ABC’s Names and Sounds
NDCLP. For grade(s)
K
.The student will be learning the names of the letters of the alphabet and the sounds for each letter. Over the course of an extended period of time, they will do many different activities to help them understand this concept. These will include listening activities, cut/paste activities, paper/pencil activities, hands-on activities, and interactive computer activities.
Subject & Standards
6. Students understand and use principles of language.Needs Assessment/Rational
At the beginning of the year I will give them a “pretest” so we have a baseline to start from in our learning. Periodically, (approximately every 2-4 weeks) I will be testing their knowledge of the names of the letters in random order and recording this information. On a daily basis, I will be observing their strengths and weaknesses in this area and addressing their needs accordingly. They will also be given end of Unit tests (approximately at the end of each month) which will also chart their successes. In mid year, they will be given a “midyear” test, to evaluate their knowledge of the alphabet and their sounds. This will also be done in a “posttest” near the end of the year.
Equipment/Materials Needed
Scissors/ glue/ crayons
Paper/pencil
Printed activities
Large letter pictures
Brass fasteners
Letter cards
Magnetic letters
Stick puppets
Computer/websites
Understandings & Goals
The students will recognize all the letters of the alphabet (in random order) in both upper and lower case. The students will be able to vocalize the appropriate sound of each letter of the alphabet.
Questions Answered
What is the name and sound(s) of each letter of the alphabet? The student should be able to identify each letter (either upper or lower case), in random order and give their appropriate sound(s).
Assessment
1. Formal testing with letter cards- noting their correct and incorrect responses.
2. Assessments at the end of each Unit in their reading series.
3. Pre, Midyear, and Post assessments.
4 Daily observations of students and how well they understand and complete tasks, ordering, matching, etc.
5. Seatwork activities that show their level of understanding of the concept.
Instructional Strategies
Cooperative learning when sharing alphabet arcs (rainbows) and magnetic tiles-either upper or lower case. Their discussions with their peers as to the where a letter should go and why.
Project and problem based when finding the correct letter (phoneme) to put in a word to make the correct sound in the position, or in replacing an initial or final consonant.
Inquiry is used when discussing each sound in a word .
All of the aforementioned strategies helped to develop higher order thinking when trying to spell and decode words using letter tiles or reading/writing messages, short books, etc.
Procedures
1. Practice singing the Alphabet Song, slowly, and as we sing pointing to the names of the letters (starting first with upper case letters).
2. Putting magnetic tiles on an Alphabet Arc (rainbow) that has the open letters printed on it. Matching the printed letters and covering them with the correct magnetic letter. Later on using the reverse side of the Arc, where only the A,M,Z are printed and the children need to fill in the magnetic letters in ABC order.
3. Each day a new letter/ story is introduced, using a stick puppet to act out the story, reviewing the letter and it’s sound and then doing 1 or more accompanying cut/paste or paper/pencil activity.
4. Play letter card games- if the child tells me the name of the letter correctly when s/he draws a card, s/he keeps the card. Later on in the year, this can be expanded to include the appropriate sound(s) for each letter.
5. Board games, folder games – all focusing on the names of the letters and eventually their sounds---ordering letters, what comes before, after, in between, beginning sounds, ending sounds, etc.
Lesson Created By
This lesson was created by Leslie.C.Cose. Learn more about Leslie.C.Cose on their profile page.