on computer

6. Write the letter /s/ on sandpaper with finger. Think of words that start with /s/

7. Write the letter /s/ on student’s hand. They will look for /s/ throughout the day

Lesson 6: Letter P

This lesson will be about the letter /p/. Students will practice identifying the letter visually and


Activities

1. Write the letter /p/ on the outside of a bag filled with dish soap

2. Use mirrors to watch our faces and mouths as we say the letter /s/

3. Complete the Itsy Bitsy Letter P book.

4. Two worksheets about letter /p/ sound

5. Use the Learn with Homer iPod touch app to practice letter sounds

6. Write the letter /p/ on student’s hand. They will look for /p/ throughout the day

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Lesson 7: Letter O

This lesson will be about the letter /o/. Students will practice identifying the letter visually and


Activities

1. Write the letter /o/ on a white board.

2. Use mirrors to watch our faces and mouths as we say the letter /o/

3. O is for Octopus short story.

4. Beginning Sounds O Bingo.

5. My Letter O Book.

6. Little Write iPod app, letter sounds practice

7. Write the letter /o/ on student’s hand. They will look for /o/ throughout the day

Lesson 8: Letter F

This lesson will be about the letter /f/. Students will practice identifying the letter visually and


1. Make the letter /f/ using aluminum foil

2. Use mirrors to watch our faces and mouths as we say the letter /o/

3. Read letter /f/ story

4. F is for Fox dot sticker page

5. Complete Little Letter F Book

6. Use starfall.com on computer to practice letter sounds

7. Write the letter /f/ on student’s hand. They will look for /f/ throughout the day

Lesson 9: Letter H

This lesson will be about the letter /h/. Students will practice identifying the letter visually and


1. Make the letter /h/ by using a stencil and pattern blocks

2. Use mirrors to watch our faces and mouths as we say the letter /h/ sound

3. Heart craft activity

4. Letter /h/ worksheet

5. Little Letter H Book

6. Turtle Diary Memory Phonics game, practicing letter sounds

7. Write the letter /h/ on student’s hand. They will look for /h/ throughout the day

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Lesson 10: Letter W

This lesson will be about the letter /w/. Students will practice identifying the letter visually and


Activities

1. Create the letter /w/ by making play-doh worms

2. Use mirrors to watch our faces and mouths as we say the letter /w/ sound

3. Complete Little Letter W Book

4. Complete Itsy Bitsy Letter W Book

5. Alphabet Letter W search

6. iPod touch Learn with Homer, practicing letter sounds

7. Write the letter /w/ on student’s hand. They will look for /w/ throughout the day

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Delivery of Instruction

Learning Theory

Constructivism plays an integral part in my lessons. Exploring and constructing

knowledge is important. All of the lessons in this unit begin with a multi-sensory experience.

Students explore the new medium while also creating the target letter for the day. I tried to create

activities that are engaging and relevant to the students, much like the constructivist learning

theory describes.

Design Process

Mastery of the design processes takes ample training and experience however I have used

elements of these theories in my unit. The Backwards Design Theory by Wiggins has elements

that are important when designing a lesson. Personally, I favor thinking about what goal the

students are supposed to accomplish from this lesson. Thinking about the end result helps focus

tasks and activities. The lessons I designed in my unit have a specific goal, therefore beginning

with this goal in mind is an excellent starting point.

Instructional Strategies

Gagne’s Nine Events of Instruction are a helpful framework for sequencing a lesson. This

foundation is a good building block for implementing a lesson. The first three steps are related to

pre-instructional activity. This is where student attention is gained, objectives are explained, and

recall of previous knowledge (NIU). I accomplish these tasks in the “pre-instructional activities”

section of my lesson plans.

The next three steps center around the actual instruction for the lesson. The content is

presented, learning guidance is provided, and the new skills are practiced. This framework flows

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smoothly into the content presentation portion of my lesson. Students learn the target leader, and

practice learning this letter in a variety of ways while being provided with guidance.

The final three steps are about assessment and follow-through. Feedback is provided,

assessment takes place (formative or summative), and activities to help retention are provided.

Students will receive constant feedback throughout the lessons, as well as formative and

summative assessments. I will check for understanding as the child learns this new letter. The

summative assessment will occur at a later date when multiple letters are ready to be assessed.

Finally, the classroom is enriched with text and there are numerous times throughout the day the

students will be exposed to the letters they are learning.

Special Populations

This unit is suitable for all learners and can easily be adapted to suit the needs of special

populations. There are many interactive activities for students who are able to focus for shorter

time periods. These activities are diverse and will be effective for many learning styles.

Additionally, the lessons are conducted in small groups allowing students to have more

opportunity for individual assistance. The assessments are routine for the students. They are

familiar with the format and should understand the directions easily.

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Detailed Lesson Plans

Title: Lesson 1: Print Awareness

Lesson Overview: Before students begin learning their letters and sound they must have a solid

understanding of why we are learning these letters. In this lesson students will be part of a

discussion on print, how we use print, and see it every day. They will also participate in various

activities that show how print and letters are used.

Classroom Materials

Brown Bear, Brown Bear, What Do You See? by Bill Martin Jr. and Eric Carle

Pen and paper or whiteboard for scribing stories

20 notecards

Each notecard will have one word on it. There will be 10 different words, 2 cards

will have the same word. Sight words would be excellent word choices.

2 notecards for each student

one card will have “yes” written and the other “no”

List of questions for “yes or no” game: Included in appendix

iPod touch with “Learn with Homer” app

Lesson Objectives:





Total Time: 45 minutes

Step 1: Pre-instructional Activity (15min)

1. Read a book with repetition: Brown Bear, Brown Bear, What Do You See? by Bill Martin Jr.

2. Ask students if they notice any patterns as the book is read.

Step 2: Content Presentation (30min)

1. (10min) Write a story together. Students will dictate a story and the teacher will write it down.

A story prompt might be helpful. The story will be read back to the children. Students will be led

in a discussion about how writing can be helpful.

2. (5min) Word match. This activity will allow students to carefully study a word and see that it

is made up of letters. Depending on how many students are participating in the activity this

game can be played in different ways. If one student is participating they will be given a stack of

note cards that each have one word. The student must find all of the matches; every card has a

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word that is identical. If a larger group of students is playing they must find their match by

walking around and looking at other student’s cards.

3. (5 min) Yes or No game. Each student will be given 2 note cards. I card will have “yes”

written on it and the other will have “no” written on it. Students will be asked a variety of yes or

no questions. They must answer the questions with their cards. For example: is your favorite

food pizza?

4. (10min) Learn with Homer, iPod App. Students will be introduced to this app. They will be

utilizing the two story features. They can choose any story to listen to, the app has the ability to

read the story aloud. After students listen to stories for five minutes we will discuss why the

words in the story are important.

Step 4: Assessment

1. I will be continually using formative assessment throughout the lesson. Checking for

understanding and clarity as the lesson progresses is very important.

2. Formative assessment will be used at a later date. There are many Common Core standards

that center on print awareness. This topic will be continually addressed and evaluated.

Step 5: Follow-through Activities

Print awareness is very important at the kindergarten level. This topic will be addressed

numerous times daily. It is integrated into many subjects and discussed often.

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Title: Lesson 2: Letter M

Lesson Overview: This lesson will be about the letter /m/. Students will practice identifying the

letter visually and verbally. They will also identify the sound of the letter.

Classroom Materials

Play-doh

Mirrors

Markers or crayons for coloring

Computer with youtube video: “Phonics Song -- Alphabet Sounds Children's Song --

Kids Songs by The Learning Station”

Materials to Print, found in Appendix

My Letter M book

Beginning Sound Picture Sort

Lesson Objectives:









Time: 45 minutes

Step 1: Pre-instructional Activities (10min)

1. Have you ever seen this letter before? This is the letter /m/.

2. Does it look like anything to you? Notice the lines and the points.

3. Let’s make the letter /m/ using play-doh.


1. (5min) Discuss and demonstrate the sound of the letter /m/. Show what your mouth looks like

when you make the /m/ sound. Mirrors are a helpful tool to see what the mouth does.

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2. (10min) Explain the /m/ sound sorting activity and have students complete with guidance. In

this activity students will be looking at a collection of pictures, some of which start with the

letter m. Students will sort /m/ sound pictures and non- /m/ sound pictures.

3. (10min) Explain the “My Letter M Book”. I will read through the book as students follow

along. Students will be asked to do a motion (touch their head) when they hear the /m/ sound.

Another motion (touch your elbows) when I read a word that starts with the letter /m/. If time

allows students can go back through the story and color all of the letter m’s they find.

4. (5min) Watch the YouTube video “Phonics Song -- Alphabet Sounds Children's Song -- Kids

Songs by The Learning Station”. Discuss sounds that we’ve learned, or that we recognize.

Review sounds we have learned and know.

5. (5min) I will write the letter m on the student’s hand. They will be asked to think of letter

throughout the day; listening for /m/ sounding words, and looking for the letter /m/ throughout

the day.

Step 3: Learner Participation

1. To correct incorrect thinking I will provide continual feedback and guidance throughout the

entire lesson and activities. It is important students know and recognize the letter m. I do not

want a student to mistake another letter for an m. It will be my goal to make it very clear what

the letter m looks and sounds like.

Step 4: Assessment



2. I will use formative assessment at a later date. Students must remember their letters

indefinitely. It will be clear if they’ve remembered their lessons when they are assessed a week

later, or even a month later.


Student’s time at school is enriched with text. These lessons are supplementary to whole group

activities and are providing additional practice for students who need it. There will be plenty of

exposure to letters throughout class time. Letter packets and practice activities may be sent home

with a child for additional support.

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Title: Lesson 3: Letter A

Lesson Overview: This lesson will be about the letter /a/. Students will practice identifying the


Classroom Materials

Shaving cream

Mirrors

Crayons or markers for coloring

iPod touch with “Little Writer” app


My Letter A Book

Letter A Maze

Image collection of various objects

Lesson Objectives:









Time: 45 minutes


1. Have you ever seen this letter before? This is the letter /a/.


3. Let’s make the letter /a/ by using our finger and writing in shaving cream.


1. (5min) Discuss and demonstrate the sound of the letter /a/. Show what your mouth looks like

when you make the /a/ sound. Mirrors are a helpful tool to see what the mouth does.

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2. (10min) Students sort through a variety of pictures. When they find an object that starts with

the /a/ sound they set it aside. After everything is sorted students should double check their

sorting by saying the name of each object.

3. (5min) Letter A maze. Students are given a sheet that has a 7x7 table. In each box is a letter.

Students must follow the letter /a/ to solve the maze.

4. (10min) Explain the “My Letter A Book”. I will read through the book as students follow

along. Students will be asked to do a motion (touch their head) when they hear the /a/ sound.

Another motion (touch your elbows) when I read a word that starts with the letter /a/. If time

allows students can go back through the story and color all of the letter /a/’s they find.

5. (10min) Little Writer iPod app. Students will utilize the “abc” portion of the app. Students will

practice tracing and identifying letters with this app. I will be asking students what letter they are

working on and what sound the letter makes for assessment.



entire lesson and activities. It is important students know and recognize the letter /a/. I do not

want a student to mistake another letter for an /a/. It will be my goal to make it very clear what

the letter /a/ looks and sounds like.

Step 4: Assessment











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Title: Lesson 4: Letter T

Lesson Overview: This lesson will be about the letter /t/. Students will practice identifying the


Classroom Materials

2 construction paper strips for each student

Glue, tape, or stapler

Mirrors


Computer with starfall.com website


My Itsy Bitsy Letter Book T

Hidden Letter T

Lesson Objectives:









Time: 45 minutes


1. Have you ever seen this letter before? This is the letter /t/.


3. Let’s make the letter /t/ by using strips of construction paper.


1. (5min) Discuss and demonstrate the sound of the letter /t/. Discuss how the /t/ sound is made

by putting the tongue behind the front top teeth and pushing a little air. Check for accuracy with

a mirror.

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2. (10min) Explain the “My Itsy Bitsy Letter Book T”. I will read through the book as students

follow along. Students will be asked to do a motion (touch their head) when they hear the /t/

sound. Another motion (touch your elbows) when I read a word that starts with the letter /t/. If

time allows students can go back through the story and color all of the letter /t/’s they find.

3. (5min) Hidden Letter T. Students will color specific trucks which will reveal the letter /t/.

4. (10min) Starfall.com Website. Students will spend time exploring letters on this website. By

clicking on a letter they will be led to a series of letter name and letter sound repetitions.

Students will show me what letters we have learned and their sounds.

5. (5min) Using the large letter /t/’s that students made with construction paper have them write

words with /t/ in them. If students need help writing the words have them dictate what words

they are thinking of.



entire lesson and activities. It is important students know and recognize the letter /t/. I do not

want a student to mistake another letter for an /t/. It will be my goal to make it very clear what

the letter /t/ looks and sounds like.

Step 4: Assessment











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Title: Lesson 5: Letter S

Lesson Overview: This lesson will be about the letter /s/. Students will practice identifying the


Classroom Materials

Mirrors

Scotch tape

Making an /s/ on the floor for students to walk along

Sandpaper

Cut into the shape of an /s/ for tracing with finger

Cardstock

Cut into ~20 squares. Each square will have 1 letter: /m/, /a/, or /s/.

Salt

Tray

Computer with website: Turtle Diary Memory Phonics Game

Lesson Objectives:

Performance Objective 1: Given the name of the letter /s/, students will visually identify

the letter with 100% accuracy.

Performance Objective 2: Given a visual representation of the letter /s/, students will


Performance Objective 3: Given the sound of the letter /s/, students will point to the

correct visual representation of the letter with 100% accuracy.

Performance Objective 4: Given a visual representation of the letter /s/, students will


Time: 45 minutes


1. Have you ever seen this letter before? This is the letter /s/.

2. Does it look like anything to you? Notice the lines. Are there any points?

3. Let’s make the letter /s/ by writing it with our finger in a tray of salt.

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1. (5min) Discuss and demonstrate the sound of the letter /s/. Discuss how the /s/ sound is made

by putting the tongue behind the front top teeth and pushing a little air. Check for accuracy with

a mirror.

2. (10min) Walk the letter. A large /s/, about 2 feet long, will be made on the floor using tape.

Students will walk along the tape, heel to toe. A kinesthetic activity for the letter.

3. (5min) Alphabet Toss Up. On card stock cut out 20 small squares of equal size. Write the

letters /m/, /a/, and /s/ on the cards. The child can toss the cards up over the table. They must turn

up all of the /s/ cards as quickly as they can. The previous letters learned can be practiced also if

it seems appropriate for the learner.

5. (10min) Turtle Diary Memory Phonics Game. Students will play this memory game on the

computer. Half of the tiles have letter sounds, and the other half are pictures. Students must

match the letter sounds with the picture that has the same beginning sound. If they finish one

game they can continue playing. Each game of memory has new tiles.

4. (5min) Sand paper letters. A sand paper letter is used to practice the sound of /s/. The student

will trace the letter with their finger as they say the sound of /s/. We will think of words that start

with this sound.



entire lesson and activities. It is important students know and recognize the letter /s/. I do not

want a student to mistake another letter for an /s/. It will be my goal to make it very clear what

the letter /s/ looks and sounds like.

Step 4: Assessment











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Title: Lesson 6: Letter P

Lesson Overview: This lesson will be about the letter /p/. Students will practice identifying the


Classroom Materials

Ziploc bag full of paint


iPod touch with “Learn With Homer” app


My Itsy Bitsy Letter Book P

Circle Things That Start With P worksheet

Finding The Letter P worksheet

Lesson Objectives:

Performance Objective 1: Given the name of the letter /p/, students will visually

identify the letter with 100% accuracy.

Performance Objective 2: Given a visual representation of the letter /p/, students will


Performance Objective 3: Given the sound of the letter /p/, students will point to the


Performance Objective 4: Given a visual representation of the letter /p/, students will


Time: 45 minutes


. Have you ever seen this letter before? This is the letter /p/.


3. Let’s make the letter /p/ by using our finger to write in a bag full of paint.


1. (10min) Explain the “My Itsy Bitsy Letter Book P”. I will read through the book as students

follow along. Students will be asked to do a motion (touch their head) when they hear the /p/

sound. Another motion (touch your elbows) when I read a word that starts with the letter /p/. If

time allows students can go back through the story and color all of the letter /p/’s they find.

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2. (5min) Color the objects that start with /p/ worksheet.

3. (5min) Find the letter /p/ and color objects in the picture that start with /p/.

4. (10min) Use the app on the iPod touch Learn with Homer. Students will be utilizing the letter

sounds portion of the app. Students will be asked what letters they know and recognize. I will

also ask students to tell me sounds of the letters they are working on.



entire lesson and activities. It is important students know and recognize the letter /p/. I do not

want a student to mistake another letter for an /p/. It will be my goal to make it very clear what

the letter /p/ looks and sounds like.

Step 4: Assessment











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Title: Lesson 7: Letter O

Lesson Overview: This lesson will be about the letter /o/. Students will practice identifying the


Classroom Materials

Individual white boards and markers

Mirrors


iPod touch with “Little Writer” app

Materials to Print- found in appendix

My Letter O Book

Beginning Sounds O Bingo

O is for Octopus Letter O Word Hunt

Lesson Objectives:

Performance Objective 1: Given the name of the letter /o/, students will visually

identify the correct letter with 100% accuracy.

Performance Objective 2: Given a visual representation of the letter /o/, students will


Performance Objective 3: Given the sound of the letter /o/, students will point to the


Performance Objective 4: Given a visual representation of the letter /o/, students will


Time: 45 minutes


1. Have you ever seen this letter before? This is the letter /o/.


3. Let’s make the letter /o/ by writing it on a white board.


1. (5min) Letter /o/ word hunt. Read the short story O is for Octopus. After, have children use a

dot marker to mark the letter /o/.

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2. (5min) Beginning Sounds O Bingo. Children will play a game of bingo by marking the

pictures that begin with the o sound.

3. (10min) My Letter O book. Explain the book. I will read through the book as students follow

along. Students will be asked to do a motion (touch their head) when they hear the /o/ sound.

Another motion (touch your elbows) when I read a word that starts with the letter /o/. If time

allows students can go back through the story and color all of the letter /o/’s they find.

4. (10min) Students will use the iPod touch app Little Writer. This is their second time using the

app. They should have a solid working knowledge of at least 6 letters now. Students will be

asked what letters they know and recognize. I will also ask students to tell me sounds of the

letters they are working on.



entire lesson and activities. It is important students know and recognize the letter /o/. I do not

want a student to mistake another letter for an /o/. It will be my goal to make it very clear what

the letter /o/ looks and sounds like.

Step 4: Assessment











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Title: Lesson 8: Letter F

Lesson Overview: This lesson will be about the letter /f/. Students will practice identifying the


Classroom Materials

Aluminum foil

Mirrors


The Rainbow Fish by Marcus Pfister

Computer with website starfall.com


My Itsy Bitsy Letter F Book

F is for Fox dot sticker page

Lesson Objectives:

Performance Objective 1: Given the name of the letter /f/, students will visually identify

the correct letter with 100% accuracy.

Performance Objective 2: Given a visual representation of the letter /f/, students will


Performance Objective 3: Given the sound of the letter /f/, students will point to the


Performance Objective 4: Given a visual representation of the letter /f/, students will


Time: 45 minutes


1. Have you ever seen this letter before? This is the letter /f/.


3. Let’s make the letter /f/ by using aluminum foil.


1. (10min) Read story containing the letter /f/. Students will be listening for the /f/ sound.

28

2. (5min) F is for Fox dot sticker page. Students will be given dot stickers. They will put a sticker

on each dot on the worksheet. We will talk about the /f/ sound. It promotes one-to-one

correspondence, letter recognition, and gives fine motor practice.

3. (10min) Little Letter F Book. Explain the book. I will read through the book as students

follow along. Most of the book consists of songs to the tune of nursery rhymes. Students will be

asked to do a motion (touch their head) when they hear the /f/ sound. Another motion (touch

your elbows) when I read a word that starts with the letter /f/. If time allows students can go back

through the story and color all of the letter /f/’s they find.

4. (10min) Students will use the computer and work on the Starfall website. Students will spend

time exploring letters on this website. By clicking on a letter they will be led to a series of letter

name and letter sound repetitions. Students will show me what letters we have learned and their

sounds. Because this is their second time exploring this website they should be able identify

more letters.



entire lesson and activities. It is important students know and recognize the letter /f/. I do not

want a student to mistake another letter for an /f/. It will be my goal to make it very clear what

the letter /f/ looks and sounds like.

Step 4: Assessment











29

Title: Lesson 9: Letter H

Lesson Overview: This lesson will be about the letter /h/. Students will practice identifying the


Classroom Resources

Pattern blocks

Mirrors


Large capital /h/ and triangle for each student

Computer with website Turtle Diary Memory Phonics Game


Pattern block stencils

My Little Letter H book

Color H Pictures Worksheet

Lesson Objectives:

Performance Objective 1: Given the name of the letter /h/, students will visually


Performance Objective 2: Given a visual representation of the letter /h/, students will


Performance Objective 3: Given the sound of the letter /h/, students will point to the


Performance Objective 4: Given a visual representation of the letter /h/, students will


Time: 45 minutes


1. Have you ever seen this letter before? This is the letter /h/.


3. Let’s make the letter /h/ by using a stencil and pattern blocks.

30


1. (10min). Students will cut out, glue, and decorate a large H, and triangle. When put together

the two pieces look like a house.

2. (5min) Circle pictures that start with /h/ worksheet.

3. (10min) Little Letter H Book. Explain the book. I will read through the book as students

follow along. Most of the book consists of songs to the tune of nursery rhymes. Students will be

asked to do a motion (touch their head) when they hear the /h/ sound. Another motion (touch

your elbows) when I read a word that starts with the letter /h/. If time allows students can go

back through the story and color all of the letter /h/’s they find.

4. (10min) Turtle Diary Memory Phonics Game. Students will play this memory game on the

computer. Half of the tiles have letter sounds, and the other half are pictures. Students must

match the letter sounds with the picture that has the same beginning sound. If they finish one

game they can continue playing. Each game of memory has new tiles. This is the student’s

second time using this game.



entire lesson and activities. It is important students know and recognize the letter /f/. I do not

want a student to mistake another letter for an /f/. It will be my goal to make it very clear what

the letter /f/ looks and sounds like.

Step 4: Assessment











31

Title: Lesson 10: Letter W

Lesson Overview: This lesson will be about the letter /w/. Students will practice identifying the


Classroom Materials

Mirrors

Play-doh

Crayons or markers

iPod touch with “Learn With Homer” app


Itsy Bitsy Letter W Book

Little Letter W Book

Alphabet Letter W Word Search

Lesson Objectives:

Performance Objective 1: Given the name of the letter /w/, students will visually


Performance Objective 2: Given a visual representation of the letter /w/, students will


Performance Objective 3: Given the sound of the letter /w/, students will point to the


Performance Objective 4: Given a visual representation of the letter /w/, students will


Time: 45 minutes


1. Have you ever seen this letter before? This is the letter /w/.


3. Let’s make the letter /w/ by making play-doh worms.


1. (15min) Complete My Itsy Bitsy Letter Book W and Little Letter W Book. Explain the book. I

will read through the book as students follow along. Students will be asked to do a motion (touch

their head) when they hear the /w/ sound. Another motion (touch your elbows) when I read a

32

word that starts with the letter /w/. If time allows students can go back through the story and

color all of the letter /w/’s they find.

2. (10min) Alphabet Letter W Word Search. Students will complete the word search, looking for

3. (10min) Use the app on the iPod touch Learn with Homer. Students will be utilizing the letter

sounds portion of the app for the second time. Students will be asked what letters they know and

recognize. I will also ask students to tell me sounds of the letters they are working on. Students

should have a working knowledge of at least 9 letters.



entire lesson and activities. It is important students know and recognize the letter /w/. I do not

want a student to mistake another letter for an /w/. It will be my goal to make it very clear what

the letter /w/ looks and sounds like.

Step 4: Assessment











33

Assessment

To access student’s progress with their letters there are a number of resources available.

Each teacher might have their own preferred method, or a system implemented by each school. I

have included one assessment for letters and sounds that covers four objectives. This assessment

can be used four different times to assess each objective. I have also included an online

assessment for print awareness.

Print Awareness Objectives Assessment

These two objectives can be easily and quickly accessed. To access the first objective the

teacher can show the student a picture book. Then point to text and ask the student what you’re

pointing at. If the student response with the name of the letter try to generalize the question. To

access the second objective ask students how the letters and words are used to read. What do

they do for us? Could we read a book without letters or words?





Letter/Sound Assessment

“Letter/Sound Assessment” found at http://blog.maketaketeach.com/wp-

content/uploads/2012/11/Letter-Sound-Assessment.pdf is a helpful guide.. Included with each

objective are instructions for administering the assessment. I would not recommend having the

students be accessed for each objective at the same time. This is because kindergarteners

generally have a short attention span. Additionally, performing multiple assessments that ask

different tasks might confuse the student. However, teachers know their students best and should

use their best judgment for each student.

34



The teacher will verbally give the student the name of a letter. The student

will be instructed to point to the visual representation of this letter on the

chart.

Performance Objective 4: Given a visual representation of a letter, students will verbally

identify the name of the letter with 100% accuracy.

The teacher will point to a letter. The student will verbally say the name of the

letter.



The teacher will verbally give the student a sound. The student will be

instructed to point to the visual representation of this letter on the chart.

Performance Objective 6: Given a visual representation of a letter, students will verbally

give the letter sound with 100% accuracy.

The teacher will point to a letter. The student will verbally say the sound of

the letter.

1. If the student accurately names to the letter within 3 seconds, write a “+” on the recording

sheet. If the letter is named incorrectly or if the student does not know the letter, record a

“-” on the recording sheet.

Clarifications for procedures during the assessment

1. This is not an assessment of lower and upper case letters therefore the student may point

to either a lowercase or uppercase letter to answer. They are correct if they select the

correct letter.

2. If a student identifies a letter incorrectly, and then changes their response to the correct

letter, in a timely manner, their answer should be marked as correct.

3. The person administering the test may repeat the sound one time for the student.

General Print Awareness Assessment: Get Ready to Read!

Get Ready to Read! is a member of the National Center for Learning Disabilities' family

of websites. This site has a wealth of early childhood learning information for parents and

educators. There are also many games and learning activities for students. This is a valuable

learning tool because of the information it provides teachers and parents. This tool in

35

combination with other relevant data will help teachers find where each student is academically

in regards to emergent reading. This tool could become a common tool in a kindergarten

classroom because of the information it provides and support it provides for teachers. This gives

teachers and parents a concrete tool to work with that provides concrete data about a student’s

reading readiness.

A useful feature of the website are the two screening tools. One is an early literacy

screening tool for educators or parents to complete with a child. This tool focuses on emergent

writing, print knowledge, and linguistic awareness. There are three detailed guides for using the

tool: how to use the tool, start using the tool, and after using the tool. Each guide has detailed

information so the tool is used to its fullest potential. The evaluation tool takes 15-20 minutes to

complete. This is a long time for a pre-school or kindergarten student to focus on one task. A

student might need to stop during the evaluation and take a break. Taking a computerized test

might not be the best for every students. Even if they know the content there is the possibility

they aren’t able to supply the correct answer. However, it must be remembered there are possible

drawbacks with every assessment tool. Overall, this is a sound choice for assessing print

awareness.

36

Appendix for Materials to Print

Lesson 1

Examples of Yes/No Questions………………………………………………………...… Page 37

Lesson 2

My Letter M Book……………………………………………………………………. Page 38-40

Beginning Sound Picture Sort………………………………………………………... Page 41-42

Lesson 3

My Letter A Book. Maze……………………………………………………………… Page 43-45

Letter A Maze…………………………………………………………………………… Page 46

Letter A Sort………………………………………………………………………………. Page 47

Lesson 4

Directions for folding My Itsy Bitsy Book………………………………………………. Page 48

My Itsy Bitsy Letter Book T………………………………………………….................. Page 49

Hidden Letter T…………………………………………………………………………… Page 50

Lesson 6

My Itsy Bitsy Letter P Book……………………………………………………………. Page 51

Color Things That Start With P………………………………………………................... Page 52

Lesson 7

My Letter O Book……………………………………………………………………... Page 53-57

Beginning Sounds Bingo……………………………………………………………… Page 58-61

O is For Octopus……………………………………………………………….................. Page 62

Lesson 8

My Itsy Bitsy Letter F Book……………………………………………………………… Page 63

F is for Fox Dot Sticker Page……………………………………………………………... Page 64

Lesson 9

Letter H pattern block template…………………………………………………………... Page 65

Color Things That Start with H…………………………………………………………... Page 66

My Little Letter H Book……………………………………………………………… Page 67-68

Lesson 10

My Itsy Bitsy Letter Book………………………………………………………………… Page 69

My Little Letter W Book………………………………………………………………….. Page 70

Alphabet Letter W Word Search………………………………………………………….. Page 72

References …………………………………………………………………………... Page 73-75

37

Examples of Yes/No Questions

1. Do you have a dog?

2. Can you ride a bicycle?

3. Do you have brown hair?

4. Is your favorite dessert ice cream?

5. Do you like to play at recess?

6. Are you a boy?

7. Is your favorite color green?

8. Are you a kindergartener?

9. Do like to eat apples?

10. Is your birthday in December?

38

My Letter M Book

41

Beginning Sound Picture Sort

43

My Little Letter A Book

46

Letter A Maze

47

Letter A Sort

48

Directions for folding My Itsy Bitsy Books

Directions with pictures can be found at:

http://www.kidzone.ws/prek_wrksht/shapes/ib-books-photos.htm

1. Fold in half along the center solid line, so you can still read the words

2. Cut along the dotted line in the center

3. Fold each side in half again along the solid lines so you end up with a "fan fold"

4. Fold in half then unfold everything

5. Fold in half lengthwise so you can see a long strip of images on both sides

6. Hold each end of the booklet and push together so the title page and back page are in place

7. Crease firmly to finish the booklet.

.

49

My Itsy Bitsy Letter T Book

51

My Itsy Bitsy Letter P Book

52

Color Things That Start With P

63

My Itsy Bitsy Letter P Book

73

References

Confessions of a Homeschooler. (2011, January 13). Letter Hunt Worksheets. Retrieved

September 14, 2013 from

http://www.confessionsofahomeschooler.com/blog/2011/01/k4-letter-hunt-

worksheets.html

Confessions of a Homeschooler. (2012, October 20). Alphabet Pattern Block Printables.

Retrieved November 25, 2013 from

www.confessionsofahomeschooler.com/blog/2012/10/free-alphabet-pattern-block-

printables.html

First School. (n.d.) Alphabet Letter W Word Search. Retrieved on November 25, 2013 from

http://www.first-school.ws/t/word-search/alphabet/w.htm

Geiger, A. (2013, February 11). Little Letter F Book. Retrieved on November 25, 2013 from

http://www.themeasuredmom.com/little-letter-f-book-rhymes-songs/

Geiger, A. (2013, February 7). Letter F Dot Sticker Page. Retrieved November 25, 2013 from

http://www.themeasuredmom.com/letter-f-dot-sticker-page-printable/

Geiger, A. (February 27, 2013). Little Letter H Book. Retrieved November 25, 2013 from

http://www.themeasuredmom.com/wp-content/uploads/2013/02/Little-Letter-H-Book-

the-measured-mom.pdf

Geiger, A. (June 27, 2013). Little Letter W Book. Retrieved on November 25, 2013 from

http://www.themeasuredmom.com/rhymes-for-letter-w-little-letter-w-book/

Get Ready to Read! (n.d.). Get Ready to Read Screening Tool. Retrieved on November 20, 2013,

from http://www.getreadytoread.org/screening-tools/grtr-screening-tool

74

Giddens, D. (n.d.). Beginning Sound and Letters Bingo Card. Retrieved September 14, 2013

from http://www.teacherspayteachers.com/Product/Beginning-Sounds-and-Letters-

Bingo-Cards-2-199731\\

Homer Learning Inc. (November 13, 2013). Learn With Homer. Retrieved November 20, 2013,

from https://itunes.apple.com/us/app/learn-with-homer/id601437586

Innovative Mobile Apps. (May 21, 2012). Little Writer. Retrieved on November 20, 2013, from

https://itunes.apple.com/us/app/little-writer-tracing-app/id515890480?mt=8

Kid Zone. (n.d.) Itsy Bitsy Book- Beginning Sounds- Letter W. Retrieved on November 25, 2013

from http://www.kidzone.ws/kindergarten/learning-letters/ib-book-w.htm

Kid Zone. (n.d.). Find the Hidden Letter T. Retrieved September 15, 2013 from

http://www.education.com/worksheet/article/find-hidden-letter-t/

Kid Zone. (n.d.). Learning Beginning Letter Sounds. Itsy Bitsy Books. Retrieved September 15,

2013 from http://www.kidzone.ws/kindergarten/learning-letters/books.htm

Marcotte, A. (n.d.). My Letter A Book. Retrieved on September 14, 2013 from

http://www.teacherspayteachers.com/Product/My-Letter-A-Book-866337

Marcotte, A. (n.d.). My Letter M Book. Retrieved on September 14, 2013 from

http://www.teacherspayteachers.com/Product/My-Letter-M-Book-866312

Martin, J., & Carle, E. (1992). Brown Bear, Brown Bear, What Do You See? Publisher: New

York, H. Holt

Park, C. (n.d.). Letter O Book. Retrieved September 15, 2013 from

http://www.teacherspayteachers.com/Product/letter-o-book-380673

75

Ruark, H. (n.d.). Beginning Sound Picture Sort. Retrieved on September 14, 2013 from

http://www.teacherspayteachers.com/Product/Beginning-Sound-Picture-Sort-Pp-Mm-Ss-

Aa-448791

Starfall.com. (n.d.). ABC Alphabet and Phonemic Awareness. Retrieved on November 20, 2013,

from http://www.starfall.com/n/level-k/index/load.htm?f

Super Teacher Worksheets. (n.d.). Letter H. Retrieved November 25, 2013 from

http://www.superteacherworksheets.com/phonics-beginningsounds/letter-h_WFQTT.pdf

Super Teacher Worksheets. (n.d.). Letter P. Retrieved September 17, 2013 from

http://www.superteacherworksheets.com/phonics-beginningsounds/letter-

p_WFMWZ.pdf

Super Teacher Worksheets. (n.d.). Letter P. Retrieved September 16, 2013 from

http://www.superteacherworksheets.com/alphabet/picturealphabet-p.pdf

The Learning Station. (October 25, 2012). Phonics Song -- Alphabet Sounds Children's Song --

Kids Songs by The Learning Station. Retrieved on November 20, 2013, from

http://www.youtube.com/watch?v=1dNI74FZ6Vc

Turtle Diary. (n.d.). Phonics Memory. Retrieved November 20, 2013, from

http://www.turtlediary.com/preschool-games/esl-efl-games/phonics-memory.html

Wise Little Owls. (n.d.). Letter A Pack. Letter A Maze, pg. 42. Retrieved on September 14, 2013

from http://www.teacherspayteachers.com/Product/Letter-A-Pack-766619

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