Saint Mary-of-the-Woods College

Education Department
Lesson/Activity Plan Template
Teacher Candidate ___Amber White__________________________________
Name of Lesson __ABSeas__________________________________________
Subject _English/Language Arts_________________

Grade __K Tier 3 Small Group___

Rationale for lesson:

Students are working on their development of alphabet knowledge and letter/letter sound
recognition. The ABSeas game provides capital and lowercase letters with letter cards shaped
like sea animals that the children fish for with a magnetic pole. When they identify the letter
on their card, they will match it with the fish card that they catch. I will then have them tell
me the letter and whether it is a capital or lowercase letter, then they will tell me the letter sound.
The game provides a hands-on learning experience with the letters and their sounds.
Learning outcomes/objectives:
Increasing the childrens alphabet recognition, letter knowledge, and letter sound knowledge to
enhance their ability to sound out CVC words.
Assessment of student outcomes:
I will track which letters the students show difficulty with and then readdress them in the next
lessons until I know that they can say them and make the sounds by sight.
Related Foundations/Indiana? Academic Standard:

K.RF.1 Understand and apply knowledge of print concepts, phonics, phonemic

awareness, vocabulary, and fluency and comprehension as a foundation for developing
reading skills
K.RF.2.4 Identify and name all uppercase (capital) and lowercase letters of the alphabet
K.RF.2.2 Recognize that written words are made up of sequences of letters.

Materials Needed:
ABSeas game: letter cards, sea animal cards, magnetic fishing poles, game board (sea)
Lesson/Activity Presentation:
Anticipatory set:

Show the students the letter cards, the sea animal cards, and the poles. Remind
them that we have to take turns and we are not going to swing the poles around. If they
have difficulty holding their poles nicely, then you will lose your pole and have to use
your hand instead. Everybody will have a turn to fish an animal card out of the middle of
the game board and will see if it matches a letter on their letter card. I will model how to
follow the procedures and rules of the game. Remind students that will have to take
tickets from their individual envelopes if they have a difficult time listening.
Teaching procedures:
Begin with modeling how to play and then decide who will go first in the game.
Explain what order we will continue to go in and then begin the game. Remind the
students of the differences between capital and lowercase letters.
Guided & independent practice:
Ask the children what letter they fished out (identification) to see if they can
identify it on their own first (pause to give them time to think about it). Ask them if it
matches a letter on their letter card. If they respond correctly then praise them and ask
them what sound the letter makes. If it does not match their letter card, then tell them to
put it back in the game board (sea).
Closure:
Continue the game for the half an hour group time allotted. If the game is
finished before the half an hour is up, then have them practice handwriting letters in their
alphabet packet. If the game takes the whole time, find a stopping point and tell the
students we can play again another day. Remind them to count their tickets to see if they
have 10 to get in the treasure box. Then, have the children line up at the door and tell
them what order they will line up in today. They have a set line leader for each day and
then line up in a specific order.
Differentiated instruction:
Give each student a chance to answer what letter they caught and if it matches a letter on
their card. Provide more assistance to students who exhibit difficulty with identifying the
letters and sounds. Prompt them to try then tell them if they are still unsure.
Cultural diversity emphasis (if appropriate):
N/A
Technology (if appropriate):
Game and materials that go with the game
Reflection on lesson: