Letter Fishing Lesson Subject/Topic: Writers Workshop Grade: Pre-k Rationale: Students will be learning the beginning words.

s. Students will be beginning the foundations of writing.

Standards: (I used the Pre-K standards) 3.3-3 (Strand A): Identify some alphabet letters. 3.3-5 (Strand A): Recognize that letters are grouped to form words and that words are separated by spaces. Objectives: SWBAT recognize the letter they draw from the bucket. SWBAT find a word that begins with a given letter. With assistance, SWBAT write the word they think of for a given letter. Materials: Magnetic Letters Bucket Fishing Pole Construction Paper Writing Utensils Chicka Chicka Boom Boom Book Procedures: Engagement/Anticipatory Set: I will gather the students on the carpet and introduce the book Chicka Chicka Boom Boom. Mentor: I will read the book Chicka Chicka Boom Boom to the students. On each page that has a letter on it, we will stop and point out the letter. This will allow the students to recognize each letter. Guided Practice: After reading the story to the students, I will demonstrate the activity we will be doing. I will bring the bucket of magnetic letters to the carpet and the fishing poles. I will then show the students how they will use the fishing poles to fish one letter out of the bucket. I will then use the white board easel to demonstrate the writing part. I will write my letter on the paper. I will then come up with a word that begins with that letter and write it on the bottom of the paper. I will then draw a picture of that word on the page, as well. I will finish by asking the students if they have any questions and making sure they all understand what we are going to do.

The students will be going this with my assistance in small groups . Independent Application: I will call two or three students to the table at a time. They will take turns fishing for the letters and completing the activity. turns fishing for the letters and completing the activity. The students will need assistance in spelling the words that they think of. I will orally spell the words and the students will write each letter that I say in order to write their words. Closure: I will be closing the lesson individual with each student during their time at the table. I will discuss the word the student chose and the picture they drew for it. Depending on the childs comprehension of the activity, I will ask them to name some other words that begin with that letter. Assessment: Through the students work at the center, I will be able to tell if the student comprehends the lesson. I will also be able to discuss with the students to see further understanding as well. Differentiation: Since I am doing the activity portion of the lesson in a small group format, I will be able to differentiate the lesson much easier for each student. Some students might lack the motor skills ability to physically fish for the letter, so I might allow them to close their eyes and pick a letter with their hands. Others might need hand-over-hand assistance in writing their letters. For the student who is deaf, I will have to have the interpreter help to tell me what word
he picks. I will them write out the word and allow him to trace the letters.