Lesson 1

I. Title: Matching Spoons!

II. Rationale/Focus Statement: This lesson is being taught to 20 preschoolers, ages 3

to 5, in smaller groups. It is a language and literacy lesson that is important to build

the experiences of recognizing and writing letters.

III. Objectives:

Students will be able to correctly match uppercase letters to the matching

lowercase letters.

Students will be able to demonstrate their knowledge of recognizing both

uppercase and lowercase letters.

Students will be able to say the sound associated with each letter.

IV. State/Common Core Standards:

[Link] Recognize and name some upper/lowercase letters of the alphabet,

especially those in own name.

[Link] With teacher assistance, match some upper/lowercase letters of the

alphabet.

[Link] With teacher assistance, demonstrate understanding of the one-to-

one correspondence of letters and sounds.

V. Procedures:
 Instructional Strategies Learning Tasks

What will the teacher do? What will the children do?

Teacher will gather the class on The children will sit on the rug

the rug by the SmartBoard or and wait for the teachers

wipe-off board. instruction.

The teacher will introduce the The children will verbally and

ABCs and sing/dance the physically participate in singing

alphabet song with the children. and dancing the ABCs.

The teacher will calm the The children will listen and

students down and introduce participate in the discussion

upper- and lowercase letters and about upper- and lowercase

describe their differences. letters.

The teacher divides the class into The students sit at a table and

groups, and works with one wait for instruction.

group on this.

The teacher explains to the The students begin matching the

students that they will match the upper- and lowercase letters by

upper- and lowercase letters on placing the spoons on top of each

the spoons. other.

Teacher will assist any students The children will continue to

that need help or have questions, participate and ask questions.

and asks guiding questions.

higher-level students on saying verbally communicate the sounds

the sounds of the letters after of the letters to the teacher.

they match them together.

VI. Assessment: Student assessment will mainly consist of a checklist, as well as

space for any anecdotal notes at the bottom of the checklist. This list will have a

space for the teacher to check off each letter after observing that the child has

matched that letter, and maybe even said the sound of it correctly. The teacher will

also take pictures of the students and their work for work sampling for their

portfolios.

VII. Materials:

Clear spoons

Plastic white spoons

Sharpie markers

ABC chart

ABC music

VIII. Accommodations: Students at a higher-level of language and literacy can say

out loud what the sound of each letter is after they match the spoons up. They can

also put the lowercases and uppercase letter spoons in alphabetical order. Students

struggling, or at a lower level can focus more on just the letters they are the most
familiar with, especially the letters that are in their own name, or other friends

names.
Lesson 2

I. Title: Name Threading Worm

II. Rationale/Focus Statement: This lesson is intended for preschoolers, ages 3-5, in

a whole group or small group. The focus is to help with name and letter recognition,

as well as spelling.

III. Objectives:

Students will spell their name and other words correctly.

Students will be able to name the letters, at least those in their own name.

Students will demonstrate fine-motor skills by stringing the rolls on the yarn.

IV. State/Common Core Standards:

[Link] With teacher assistance, begin to use knowledge of letters and

sounds to spell words phonetically.

[Link] Recognize and name some upper/lowercase letters of the alphabet,

especially those in own name.

[Link] Engage in active play using gross- and fine-motor skills.

V. Procedures

Instructional Strategies Learning Tasks

What will the teacher do? What will the children do?
 Divide the children into small Gather at a table for small group

groups, and have one meet at a activity.

table.

Teacher reintroduces spelling Children will listen and

and capital letters from the day participate.

before.

Teacher will pass out yarn to each Children will begin picking out

student and place pieces of toilet the letters they see that are in

paper rolls in the center of the their names.

table.

Teacher helps the students and Children continue to string the

asks the children about the letters letters of their name in order on

they are picking as they string out their yarn pieces.

their name.

Teacher asks the students to Students verbally spell out their

verbally spell out their names names using their strands of yarn.

when they are completed.

VI. Assessment: The teacher will assess the students by taking anecdotal notes and

keeping observational records while each group is working on their name

string. To go along with these notes, the teacher will also take pictures of the

students working and of their finished products for work sampling to add to

portfolios.
VII. References/Resources:

Zyl, N. V. (2015, July 20). Cardboard Roll Name Threading - Teach Me Mommy.

Retrieved March 10, 2016, from [Link]

[Link]/2015/07/cardboard-roll-name-

[Link]?utm_content=buffer4d630.

VIII. Materials:

Toilet paper rolls

Different colored markers

Scissors or craft knife

Yarn

Construction paper for the tongues

IX. Accommodations: If a student has trouble stringing the toilet paper rolls onto

yarn, they can use something bigger, like a wooden rod. For struggling readers and

writers, the teacher can only give the student the letter rolls that are in their name,

and then they just have to put them in the correct order. Or the teacher could

provide the childs name written out on a sheet of paper to reference while they look

for their letters. More advanced students can practice spelling other words when

they complete their name, such as words from the word wall.
Lesson 3

I. Title: Chicka Chicka Boom Boom!

II. Rationale/Focus Statement: This lesson is intended for preschoolers, ages 3-5, in

a whole group setting. The focus is to help children develop their letter recognition

skills, as well as create a creative art experience.

III. Objectives

Students will demonstrate the ability to be creative and use art skills.

Students will be able to attempt to recite the alphabet.

Students will be able to distinguish the different letters in their name.

Students will show some understanding of concepts of print.

IV. State/Common Core Standards

[Link] Use creative arts as an avenue for self-expression.

[Link] With teacher assistance, recite the alphabet.

[Link] Recognize and name some upper/lowercase letters of the alphabet,

especially those in own name.

[Link] With teacher assistance, begin to form some letters of the alphabet,

especially those in own name.

[Link] Begin to follow words from left to right, top to bottom, and page by
 page.

[Link] Engage in book-sharing experiences with purpose and

understanding.

V. Procedures

Instructional Strategies Learning Tasks

What will the teacher do? What will the children do?

The teacher will lead a book The children will listen and

sharing experience with Chicka verbally participate in the shared

Chicka Boom Boom on the rug. reading.

The teacher will model the The children will watch and get

activity of the students creating ideas of what they will do

their own alphabet tree.

The teacher divides the students The students sit at their tables

into groups to sit at each of the and begin working on their trees

tables and distributes the once they get their materials.

materials.

The teacher walks around the Students continue to work on

room making sure students are their trees and attach or create

on task and checking to see if they their letters to put on the trees.

need help with anything.

the teacher will introduce how finished work by reciting their

the students will create their own own Chicka Chicka Boom Boom

rendition of the book with their story with the letters on their

work. trees.

The teacher will instruct the The children will meet on the rug.

children to head over to the rug

with their work.

The teacher will call students The students will wait for their

one-by-one to present their turn, and then present, as well as

creations and tell their story. explain their own version of the

book.

The teacher will finish the activity The students will sit on the rug

by playing a Chicka Chicka Boom and sing and dance to the song if

Boom Alphabet song on the they would like to.

SmartBoard.

VI. Assessment: To assess the students, the teacher will observe while the group is

working, and keep observational records of the work going on. The teacher will also

take notes during the students presentations and take pictures during the whole

thing.

VII. Resources/References:
Chicka Chicka Boom Boom by Bill Martin, Jr. and John Archambault

Chicka Chicka Boom Boom Alphabet Song from YouTube by Kids Animation

VIII. Materials

The book Chicka Chicka Boom Boom

Letter stamps

Letters cut from magazines

Letter stickers

ABC cereal

Markers

Crayons

Colored pencils

Pencils

Colored construction paper

Scissors

IX. Accommodations: For a lower-level student that may not know the letters of

their name yet, they can use whatever letters they would like in their tree. There

will be bigger printed-out letters that are easier to see, as well as templates of the

trees that the students can use if they dont think that they can make a tree on their

own. Since some students may not feel comfortable presenting, the teacher can

present with them and help them with the retelling of the story with their work.
More advanced students can handwrite their own letters to put on their tree, rather

than using the materials provided.