Learning Outcome:
By the end of the unit students will be able to identify/recall/apply the letters of the alphabet through means of interaction, reading, writing and assessment.
Assessment Objective: Vocabulary development, listening comprehension; letter-sound association.
Lesson:
Alphabet Taboo-Gather a stack of twenty-six 4x6 or larger index cards, and write a different letter of the alphabet in the upper right hand corner of each.
-on each card, draw or paste drawings of three to five pictures which begin with that sound (laminate cards) You may also have the students make their own cards once they have a better understanding to keep in their desks.
For quick review of sounds and vocab, pull a card from the file and begin describing the pictures without naming them. After students guess each object, ask them to name the initial sound.
Vickery-Smith, J. (2011). Alphabet Taboo [Lesson Plan]. In The EFL Playhouse...a resource for teachers of young learners.... Retrieved December 6, 2011, from http://www.proteacher.com/redirect.php?goto=637
Assessment Objective:
initial sounds; object identification
Lesson:
Alphabet book
Divide students into groups (4-6 students per group) assign specific letters to each group
Supply students with crayons, blank paper, magazines or catalogs, and scissors. Setting a time limit, allow each group to draw or cut out objects/pictures as many as possible which begin with the letter/sound assigned. During the last three to five minutes, the group should select its favorite items for inclusion in the book.
Group work teaches teamwork and compromise for the students when choosing which objects or drawings to choose for the book.
After items are selected the teacher or students should attach the items to letter size paper with the name of the item selected written underneath. Combine all pages in a book called : Alphabet Book
Vickery-Smith, J. (2011). Alphabet Big Book [Lesson Plan]. In The EFL Playhouse...a resource for teachers of young learners.... Retrieved December 6, 2011, from http://www.proteacher,com/redirect.php?goto=633
Assessment Objective:
Describe common objects; to increase sensory perception; to verbalize sensory detail
Lesson:
Fun and interactive "I spy____"
Select and object in the room. Think of its initial sound. Tell student.."I spy something that beings with the letter____(pick a letter and object that match)."
-Have students raise their hands if he/she has a guess! The first student to guesses the object correctly gets to select the next object to "spy"
*Tip have student whisper or write the object down to you (the teacher) to ensure the student picks the correct letter and object.
Work with the students as they guess. Example: If a student guesses an incorrect object which starts with the same letter comment on his or her mastery of the letter's sound. If a student guesses an object that does not start with the prescribed letter, gently point out that the initial sound of the object named is not the same as the letter stated. Ask the child if he or she can guess the letter that the object he or she named starts with (give hints if necessary)
-Goal is both to teach and to prevent any students developing a sense of failure!
Future use of the game: As students become more proficient in identifying initials consonant sounds, change play to "I spy something that ends with the letter_____" to practice final consonant sounds.
Vickery-Smith, J. (2011). Alphabet "I spy" [Lesson Plan]. In The EFL Playhouse...a resource for teachers of young learners.... Retrieved December 6, 2011, from http://www.proteacher,com/redirect.php?goto=636
Test Items:
1.) Alphabet fill-in chart. Write out like a number line the alphabet eliminating different letters throughout and have the students fill in the missing blanks
Ex: A B _ D E F G_ I J _ _ M N_ P_ R S T _ V W_ Y Z
2.) Provide a test that has a word bank with all words starting with each letter of the alphabet, have student place words in order according to letters in the alphabet A-Z!
3.) Test recalling information learned without a word bank or alphabet line. Directions: On each line and question number provide list at least 5 words for each letter of the alphabet.
Holistic Rubric for test item one:
Understanding the Alphabet fill-in chart:
0-No attempt
1-Completely misinterprets the entire alphabet chart
2-Multiple errors filling the chart
3- Minor errors in filling out the chart
4-Completed alphabet chart successfully without error
Holistic Rubric for test item 2:
Word Bank completion test:
0-No attempt
1-Completely misinterprets the question
2-Misinterprets major parts of providing examples for each letter
3-Misinterprets minor parts of providing examples for each letter
4-Complete understanding of directions given
Providing correct examples:
0-No attempt
1-Attempted question; way of task not correct
2-Major error overall- mistakes throughout word bank association and major error with order of alphabet
3-Minor error throughout-may have used all correct words in word bank while misplacing order in line of alphabet (A-Z)
4-Used every word in the word bank correctly and place in correct order
Holistic Rubric for test item 3:
Understanding the directions:
0-No attempt
1-Completely misinterprets the directions
2-Misinterprets a major part of the problem
3-Misinterprets a minor part of the problem
4-Complete understanding of the problem
Answering 5 responses for each letter:
0-Student does not write anything on the test according to the directions
1-Student provided partial answer for question with few errors
2-Student completed assignment correctly
