Sofia Sheikh 2nd &3rd th 11 September 2013

Kindergarten I Know My ABCs

Objectives:
Students will be able to identify the alphabet and their sounds, be able to match a spoken word to a written word, be able to identify between a written and printed word and also be able to hold and read a book properly and identify parts a book.

TEKS
110.11. English Language Arts and Reading, Kindergarten, Beginning with School Year 2009-2010.

(b) Knowledge and skills. (1) Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to: (A) recognize that spoken words can be represented by print for communication; (B) identify upper- and lower-case letters; (C) demonstrate the one-to-one correspondence between a spoken word and a printed word in text; (D) recognize the difference between a letter and a printed word; (F) hold a book right side up, turn its pages correctly, and know that reading moves f rom top to bottom and left to right; and (G) identify different parts of a book (e.g., front and back covers, title page). Materials Tri fold poster, construction paper, magnetic tape strips, marker/pencil/pens/crayons/map pencils/highlighters, papers, lamination, printer, ink for the printer, journal, dry erase board, dry erase marker, kleenex/cloth (to clean the dry erase board), stencil of letters A Z and of book and each of its part like the front cover, back cover, etc, a children's book

Modeling
The teacher will introduce the lesson by introducing the alphabet on the tri fold poster in which she will explain what each letter looks like in its upper case form and its lower case form. The tri fold poster will have letter cut out in the upper and lower case form, and all the letters will have a magnetic strip on the back, which will allow her to take letters off and put them back on the poster. The teacher will then teach the students the alphabet song, creating an extra awareness of the order of letters. After the teacher has introduced all the letters in the alphabet in both of its forms, and has made sure that the students know the alphabet song, the teacher will then go back to A and explain what the sound each letter makes. The teacher can do this by putting one letter (upper and lower case) on the tri - fold and creating the sound that the letter makes. One by one the teacher can introduce each letter in

this manner and have the students repeat after her. After the teacher has gone through the sounds of each word and emphasized the difference between the sounds of the letters that sound alike, the teacher will then introduce creating small words by listening to the sounds of the word. The teacher can start with simple words used in everyday language like to, in my and etc. With the understanding of the alphabet, their sounds, and the method to create words with the sounds of the letters, the teacher can introduce them a book. The teacher will demonstrate first on how to hold the book. Also the teacher should have a di - cut of book and its parts, as the teacher puts each part of the book up, she should explain the part and its purpose. Also, while going through the parts of a book, the teacher should show the students examples of printed words and the difference of a printed word and a written word.

Activity
The activity will start by the teacher asking the students to use the alphabet song to write their letters in the right order, and show to the teacher to see if the order is correct or not. The teacher will use the dry erase board for different activities as well. The dry erase activities can be turned into a race, and for the first, second and third place winners the teacher can have a treat for them. For the first activity, the teacher will place either the upper case or the lower case form of a letter on the board and ask the students to write the other form on their dry erase board. The teacher can either do this in a random form or the teacher can do this in alphabetical order. For the second activity, the teacher can animate the sounds, from which the students will have to guess what letter has that sound, and they can put it on the boards and hold the boards up. In the third activity, the teacher can animate the sounds of the letters to create words. The students will try to interpret what sounds the teacher is creating, and then they will write the word they think the teacher is saying on their board. By doing these activities, the students can practice the alphabet, their form, their sounds and identify sounds to create words. Also, the teacher can use the bulletin board as an activity to help understand the parts of the books and how to hold and read the book. The teacher for the first activity, can mix the words and the pictures of the parts of the book, and have the students match the words with the right part of the book. The students can either do this individually, as a class or as a group. Also, the teacher can mix up the upper and lower case letters and ask the students to match the forms and put then in alphabetical order on the board. Then the teacher can give the students a book of their own, in which they will practice holding the book in front of the teacher/class and read to the teacher/class. By reading the book, the students will also be able to see and read printed words, from which they can see the difference in their handwriting and in the printed words. With these activities, the students will practice their understanding of the parts of the book, how a book operates properly, and how printed words look like. The students can use this activity to show if they have an understanding of the alphabet, their sounds, creating words from the sounds, parts of the book, how to read a book and the difference of printed words and written word. If more than of the students do not have an understanding of the order of alphabets, their sounds, the method to create words, how to hold the book properly, parts of the book or the difference between a printed word and a written word, then the teacher needs to go back and reteach the lesson, so each students grasps each sub objective.

Assessment
The students will then assess what they have learned by creating their own story about t he alphabets, which they will type up and draw pictures for. The book will have to incorporate the words in both of their forms and in the write order. The students will also create a front cover, back cover, title page and all parts of a book. The teacher will assess the validity of if the students paired the right upper case with the right lower case, if all parts of a book was incorporated, if the students mentioned the order of the alphabets, and if the students ordered the book in the right format, for example you read the book left to right.