Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Melissa Thompson
10/15/15
assessment, and follow up. The lessons are designed to build upon each other and reinforce the
previous lesson content.
Materials Needed
using an interactive white board, letter and number beads. Students sort letters and
numbers on the white board with the teacher whole group, then using number and letters
charts as supports, sort letter and number beads independently.
2. Lesson is to aid students in differentiating between letters, numbers, and pictures or other
symbols. Students sort multiple symbols and pictures on the interactive white board
during whole group guided instruction. Students will then use familiar grocery/store ads
to cut, sort, and glue letters, numbers, and pictures on a sorting sheet.
3. Students will work to recognize that each letter has two forms, upper and lower case and
distinguish between the two. After completing a kinesthetic whole group activity of
acting out standing for uppercase letters and squatting low for lowercase letters, students
will use an alphabet frieze to sort letters either magnetic or beads by upper or lower case.
4. Students will practice reciting the alphabet correctly and begin using one to one
correspondence to aid in letter recognition. Students will work with teacher to recite
3
alphabet pointing to each letter with one to one correspondence. Special attention is paid
to avoiding/correcting the common error of elemeno for L, M, N, O.
5. This is a lesson designed to help students to recognize that letters make up words, the
first letter of their names, and that the letters go in a particular order to make their names.
Students will play a game to identify the first letter of their name, then practice putting
the letters of their name in the correct order using magnetic letters or bottle caps.
6. Students have learned to recognize the difference between upper and lower case letters.
This lesson will help them to associate the two forms of the same letter by using
manipulatives to match the upper and lower case letters.
7. Students will begin to associate the sounds that accompany each letter. Teacher will use
music and movement to reinforce the concept of print and the letter/sound relationship.
Assessments
Final assessment of the Instructional Unit will be a formal summative one on one
assessment to identify, name, and produce the sound of each letter, upper and lower case.
The instructional strategies in this unit were based on the constructivism learning theory.
Students participated in multiple meaningful activities that allowed them to build knowledge
based on their experiences both from previous activities and with the current lessons (Newby,
1993). Students are given many opportunities for hands on practice, both guided by the instructor
and for individual exploration. These lessons incorporate the Dick and Carey 5 step model based
on Gagnes 9 events of instruction (Dick, 2001). Each lesson begins with a pre-instructional
activity to capture the students attention and to inform them of the objective or purpose of the
lesson. This was accomplished through participation in choral recitation or song, usually lead by
a student helper. Incorporating music and movement/motor activities is an excellent strategy to
capture the attention of the learners and applying skills to music aids in the retention of the
content. The next step is the presentation of content. In each of these lessons, the content is
presented by the teacher with guided student participation. Students answer questions, or
otherwise provide information based on preliminary learning, interacting with the manipulatives.
The teacher is then available to provide instant feedback for support or reinforcement. The third
portion of this model and the noted lessons is the learner participation. This is what the students
are going to do, either independently or within small groups, to determine whether learning of
the objective is occurring. For the majority of these lessons, I chose to give the students a large
variety of hands on activities as a strategy to facilitate learning. The physical manipulation of the
objects aids in the visual discrimination of identifying the upper and lower case letters versus
numbers and other symbols. The use of realia solidifies the acquisition of new vocabulary used
in the lessons for the ELL students. Every lesson needs to have some form of assessment, in the
majority of the lessons; the students are assessed by observation and anecdotal records or tallies
to determine if the lesson objectives have been met. Providing hands on manipulative based
assessments not only provided an immediate visual of student mastery, it allows for the students
to self-correct and practice skills until completed with 100% accuracy. This allows for the
opportunity to provide immediate feedback and to determine which type of follow-through
activities to present to the students. Follow-through activities are the fifth step in the model and
will allow the students more time to practice the new skills learned, apply previous skills to the
new learning, and /or provide opportunities for remediation or extension.
Instructional Materials
This unit of instruction calls for materials that are typical of a Kindergarten classroom such as
large chart paper and markers for reading messages and interactive writing, magnetic letters, an
assortment of letter and number flash cards, an alphabet frieze and ABC charts. In addition, The
Jack Hartmann CD (Hartmann, 2003) for listening, the Lakeshore Learning Software, alphabet
beads, and some grocery store ads will be used in this unit. Students will need to have scissors,
glue, pencils, and crayons. The classroom will need to have a pocket chart for the sorting
activities, a computer, and an interactive white board. All lesson plans, handouts, assessments,
and electronic media can be found at the website http://techteachtalk.weebly.com/ under the
Integration Product page.
Lesson Plans
Lesson Plan 1
Title: Letter/number sort
Lesson Overview: Instruction is intended to aid students in discriminating between letters and
numbers.
Resources or Materials Needed
Interactive whiteboard ( need a T frame or other sorting organizer with the headings Letters and
Numbers and several letters and numbers typed randomly so the students can manipulate them
into the correct place on the organizer. Be sure to have more than enough for each student and so
the last student is not left with one choice.) (Previously used pocket chart and flash cards.)
letter and number beads
alphabet chart
number chart
Lesson Objectives
Given a combination of letters, numbers, shapes, and other symbols, students will be able to
differentiate between each object and sort with 100% accuracy.
Time: 45 - 60 minutes
Step 1: Pre-Instructional Activities
Point to the alphabet, and tell students they are going to read this with you. Have students
say/sing the alphabet while you point to it.
Step 2: Content Presentation
When they are finished, tell them now they are going to read a different chart with you. Point to a
number chart while counting aloud to 20. Ask students what they read on one chart (ABC) wait
for responses; guide them to correct answer if necessary. What did we read on the other chart?
wait for response, and guide. How are they different? Explain how letters make up the words
we speak, read, and write and that numbers tell us how many. Allow for a few questions.
Step 5: Follow-Through Activities: letter/ number bead sort in literacy stations, this lesson will
be repeated using different letters/ numbers later in the week.
Lesson Plan 2
8
Interactive whiteboard (Message written that includes words, numbers, and pictures)
Lesson Objectives
Given a combination of letters, numbers, shapes, and other symbols, students will be able to
differentiate between each object and sort with 100% accuracy.
Time: 45 - 60 minutes
Step 1: Pre-Instructional Activities
Have student helper point to alphabet while class recites it. Then ask student helper to point to
the number chart. Read and point to the chart.
Step 2: Content Presentation
Point to and read the message on the Smart Board. After reading it to the students, point to a
letter and ask them to decide if it is a letter or a number. Point to a few more letters, then point to
a number. Call on students to help answer. Then point to a picture. Ask students to name it. Ask if
they read it in the message, wait for responses. Explain how pictures help us to read a story but
they are not the words that we read and that letters make the words.
Step 3: Learner Participation
Show students the store ads and explain how the numbers, letters, and pictures help people
decided what they want to buy. The words tell us what it is, the pictures help us to know what it
looks like, and the numbers tell us how much we have to pay. Ask for someone to point to a
picture, letters/words, and number. Cut out the items pointed out and model how to glue them on
the graphic organizer after sorting them.
Step 4: Assessment
Students will be assessed on the accuracy of their sorts.
Step 5: Follow-Through Activities:
Have students in a circle and play jump in jump out with the letter, number, and picture cards.
Call out one and have students hold up their card while they jump in.
Lesson Plan 3
Step 4: Assessment
11
Assessment will be through observation and tallying number of correctly sorted letters on the
mat.
Step 5: Follow-Through Activities:
Upper lower relay: Have students line up in two or three rows. Using the flashcards, show the
letter and the students compete to be the first person to stand or squat based on the case of the
letter. The students then go to the end of the line and the relay continues. The line with the most
correct responses wins.
Lesson Plan 4
Title: Reading the alphabet
Lesson Overview: Students will practice reciting the alphabet correctly and begin using one to
one correspondence to aid in letter recognition.
Resources or Materials Needed
12
Lesson Plan 5
Title: Letters in my name
Lesson Overview: This is a lesson designed to help students to recognize that letters make up
words, the first letter of their names, and that the letters go in a particular order to make their
names.
Resources or Materials Needed
13
small ball
Chart paper and markers
alphabetized list of students names
individual baggies with either magnetic letters or bottle caps with letters written on them
personalized for each student with an index card with their printed names.
Lesson Objectives
Using charts and other media, students will recognize that letters make up words and identify the
first letter of their name with 100% accuracy. Using magnetic letters, alphabet stickers, or letter
beads or caps, students will be able to correctly form their names without a model 9 out of 10
attempts.
Time: 45 - 60 minutes
Step 1: Pre-Instructional Activities
Tell students that they are going to play a game with the ball on the carpet. To play this game
they have to listen to what the teacher says and rep eat it correctly. Those students that are doing
a super job will get the ball sooner. Teacher says My name is Mrs. Thompson, Thompson starts
with T. Have students repeat, then call on a student to catch the ball, toss ball to student, student
must then say my name is _____. ______ starts with (first letter), (The first letter will have to
be told to most students), before tossing ball back to teacher. Entire class repeats (name) starts
with (first letter). Process is repeated until everyone has had a turn.
Step 2: Content Presentation
Explain that they have talked about the first letter of their names and they are going to make a
chart of all the names in the class, writing all the letters of their name. Using the alphabetized
list, call on the 1st student and have him/her stand up. Making sure to highlight or use two colors
to distinguish the first letter from the others, write their name on the chart while saying the
letters. Repeat with other students. After writing all the names, count and/or compare students
14
that begin with same letter if any. Have students that begin with same letter stand up at same
time.
Step 3: Learner Participation
Have students stand up and form a circle to play jump in jump out. Teacher will call out a
letter and point to it on the chart of names. Students whose names begin with that letter should
shout out the name of the letter and jump into the middle of the circle. Teacher says what
letter? and students shout again name of letter and jump back into place on the outside of the
circle.
Step 4: Assessment
Observation and tally of correct responses, making note of whether student is looking at letter or
classmate with same beginning letter. Keep tally chart of number of times that students are able
to build name. This will be an ongoing activity, gradually removing the model from students until
mastery.
Lesson Plan 6
Title: Upper/Lower Match
Lesson Overview: Students have learned to recognize the difference between upper and lower
case letters. This lesson will help them to associate the two forms of the same letter.
Resources or Materials Needed
15
Students will be assessed based on the number of correct responses on the worksheet and
whether or not they needed guidance or peer support.
it, ask another student what sound it makes. Show another picture and ask students to name it
and its sound.
18
References
Dick, W. C. (2001). The Systematic Design of Instruction. Longman.
Google. (2005, May). YouTube. Retrieved from YouTube: https://www.youtube.com/
Hartmann, J. (Performer). (2003). The Animal Alphabet Cheer.
Hartmann, J. (2015, July 2). The Animal Alphabet Cheer. Retrieved from YouTube :
https://www.youtube.com/watch?v=D7gB4xCKMJQ
Lakeshore Learning Materials. (2015). Link-To-Learn Letter Matching Interactive
Game .
Newby, P. E. (1993). Behaviorism, Cognitivism, Constructivism: Comparing Critical
Features from and Instructional Design Perspective. Perfomance
Improvement Quarterly, 50-72.
Tucker, B. H. (2001). Tucker Signing Strategies for Reading. Highlands: Aha Process
Inc.
19
20