Block B 

Title: “Fall” in love with the letters l and p 

Grade level: Kindergarten

Objective/Goal: The student will be able to identify, know a keyword for, and know the sound of the letters l and p. 

Materials: 

A worksheet that has the letter and the keyword for both l and p. 

Pumpkin seeds

Leaves (can be an activity in getting leaves during recess/before activity if possible) 

Glue

Crayons

Easel or DocCam to model for the students 
Grouping: We will first go over the letter as a whole group and then the students will work individually.

Lesson steps: 

For the letter l- 

1.    As a class, we will discuss the leaves that are in front of them or that they gathered. Ask the students what letter leaves start with. 

2.    Model writing a lower-case l on the board showing you start at the skyline go past the plane line and down to grass level and stop. 

3.    Have the class point with their finger to “trace” saying l, leaves, “l” 

4.    Pass out the worksheet that has a bubble letter of the l and a picture of the leaf. 

5.    Have the students glue the leaves in the letter l and color the leaf next to it

6.    Once the students have completed their art have them trace with their finger the l that they created and have them repeat five times l, leaf, “l”

For the letter p- 

1.    Begin modeling how to write a lower-case p on the board showing that you start at the plane line go down to the worm line and pick up for your pencil and start at the plane line and loop to the grass line.

2.    Have the students point the letter to trace saying p “p” 

3.    Pass out the pumpkin seeds to the class and have the students guess what is in front of them that starts with the letter p.

4.    Once the students understand they are pumpkin seeds, have the students now say p, pumpkin (seed), “p” 

5.    Pass out the worksheet that has the bubble letter of the p and a picture of the pumpkin and pumpkin seed. 

6.    Have the students glue the seeds in the bubble letter and color the picture of the pumpkin and seeds 

7.    Once the students are done, have them trace over their new p and say five times p, pumpkin (seed), “p” 

Lesson for letter "w"
1. I will be passing out Ziplock bags with lotion in them and a cotton swab to each individual student (you can use food coloring to make it craftier!). 
2. Before practicing the letter "w", I will encourage students to draw in the lotion with the cotton swab so they can become familiar with how this lesson will go. 

3. After going over the “w” sound card, I will demonstrate writing the letter by using the “sky, plane, grass line” model. I will then ask them to start writing the letter “w” into their bag.

4. Like the other activity, students will be encouraged to find other words that might start with the letter “w”.
5. If there is extra time, I would encourage students to practice other letters that we have learned about.

 

 

 

Block A

Title: Salty Letters

Grade level: Kindergarten 

Objective/goal: The students will be able to identify the site word and letters m and n, as well as the sound and shape of the letters.

White paper, pencils, pretzel sticks , glue, access to internet via computer,
abc mouse videos.
Grouping: Each student will create their work individually. 

1.     I will begin by showing the students the abc mouse video for the letters "m" and "n". 

2.     I will then bring out the site cards for the letters, and practice the sound, letter and word with the students. Discussing the letters are plane-line letters (meaning the highest point they reach is the plane line).

3.     I will then practice skywriting with the students. 

a.     For the letter “n”: starting at the plane line, straight to the grass line, back up to the plane line, curving down to the grass line once, then back up to the plane line curving to the grass line again. 

b.     For the letter “n”: starting at the plane line, going straight down to the grass line. Bringing it back up the plane line, followed by a hump down to the grass line. 

4.     Once they have all gotten skywriting, I will pass out two white pieces of paper per student. I will then have the students trace the letters on their plain piece of paper with their finger. Repeating this five times. 

5.     Next, using a pencil, the students will write the letter “m” on one and “n” on the other. 

6.     Once they have both letters written, the students will use glue to put pretzel sticks along their written line to create the letters “m” and “n”. 

7.     Once they have created their salty letters, the students can continue to practice and trace their pretzel letters, giving them a kinetic learning tool.

Idea credit:  https://www.hopkinshoppinhappenings.com/2012/03/hands-on-letter-recognition.html

Block A

Title: Messy Letters

Grade Level: Kindergarten

Objectives: Students will be able to identify a lowercase b and t, be able to articulate their sound, and be able to recall keywords for both.

Foil (Pre-cut into small squares), Foam sheets (Pre-cut letters in the foam), Paper plates (already with a few globs of paint), Paint, Paintbrushes, Smocks, Baby Wipes

Grouping: Whole group setting/ individual work

Idea from: https://www.pinterest.com/pin/239676011398207390/?lp=true

Block B

Title: All about the letter b and m

Grade level: Kindergarten

Objective/Goal: Students will be able to identify, know the sound, and know a word that begins with the letter b and m.

Grouping: We will start with a whole class activity and then move onto individual work.

Materials:  

Lesson Steps:

Letter b

Letter m

Ideas:

https://childhood101.com/alphabet-fine-motor-fun/

https://www.teacherspayteachers.com/Product/Alphabet-Activities-Letter-Collage-Sheets-Editable-ABC-Activity-Pages-1677409?aref=vmkktvpx&utm_source=pinterest&utm_campaign=alphabet%20collage%209%20block

Ivy Shelby

Block B

Title: Letter Knowledge on the Plane Line

Grade Level: Kindergarten

-Students will be able to identify the letter r, as well as the key word rat, and it’s sound /r/.

-Students will be able to identify the letter p, as well the key word pig, and it’s sound /p/.

-letter formation drawing board

-Letter p worksheet

-Pink crayons

-Pre-cut pig ears, pig nose, tail

-Googley eyes

-Stick Glue

-letter formation drawing board

-Letter r worksheet

-Red crayons

-Play-doh 

-I do: entire class sitting on carpet

-We do: entire class standing on carpet

-You do: students sitting at their assigned table

-I do: Gather students on the carpet. Start by modeling how to form the letter “p” on the letter formation board. As you model it, say the instructions, and have the students repeat the instructions back. Repeat the letter three times.

>Point to the plane line.

>Go straight down to the worm line.

>Trace back up to the plane line.

>And curve all the way around to the grass line.

>p - pig - /p/“

-We do: Have students stand up on the carpet and get their plane line pointers out by pointing their first two fingers straight out at eye-level. Repeat the letter formation instructions while students are using their point fingers to draw out the letter “p.” Repeat three times.

-You do: All students return to their seats, and each student will receive a worksheet with the lowercase letter p on it. They will color the letter p pink and add the pre-cut ears, eyes, nose and tail to the letter to create a pig. Students will then use their pointer finger to trace over the letter while saying p - pig - /p/ quietly at their table.

- I do: Gather students on the carpet. Start by modeling how to form the letter “r” on the letter formation board. As you model it, say the instructions, and have the students repeat the instructions back. Repeat the letter three times.

>Point to the plane line.

>Go straight down to the grass line.

>Trace back up to the plane line.

>And make a little curve

>r - rat - /r/

-We do: Have students stand up on the carpet and get their plane line pointers out by pointing their first two fingers straight out at eye-level. Repeat the letter formation instructions while students are using their point fingers to draw out the letter “r.” Repeat three times.

-You do: All students return to their seats, and each student will receive a worksheet with the lowercase letter r on it. They will color the letter r red and use play-doh to creates ropes in the shape of an r. Students will then use their pointer finger to trace over the letter while saying r - rat - /r/ quietly at their table.

Block B

 

Title: Making a ’s and  s’ s

 

Grade level: Kindergarten

 

Objective Goal: 

-      Students will be able to identify the letter “a”, know the sound and know a word that begins with the letter “a.”

-      Students will be able to identify the letter “s”, know the sound and know a word that begins with the letter “s”

 

Grouping: Whole group setting for the letter “s” and table groups for the letter “a”

 

Materials:

·     Chalk board

·     Chalk

·     Glove

·     Star stickers

·     Letter s worksheet

 

Lesson Steps:

 

Letter a

1.    First, I will introduce that we are learning how to write the lowercase letter a. 

2.    We will go over what the letter “a” looks like and the sound of the letter “a.” I will ask them if they know any words that start with the letter “a.” I will demonstrate the letter “a” on the board. Then, I will tell them how we say it, meaning “a, apple, /a/.” 

3.    When we practice, I will say “start at the plane line, circle to the left down to the grass line, then come back up to the plane line and then make a straight line down to the grass line with a little tail.” 

4.    I will have the students repeat after me while writing the letter.

5.    Then, I will make the students put their finger up in the air and practice writing it in the sky. We will repeat the steps of how to write it. We will do this three times.

6.    They will break into their table groups and on each table will be a little chalkboard. They will take turns writing the letter “a” on the chalkboard with a piece of chalk. There will be a glove for them to put on and wear as they write with the chalk so the chalk doesn’t get everywhere on their hands. They will first write the letter and say out loud as they write “a, apple, /a/.” Then, they will use their finger that’s in the glove and trace the letter to erase it repeating “a, apple, /a/.” Then, repeat writing the letter “a” and erasing it with their finger. 

 

 

 

 

Lesson steps:

 Letter s

1.    I will introduce the letter s and how to write it, the sound and ask them what words start with the letter “s.” 

2.    We will then say “s, star, /s/.” We will get out our pointer fingers and write the letter “s” in the air. I will teach them that you start at the plane line and snake your way down to the grass line to make a s. You start at the plane line, curve to the left downwards, then curve to the right downwards and end at the grass line. We will do this 3 times. 

3.    I will pass out their “s” worksheet that has dots on them. The students will now work on their s worksheet. I will explain that there are dots on the “s” and they are going to put a star sticker on each dot outlining the “s.” I will pass out a sticker page to each student. They can use all the same color stickers or make it colorful with the stickers.

4.    After they get all the dots covered with a sticker, I will make them trace the “s” with their finger saying “s, star, /s/.” 

 

 

Sources:

 

 

 

List of materials needed: Picture cards of objects that students are likely to recognize such as: sun, bell, fan, flag, snake, tree, book, cup, clock, plane.

Description of steps: Place a small number of picture cards in front of students. Tell them you are going to say a word using "Snail Talk,” which is a slow way of saying words (e.g., /fffffllllaaaag/ /cccuuuup/). They have to look at the pictures and guess the word you are saying. Students should guess the answer in their head so that everyone gets an opportunity to try it. The teacher should alternate between having one child identify the word and having all children say the words aloud.

Level of phonemic awareness: Syllable

The specific PA Level skill: Deletion

The list of materials used for the PA activity: Paper Plates, markers, and tape

Description of the steps of each activity so that it can be replicated: You will break the paper plate in half make sure there is a word on each side such as, dog one side and house on the other to make doghouse. You would ask what is ___ without ____. For example, what is doghouse without house.

Photograph of the materials used for each activity so that it can be taught by others:

-       Materials:  Popsicle sticks 

-       Steps of activity: 

Words used for the activity: 

Single               Sin    gle 

Google             Goo   gle

Thursday         Thurs   day 

Picture              Pic   ture 

Refrigerator      Re  fri ger a tor  

Minivan             Min i  van 

Important         Im por tant 

Understand      Un der stand 

-       Photograph: 

Specific PA Level skill: Identifying Rhyme 

I say: Today we are going to be learning about onset-rime. Remember, when words rhyme they have the same sound, usually with only a one or two letter difference. For example, we can say cat and bat rhyme because they share the same ending sounds.

Say cat *class repeats*, now say remove the “c” and replace it with “b” *kids say bat.

In this activity, we will be focusing on categorizing words that rhyme by sorting them onto our neat rhyme cards. 

PA Level Skill: Segmenting Phoneme 

List of Materials: Teacher and students 

Description of Steps:

Specific PA level skill: Segmenting Phonemes 

Materials needed: Colored tape, desk area/space, notecards with words on them, white board 

Description: The students will form tape bubbles, and use these tape bubbles as they are practicing 3 phoneme word segmentation. They will be given words and based off of the words provided or given to by the teacher they will stick a piece of tape on the desk in front of them when they hear a sound as they segment the words given. This will allow them to visualize the segmenting of words as they are hearing the sounds. 

I DO: I will go over with the students as a class, some of the 3 phoneme words and we will tap them out together. This will be good practice for the students as we go further into the activity. I will hold up the index cards, examples of these are Dig, Hit, Bat, Bug, Chin, Pig. These six will be a good warmup for the students to do it on their own. 

WE DO: As a class we will start to come up with four phoneme words. As a tale group the students will start to come up with words they think have four phonemes in them. I will again walk around and help them as well as observe what words they are coming up with. 

YOU DO: The students will get a strip of tape and will form their own tape bubbles, based on our learning of 3 phoneme words they will come up with as many as possibly on their own using the tape bubbles to sound out the word. I will be walking around when this is going on and making sure students are staying on task and doing the words on their own.