598 Technology Lesson Plan

TECHNOLOGY INTEGRATED CLASSROOM LESSON Teacher Jamie Stoughton

Title A is for a-p-p-l-e, B is for b-a-t, C is for c-a-t Letter Recognition and Fluency lesson ***Note: Lesson adapted from A is for Apple: Building Letter-Recognition Fluency found at the site http://www.readwritethink.org.

Description of Activity Learning letter and their sounds is a basic essential and fundamental part of any kindergarten language arts program. This lesson is designed to allow the students to have fun, and at the same time, explore letters and sounds while increasing their fluency. In this lesson, the students will be applying their knowledge of letters and sounds as they interact with letters online and play games. When wrapping up the lesson, the students will then use what they learn to create their very own A-B-C book.

Suggested grade level Primary Kindergarten

Pennsylvania Subject Area Standards 3 - Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). 6 - Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. 8 - Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. 12 - Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

TECHNOLOGY INTEGRATED CLASSROOM LESSON NETS Standards Students will be able to: Demonstrate the safe and cooperative use of technology (5) Independently apply digital tools and resources to address a variety of tasks and problems (4, 6) Communicate about technology using developmentally appropriate and accurate terminology (6) Demonstrate the ability to navigate in virtual environments such as electronic books, simulation software, and Web sites. (6)

Learning objectives Students will be able to: Interact with letters in a variety of settings to better understand the letter name–sound connection Build their letter-recognition fluency through a variety of activities including the exploration of interactive alphabet sites Demonstrate their knowledge of letter names and sounds by creating an alphabet book Practice sharing their work by participating in whole-class and partner discussions

Materials required Here is a list of materials and instructions that you will need to teach and complete this lesson. Book bin with pre-selected books Butcher or chart paper for students to read Cardstock Index cards Computer lab booked (20 Letter Cards minutes at least) My ABC Book Chicka Chicka Boom Boom by Uh-Oh! Cards Bill Martin Jr. and John KiddoNet Alphabet Archambault, and illustrated by Alphabet Picture Pages Lois Ehlert (story and CD) ABC Match Student color bins with crayons Sand and clay and pencils Primary handwriting paper and White screen and projector pencils w/erasers Computers with Internet access

Please prep the following materials before the lesson is taught: 1. Before beginning this lesson, copy the Alphabet Picture Pages. Color the pictures and then cut them out. Hide each letter around the room before the kids come into the classroom. 2. Bookmark the KiddoNet Alphabet website on the classroom computers students will be using. 3. Print out and assemble a copy of My ABC Book for each student in the class. 4. Assign students a partner for sharing. 5. Print out enough Uh-Oh! Cards so that you have a set for each group of three or four students in your class. Copy the cards onto cardstock, laminate them, cut them apart, and place in a paper bag or envelope. 6. Book the school’s computer lab ahead of time for a 20 to 30 minute session for Day 3’s lesson. Have the assistant bookmark the ABC match game on each of the student’s computers.

Approximate number of class periods and length This lesson will take three days (approximately 60 minutes each day) to teach and complete.

Classroom management strategies: Throughout this lesson, the students will be working in a large group setting as well as small center groups with individual work incorporated into certain centers. For most of the lesson, the students will be using the classroom computers. On the last day, the students will be taken to work in the computer lab for the last part of the lesson.

Warm up Write the word C-A-T on the board. Ask the students what this is. (A word) Ask what makes up a word. (Letters and sounds). Ask them why they think letters and their sounds are important. (Letters make sounds that make up words that we use to read). Gather students to the carpet and build their excitement by telling them they are going on a letter hunt. Have them act out all of the motions of getting ready for a hunt. Ask them what things might they see on their hunt?

Activities/ Procedures Day 1 (60 minute lesson) 1.

Explain to them that you have hidden 26 letter cards around the room and it is their job to find the cards and help you put them in order.

2.

Tell students that you will pick three at a time (use fair can to pick) to get up and search for one card. As soon as they find one letter card they are to bring it back to the carpet and have a seat. Then you will call on three more students to search for a letter card. Lay the cards out in the order that students bring them to you. After all the letters have been found, have students help you put them in alphabetical order on butcher or chart paper and glue or tape them down.

3.

After you have put all the letter cards in order, invite students to say the names of the letters and the sounds they make. Have different students come up and point to the letter, say its sound, and tell one word that begins with that sound. If there is a student who struggles, invite him or her to call on classmates to assist.

4.

Wrap up the lesson by having the students sing aloud with you the ABC’s song.

Day 2 (60 minute lesson) 1. Gather the students back on the carpet and read to them the story Chicka Chicka Boom Boom. Stop along the way and invite the students to participate in reading the story with you—they should be able to pick out the rhyme and repetition of the text. 2. Ask the students to recall what they learned yesterday in Language Arts. (They went on a word hunt, gathered and sorted letters alphabetically, and associated sounds to each letter as well as words that begin with that particular letter.) Tell them that today they will be working with the letters of the alphabet in the following centers: a. Compters (individual): KiddoNet Alphabet website (see directions in step 4 and 5) b. Sensory table (small group): Students will be tracing capital and lowercase letters in the sand and/or making capital and lowercase letters with clay c. Uh-Oh! Card game (small group): Students will take turns pulling cards out of a bag and say the letter name, the sound it makes, or a word that begins with that letter. Once you say the name, sound, or word, you get to keep the card. If you draw an Uh-Oh! Card, you have to put all of your letters back in the bag. The player with the most letters at the end of the game wins. d. Writing (individual): Students will practice handwriting both capital and lowercase letters on handwriting paper using an alphabet guide directly in front of them while

using the handwriting lines appropriately (top, middle, and bottom lines). e. Free read (individual): Students will select stories from the reading bin to navigate through and attempt to read on their own. 3. Next, have the assistant hand out the copies of My ABC Book at the students’ seats. Tell them that today they are going to be visiting different alphabet sites during center time. Their job is to go on a letter hunt and find different words that begin with each letter. 4. Gather students back at their seats with their attention turned to you. Model for students how they will be recording in their ABC books. Set a goal for this session since the kids will probably be excited about looking at the website and may forget to record some of the letters in their ABC books. A goal of at least six letters is reasonable. (**Note: See Branching Out section for lesson adaptations and adjustments.**) 5. Turn their attention to the white screen and over the projector model to the class how to use the KiddoNet Alphabet website. Tell them that they should click on a letter and then click on the images they think start with that letter. 6. Allow students to work independently, monitoring them closely and with assistance if necessary while they are working at the computer station. As they draw a picture in their books, ask them to tell you about their drawing. Encourage them to write the word of the picture they are drawing by using inventive spelling. 7. For the last 10 minutes of class, instruct the students to clean up their materials and to turn in their alphabet books for safekeeping. Then, have them join you on the carpet to listen to the CD of Chicka Chicka Boom Boom. Invite them to sing along to the words. Explain to them that tomorrow they will finish up centers and have time to share their books with a peer or two. Day 3 (60 minute lesson) 1. Briefly review with the students all center stations and instructions. Split the class back into their center groups and have them finish completing each center. Be sure to monitor and check students’ progression through each station as well as classroom behavior. 2. Once the class has had ample time to complete each center, invite the students back to their seats with their ABC book in front of them. Pair each student up and have each pair share their books with the partners you have selected (see Preparation, Step 4). Tell students that if their partners drew a picture for a letter that they didn’t get to, they can add that to their book. Collect books from students when they complete their sharing. See assessment for grading ABC book.

3. For the last 20 minutes or so of class, line up the students and walk them down to the computer lab. Remind students about the computer lab rules and what is expected of them. Tell them that they will be working on the already bookmarked game called ABC match. Show them a brief demo of the game first and then instruct them to try it on their own. Be sure to monitor students while they are playing the game and assist them when needed.

Assessment strategies The students will be assessed in the following ways: 1. Keep a checklist of the letters and sounds students consistently recognize. Take note of each student’s level of participation during the group activities in the classroom. Reflect on each student's ability to identify the names and sounds of letters. 2. Circulate while students navigate the alphabet games. Ask students about the objects they find and their beginning letters and sounds. 3. Look through each student’s ABC book taking note of whether or not he or she was able to draw a picture of something that began with each letter. Use the attached rubric to grade student’s success with the lesson. If possible, conference with students one on one and have them read their ABC book to you.

Related Web Sites The students will use the following websites throughout the course of this lesson: ABC Match KiddoNet Alphabet Please note that once this lesson has been completed, keep these sites bookmarked on the classroom computers so that during free time or free centers the students can go back and play the games on their own.

Back-up plan: (if the technology fails!) If the technology were to fail in some way or another, have the children use books and objects around to room to help them fill out their ABC books. Instead of using the computers, have them pair up in the computer center and locate letters and pictures to complete their goals. Keep in mind that it will be necessary to correctly model how to properly and safely find different letters around the classroom and in books without disrupting the entire class or any student working on a center. After the centers are completed and the technology is available again, book time in the computer lab for the students to work on sites you bookmarked them to work on in the lesson.

Branching out Day 2 Note:

**For special education students or students who don’t know all of their letters, change the goal to three letters in their ABC book and only give them one page to work on at a time. When they complete a page, give them a new page to work on. It also may be helpful to have students start with the letters in their name since they will be more likely to know those. If difficulty still arises, have students work one-on-one with the teacher or instructional assistant. **For ELL students, partner them up with a higher/advanced-level student for assistance or allow them additional time to complete the assignment. If difficulty still arises, change their goal to completing three pages (one at a time). Additional one-on-one assistance from the teacher or instructional assistant may be needed. Also, watch the ELL students closely while they are working on the computer and check for understanding/comprehension. Have them practice saying the letter and the picture name as they work. **For advanced level students, challenge them to a goal of ten or more pages to complete. Also, challenge them to write 2-3 additional words that start with each letter they find. Students may also be chosen to assist struggling peers with assignment.