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Lesson Plan Burried Letters

This lesson plan is for a pre-K lesson on letter identification. The objective is for students to verbally identify letters and their sounds 4/5 times when given a letter. Materials include cut out letters, a sensory box with shredded paper, and letter sheets. During instruction, students will feel letters in the sensory box and say their names and sounds. Letters will also be written on paper for an activity where students throw crumpled letters in a trash can. Assessment involves observing students during independent practice and providing extensions if needed.

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1K views2 pages

Lesson Plan Burried Letters

This lesson plan is for a pre-K lesson on letter identification. The objective is for students to verbally identify letters and their sounds 4/5 times when given a letter. Materials include cut out letters, a sensory box with shredded paper, and letter sheets. During instruction, students will feel letters in the sensory box and say their names and sounds. Letters will also be written on paper for an activity where students throw crumpled letters in a trash can. Assessment involves observing students during independent practice and providing extensions if needed.

Uploaded by

api-307670136
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan Form

Name: Jenna Bauer


Mentor Teacher: Rogers
No.: 3
Setting: PPCD
Date Taught: March 25
Rotation: 2
Subject: NA
Grade Level: Pre-K
Teaching Model: Guided
Practice
LEARNING OBJECTIVE
Given a letter, the student will be able to verbally identify the
A (Audience)
letter and the letter sound 4/5 times.
B (Behavior)
C (Condition)
D (Determining
Criteria)
E (Ending)
IEP OBJECTIVE(S)
TEKS STANDARDS
TEKS.3.A
(3) Reading/Beginning Reading Skills/Phonics. Students use the relationships between
letters and sounds, spelling patterns, and morphological analysis to decode written
English. Students are expected to:
(A) identify the common sounds that letters represent;
MATERIALS/EQUIPMENT/TECHNOLOGY
Cut out Letters
Sensory box filled with shredded paper
Trash can
Letters written on separate sheets of paper
Tape
PREINSTRUCTIONAL SET
Attention-Getting
Have you ever been on a treasure hunt? We are going to
Strategy
hunt for letters today!
Student Objective
I can identify a letter name and sound to a letter.
(By the end of this lesson,
etc., you will be able to)

Purpose of Lesson
(This information is
important for you to know
because___.)

It is important to know our letters to learn how to read and


write words for kindergarten!

INSTRUCTION (I DO, WE DO, YOU DO)


What is the first letter of each of your names? What sound
Relate to Prior
does it make?
Knowledge
Direct Instruction
(incl. modeling
e.g./non-e.g.)

1. Have students sit on the floor


2. Go over the letters of the alphabet together.
3. For a few of the letters say the name and the letter
sound.

Guided Practice

1. Put all the letters in the sensory box.

2
2. Have the students feel around inside the box and
guess what letter they are feeling (3 at a time).
3. Once they pick the letter, have them say the letter
sound and the letter name.
4. Repeat steps 2 and 3 for each group of students.
5. Ask follow up questions throughout each groups turn.

Independent Practice

Higher Level
Questions
(Write these out!)

1. Write letters on separate pieces of paper.


2. Place the papers on the floor.
3. Tell each student one at a time a letter. They will go
grab that paper and crinkle it up into a ball. They will
then get to throw it into the trashcan from the line
designated by tape.
1. Can you distinguish the difference between capital
and lower case letters?
2. Tell me the letter name for this sound...
3. When else would you use your letters?
4. Can you use letters in your day-to-day life? How?

CLOSURE (objective restated, link to future learning; incl. students)


Now that you know your letters and their sounds, you will be able to read some basic
words!
LESSON ELABORATION, EXTENSION, AND MODIFICATION
Elaboration:
1. I will provide the student a two-letter word. They will then sound out the two
sounds to create a word.
Extension:
1. I will provide the letter name and the student will only need to provide the letter
sound for five letters.
Modification:
1. Instead of providing the entire alphabet, I will only give three or four options of
letters to choose from.
ASSESSMENT
I will observe as the students do their independent practice. If they struggle with their
letter sound/identification I will record data and provide an extension opportunity.

*Percentage and/or number of trials/opportunities

**By the end of the lesson, week, unit; trials over specified number of days, weeks, etc.

University Supervisor Initial Here_______________

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