Kristina Pistochini Title: The Letter F Topic: Reading and Handwriting Grade: K Est.

Time: 20-30 minutes

Tuesday, September 17, 2013

SOL: K.7 The student will develop an understanding of basic phonetic principles. K.11 The student will print in manuscript. a) Print uppercase and lowercase letters of the alphabet independently. Objectives: -Students will be able to recognize the letter Ff. -Students will be able to write the letter Ff. -Students will know what sound the letter Ff makes. Rationale: Learning the letter Ff in its entirety (sound and appearance) is essential for a complete knowledge of the letters in the alphabet. Further, students must have a complete knowledge of the letter Ff and its role in reading and writing in order to read and write efficiently, themselves. Reading and Writing are important skills that will be utilized for the rest of their academic and work years. Materials: -Smart Board -Alphabet Books -My F Book by Moncure -Glue sticks -Markers -Crayons -Construction paper cut-out of lowercase f Procedures: Anticipatory Set: The lesson will begin with the introduction of the letter Ff. I will ask students to look around the room and raise their hand to tell me where they can see the letter Ff. What words start with that letter? What sound does it make? Next, I will read My F Book by Moncure to the class. While I read, I will be sure to annunciate very clearly, particularly with words that begin with the letter Ff. After I have finished reading, I will ask students to quietly recall what things in the book began with the letter Ff. Students should raise their hands if they would like to share what they remember, and I will call on those who are sitting quietly. Whole-Class Teacher Instruction: Next, I will use one of the Alphabet programs on the Smart Board (provided by Mrs. Steber) to reaffirm what the letter Ff looks like as a capital letter and a lower case letter and what sound the letter makes. I will have the students repeat the sound. The activity will also include pictures of objects

that begin with this letter and a sentence using words that begin with f. As each word is said, I will point to it so students are able to make a visual connection with what they are hearing. I will have the students repeat this sentence with me, again, as I point to each word being said. Next, I will model, on the Smart Board, how to write both the upper case F and the lower case f. I will be sure to move my finger very slowly, and speak clearly about what direction my finger moves in to create each form of the letter. I will model this twice. Independent Practice: After the Smart Board activity, I will show students what the f pages in their alphabet book will look like. There are two pages. The first page is where they will glue a piece of construction paper in the shape of a lower case f. At the bottom of the picture space, there is a sentence that reads F is for fish. I will read the sentence aloud to the class, and ask them to repeat it back to me, as they point to each word in their own books. After they have glued their letter down, they will use markers and/or crayons to make a fish out of the letter. The second page is where they will practice writing an upper case F and a lower case f. I will model on the board one more time how to do each version. Students will be instructed to write their first upper case F with me as I write it on the board. They will write the second upper case F on their own. Next, I will instruct the students to write their first lower case f with me as I model on the board. Again, they will write the second one on their own. I will walk around the classroom to help students and to make sure they are writing the letter correctly. Closure/Group Share: After students have finished their Ff pages in their Alphabet books, they should raise their hand so that either myself, or Mrs. Steber may look them over. Students will be instructed to show us their fish picture and the read the sentence to us (F is for fish). Next, they must show us the handwriting page so we can evaluate their progress. Evaluation: Students will be evaluated based on participation in whole-class instruction and completion of the pages for Ff in their alphabet books. Accommodations: If the Smart Board program, or the Smart Board itself, is not working, then I will complete the whole-class instruction portion using the letter pocket folder that matches the electronic activity.