Lesson Plan : Alphabet Match
| Kelsey Hasler
| Language Arts
| The alphabet
| The structure for this cooperative learning lesson will be two students working together. I selected this structure because the students in the resource room really need the benefit of working in very small groups. Each student needs to work with a peer to be able to ask and respond to questions, but too many people in one group would provide over stimulation, and might keep the teacher from determining who needs help, and in which area. The vocabulary for this activity includes: uppercase, lowercase, alphabet, sound and description.
| K (b) Knowledge and skills. (1) Listening/speaking/purposes. The student listens attentively and engages actively in a variety of oral language experiences. The student is expected to: (D) listen critically to interpret and evaluate (5) Reading/print awareness. The student demonstrates knowledge of concepts of print. The student is expected to: (E) know the difference between capital and lowercase letters (7) Reading/letter-sound relationships. The student uses letter-sound knowledge to decode written language. The student is expected to: (A) name and identify each letter of the alphabet
| When given 26 magnet letters (either uppercase or lowercase), the student will be able to orally describe what the letter looks or sounds like to a partner, and be able to match the letter with its respective partner with no more than two errors. When given 26 index cards, the student will be able to draw each letter's upper- and lowercase counterparts on the back of the each card, and a picture that depicts the letter's sound on front with no more than two errors. When orally given at least fifteen letters, the student will be able to write down the upper- and lowercase versions of the letter and orally say the sound of the letter with no more than two errors.
| Two cookie sheets, one set of 26 uppercase alphabet magnet letters, and one set of 26 lowercase alphabet magnets, 52 index cards, markers
| The teacher will read "Dr. Seuss's ABC: An Amazing Alphabet Book!" to a pair of students. The teacher will ask the students to pay careful attention to the formation and the sound of each individual letter.
| The teacher will pull out a box of uppercase magnetic letters. The teacher will then choose one letter from the box. The teacher will describe what the matching lowercase letter looks and sounds like, and will ask one student to find the matching letter. The teacher will then do the same thing again, asking the other student to find the matching letter.
| The teacher will then hand each student a cookie sheet and a set of magnetic letters. The teacher will explain to the students that they will take turns pulling a letter from the set of letters and placing it on the cookie sheet. The student whose turn it is will describe to the other student what the corresponding letter looks and sounds like. (For example, if a student pulls out an uppercase B, he will say something like, "The lowercase version of my letter looks like a stick with a balloon on the front and on the bottom. It sounds like this: 'buh'".) If the other student is able to pull out the right letter based on the description, the student who did the describing gets to keep that pair. If the student does not pull out the correct letter, the first student will have to return his letter to the box, and will lose his turn.
| If the students do not respond to the activities, the teacher will work with each student one on one. The teacher will have flash cards available if the student needs to see a visual, and will have a tape recorder and a tape of a person saying the alphabet very slowly if the student needs an oral reinforcement.
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