Assignment #3 lesson plan:

Assignment #3 lesson plan:

Topic-Building letter-recognition by using the alphabet-(upper and lower case)

Level-K-1

Standards:

 K.RF.1.d.  – Recognize and name all upper- and lowercase letters of the alphabet.

 K.RF.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.

 K.RF.3.b.  – Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

Established goals:

Students will recognize and name all upper-and lowercase letters of the alphabet

Students will demonstrate basic knowledge of one-to-one letter-sounding correspondences by producing the primary or many sounds for each consonant and vowels. Students will associate the long and short sounds with common spelling (graphemes) for five major vowels.

Understandings: Understanding letter sounds helps young children with beginning reading and writing skills. Students becoming fluent in letter recognition helps children to become more familiar and at ease with the alphabet; allowing students to interact with letters in a variety of learning experience; helping to build student consonant and vowel recognition develops fluency. Misunderstands Students misinterpret lower and upper case consonant and lower case consonant fluency.

Essential questions: How can you tell the difference between an upper and lower case letter? Do consonants have the same sound-sounding out-phonemes? Explain how you recognize the difference between a vowel and a consonant? Do the vowels create the same sound?  Do upper case and lower case letter always look the same?

Students will know how to sound out consonants and vowels. Student will be fluent in recognition of consonants and vowels.

Students will be able to interact with different letters in a variety of learning experiences. Students will be able to recognize upper and lower case consonants along with vowel recognition.

Performance tasks: students will be given instructions on how to sound out letters: students will cut apart the letters and put them in a bag.

Performance criteria will be determined by correct letter recognition, upper and lower case snap pairs.

Other evidence: student will be able to recognize lower and upper case letters, and

 Sounding out consonants in group/pair shares; student will be given time to reflect of the difference consonants and vowel recognition.

Learning activities:

Take turns in paired/grouped pulling a letter out of the bag. When you pull a letter out, you can say the name of the letter, the sound the letter makes, or a word that begins with that letter. Once you have pulled all the letters out of the bag, try to put them in alphabetical order. For fun, give the students plenty of time to see how quickly group/pairs can do it.  Students will also separate and sound out the vowels before putting them back in the bag. On a separate already cut index cards- paired/groups will write the upper case match for the letter before putting them back in the bag. Group/pairs will cut out the identified upper case letters and play snap to lower case letter.

http://www.readwritethink.org/files/resources/lesson_images/lesson132/letter-cards.pdf

To hook students and hold their interest groups/pairs will read along with digital-text

Introducing ABC letters in the Library-written by Bonnie Farmer, Illustrated by Chum Mcleod- ( Book 4 on my play-list)

http://asp.tumblebooks.com/library/asp/myplaylist.asp

Equip student with alphabet cards and let them repeat in groups/pairs and explore words they begin with letters.

I will hold up lower case and upper case and students will sound out consonants-vowels. Students will be given plenty of time to think and evaluate their understanding of letters in group/pairs.

Students will be given plenty of time to revise words, letters, and vowel sounds in their groups.

Students will be paired with higher level student to lower level student to foster understanding. Some student will be given 12 letter set to organize at a time so they wont be overwhelmed with the words.

Maximum engagement will be assessed when student correct match letters upper case/lower case pairs in group/pairs, sound out consonants, sound out and recognize vowels, and demonstrate one-to one letter sounds.

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