jessica miller b r - polk...dollar tree large paper plates 1.00 1 1.00 small paper plates 1.00 1...

“Alliteration: Literacy, Laughter, & the Love of Learning Letters ”

n PROGRAM OVERVIEW This program is used to emphasize

the letters and sounds of the alphabet. This program teaches rhyme, alliteration, letter/sound correspondence, phonemic awareness, phonics, vocabulary, and fluency. Every week students learn a new letter of the alphabet, and I introduce a new sound saying to them. This continues throughout the year until all letters have been introduced and mastered.

The students use the short sing-song poem to identify the focus letter and the sound it makes. During the week students write the poem down and illustrate it making sure that their illustrations match the text. This helps students to associate the vocabulary to objects in real life and commit them to memory with mental images. Students identify the focus letter within the poem and circle it or highlight it for future reference.

During the course of the week that the letter is introduced the students will view a teacher made PowerPoint that contains the sound saying and more vocabulary based on the focus letter, which is organized into a ThInkIng maP. at the end of the week the students also complete a craft project that brings the poem to life for them. This is to reinforce the learning at home.

For further information contact…

Jessica MillerPadgett Elementary School

110 Leelon ave.

Lakeland FL 33809

(863) 853-6044

[email protected]

2007 - 2008 IdeA CAtALog of exCeLLenCe

n OVERALL VALUE This program was designed to

keep students engaged in learning the letters and sounds of the alphabet, the building blocks of reading. This program addresses the kinesthetic, the auditory, and the visual learners by bringing out their creativity and inventiveness

Parents have told me that their children refuse to throw away their sound saying craft. It touches me to know that this program makes such an impact on my students. my students are excited to learn new letters/sounds and show such interest in learning them because of this program.

If anything positive comes from this program it would have to be the laughter and learning that takes place every time my students recite the sound sayings.

n LESSON PLAN TITLES• Reading, Writing, and Illustrating

• Crafts For Creative Learning

n MATERIALS This program requires practically

no space! You will need a place to hang chart paper for the sound saying to be displayed. You will also need a student work area and if desired, you could have space available to display the students’ completed work. Teachers may also need a computer.

n ABOUT THE DEVELOPER Jessica miller has a B.S. in Preschool

/ Primary / Elementary Education from Florida Southern College in Lakeland FL. She is a kindergarten Teacher at Padgett Elementary School.

n OUTSIDE RESOURCESat the end of the year our class goes

on a field trip to the zoo where they get to see the animals from the sound sayings in real life.

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“Alliteration: Literacy, Laughter, & the Love of Learning Letters ” Jessica Miller

Lesson Plan No 1: Reading, Writing and Illustrating

n SUBJECTS COVEREDThis lesson covers letters, sounds, vocabulary, and comprehension during student activities based on the sound sayings.

n GRADESk - 1

n OBJECTIVES The student will…

…determine how to illustrate their sound saying according to the text.

…discriminate the focus letter from a set of given letters.

…identify alliteration.

…create a sound saying book by compiling their weekly poems together.

…recite the sound saying.

…demonstrate a correlation between a given letter and sound.

…apply their sound saying to help with the identification of letter sounds.

Essential Questions…• how does learning letter names and

sounds help us read?

• Why are new words and vocabulary important?

• how do you use environment and personal experience to develop comprehension when reading?

n SUNSHINE STATE STANDARDS

• knows patterns of sound in oral language

• Uses repetition, rhyme, and rhythm in oral and written text.

• Uses a variety of sources to build vocabulary.

• Understands that print conveys meaning.

• knows the names of letters of the alphabet, both upper and lower case.

• Understands how print is organized and read.

• Understands that illustrations reinforce the information in a text.

n MATERIALSChart paper/white board

markers

Pencils

Writing paper

Crayons

Focus Letter on a card

n DIRECTIONS 1. Introduce the focus letter of the

week.

2. Tell students the sound that the focus letter makes and practice saying the sound with the students.

3. Work with students to compile a list of people, places, things, and/or actions that begin with the focus letter. Ask them for their ideas first and fill in with your ideas, including the things that are in the sound saying.

4. Introduce the sound saying by writing it on the chart paper while saying it.

5. after introducing the sound saying to the students track the print with your finger/pointer and repeat the sound saying.

6. Discuss the vocabulary in the sentence that may be unfamiliar to students.

7. as the students identify the focus letter allow them to come to the chart/board and circle the letter.

8. ask students what they notice about the sentence. (There are many words that begin with the same letter.)

9. Tell them that when a sentence has many words that begin with the same letter it is called alliteration.

10. have students write the sound saying down on a piece of paper. Once students write their sound saying down, they are to circle all of the focus letters in the sentence.

11. Then the students are to illustrate the sentence.

n EVALUATION/ASSESSMENT

The student will…

…il lustrate their sound saying according to the given text.

…discriminate the focus letter from a set of given letters.

…understand how print is organized and read.

…use appropriate handwriting when writing the sound saying.

n EXTENSIONhave the sound saying cut apart and have students put it together during centers.

H H H


n SUBJECTS COVERED This lesson covers letters, sounds, vocabulary, and comprehension during student activities based on the sound sayings.

n GRADESk - 1

n OBJECTIVES The student will…

…recite the sound saying.…construct a project to elaborate on

the sound saying.…perform the sound saying motions

while saying the poem.…memorize the sound sayings and

letter sounds.…identify alliteration.…apply their sound saying to help with

the identification of letter sounds

Essential Questions…• how does learning letter names and

sounds help us read?• Why are new words and vocabulary

important?• how do you use environment and

personal experience to develop comprehension when reading?

n SUNSHINE STATE STANDARDS

• knows patterns of sound in oral language.

• Uses repetition, rhyme, and rhythm in oral language and written text.

• Uses a variety of sources to build vocabulary.

• Understands that i l lustrations reinforce the information in a text.

• knows the names of the letters of the alphabet, both uppercase and lowercase letters.

• knows the sounds of the letters of the alphabet.

n MATERIALS One small paper plate per child

Crayons

Scissors

glue

One copy of the turtle body parts paper

One copy of the typed sound saying

Chart paper with the list of the letter Tt objects from the previous lesson

Pencils

Chart Paper/white board

n DIRECTIONS 1. Begin by reviewing the focus letter

(Tt) for the week.

2. Review the sound the letter /t/ makes with the students.

3. have the students recite the sound saying for the week. Write the sound saying on chart paper or the white board.

4. have students read the sound saying while you track the print for them.

5. Tell students that they are going to be making a craft that goes along with their sound saying. ask students if they have any ideas of what they might be making.

6. Tell the students that you will be making a paper plate turtle.

7. Pass out the turtle paper with the body parts, one paper plate, and a little telephone to each student.

8. have the students color the pieces of the turtle’s body along with the paper plate.

9. have the students glue the pieces to the paper plate to complete the craft and finally glue on the little telephone.

10. When the students have the craft completed pass out the typed version of the sound saying and have the students glue this to the back of the craft.

11. Students are to circle or highlight all of the Tt in the sound saying.

12. have the students use the typed version of their sound saying to track the print while saying the sound saying.

13. The students can use their craft to act out the sound saying when they are finished.

n EVALUATION/ASSESSMENT

The student will…

…construct a project to elaborate on the sound saying.

…identify the uppercase and lowercase focus letter.

…know the sounds of the letters of the alphabet.

n EXTENSIONStudents can bring in show and tell items that go with the letter/sound for the week.

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Lesson Plan No 2: Crafts for Creative Learning



Additional Information

Sound Sayings

Alex Alligator asks about astronauts. /a/, /a/, /a/, /a/, /a/

Billy Bunny bounces his basketball. /b/, /b/, /b/, /b/, /b/

Casey Cow coughs like crazy. /c/, /c/, /c/, /c/, /c/

Daisy Duck dances at dinner. /d/, /d/, /d/, /d/, /d/

Edgar Elephant eats his eggs. /e/, /e/, /e/, /e/, /e/

Freddy Frog finds filthy flies. /f/, /f/, /f/, /f/, /f/

Gregory Gorilla grabs his guitar. /g, /g/, /g/, /g/, /g/

Henrietta Hippo has a hot hamburger. /h/, /h/, /h/, /h/, /h/

Isabel Inchworm itches in an igloo. /i/, /i/, /i/, /i/, /i/

Jessica Jellyfish juggles jellybeans. /j/, /j/, /j/, /j/, /j/

Kevin Kangaroo karate kicks a kiwi. /k/, /k/, /k/, /k/, /k/

Larry Lion licks a lemon lollipop. /l/, /l/, /l/, /l/, /l/

Muzzy Monkey munches macaroni. /m/, /m/, /m/, /m/, /m/

Nancy Nurse needs nine necklaces. /n/, /n/, /n/, /n/, /n/

Oliver Octopus sets off to the opera. /o/, /o/, /o/, /o/, /o/

Paula Penguin pops popcorn in a pail. /p/, /p/, /p/, /p/, /p/

Quintuplet Queens quickly quilt. /q/, /q/, /q/, /q/, /q/

Rosie Robot runs, runs, runs. /r/, /r/, /r/, /r/, /r/

Sally Snake slithers softly. /s/, /s/, /s/, /s/, /s/

Tommy Turtle talks on the telephone. /t/, /t/, /t/, /t/, /t/

Uncle Ultrasauros hides under the umbrella. /u/, /u/, /u/, /u/, /u/

Victor Vulture visits Vermont. /v/, /v/, /v/, /v/, /v/

Wanda Walrus wants a watermelon. /w/, /w/, /w/, /w/, /w/

Alex Fox talks in a box. /x/, /x/, /x/, /x/, /x/

Yolanda Yak uses her yo-yo. /y/, /y/, /y/, /y/, /y/

Zachariah Zebra zips over to the zoo. /z/, /z/, /z/, /z/, /z/

Materials Budget SuPPLIeR Item DeSCRIPtIoN CoSt QuANtIty totAL CoSt

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Subtotal

Tax if applicable

Shipping if applicable

TOTALBUDGETAMOUNT

Polk Co Warehouse assorted Construction Paper .82 5 4.10

kindergarten newsprint (10000480) 2.03 6 12.18

Spiral Bound Chart Paper 2.27 2 4.54

glue 3.32 2 6.64

White Linch Clearview Binders .81 20 16.20

Dollar Tree Large Paper Plates 1.00 1 1.00

Small Paper Plates 1.00 1 1.00

Paper Bags 1.00 2 2.00

Books-a-million at The Zoo (craft book) 11.51 1 11.51

Crafts for Learning about the Farm 27.79 1 27.79

Teacher’s Exchange Basic Phonics g.a.m.E.S. 19.99 1 19.99

Full Color Phonics Word Sorts 21.99 1 21.99

Phonics Book I 15.99 1 15.99

Letter handle Sponges 21.99 1 21.99

google Eyes 500 asst. 13.49 1 13.49

Feathers - 1 oz. bag 4.12 1 4.12

Pipe Cleaners 2.99 1 2.99

Jessica MillerPadgett Elementary

$187.52

$10.07

$197.59



Lesson Plans Budget



Rubric




Reading, Writing and Illustrating Rubric




Crafts Rubric

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