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rdlg537 Lesson Plan 4-wtw
rdlg537 Lesson Plan 4-wtw
Alexander 1
Alexander 2
Alexander 3
2012). This practice will spur confidence in the student towards their capability to recognize letter-sound
correspondences. Since the student cannot read yet, invented spelling gives the student the opportunity
to participate in a written language task. Plus, according to Bear, et. al, getting to see the students
invented spelling provides diagnostic information about what the student knows and what they need to
learn (p. 86-87, 2012).
Introduction
Materials (Appendix Page 5)
v Draw and Label Sheet
v Sheet of lined paper for sentence writing
v Pencil
Remember how the last time we met we did that word search game where you found pictures that
started with the letters B, M, R, and S and then you put those pictures under the letter they started
with? Well this time you are going to think of words that start with the letters B, D, G, and H. Then
you are going to draw pictures of those words and spell them out the best you can.
We are going to do this activity to practice recognizing the letters B, D, G, and H. Were going to
see how they look similar and how they look different so we can recognize them as lowercase and
uppercase letters. For instance, the letter B and letter D look similar in lowercase format (show
student), but they are different (show student direction of loop).
We are also going to practice recognizing the sounds that these letters make when they are the first
letter in a word. This is like that song you sing with Ms. Landgraf with the picture book. Lets say
what sound each of these letters makes.
Lastly, this game will be fun because we get to think of our own words, draw pictures of them, and
then try our best spelling. This will help us practice hearing the sounds that letters make in the
beginning of a word, and we will also be able to recognize letter-sounds.
o Plus, you already know so many words that start with these letters. Im excited to see which
words you think of when you think of these letters.
o Im here to help as well, if you need a hint for brainstorming.
o So, if I said your name, Andre, and asked you what letter does your name start with, you
would say.(have student say A). How did you know it started with the letter A? What
sound does the letter A make?
Show the student the Draw and Label Sheet and explain how were going to write the uppercase and
lowercase forms of the letters in the boxes in the top row. Then explain that the student will think of,
draw, and spell 2-3 words that start with those letters in the columns below.
Check for understanding. Any questions?
Procedure
Say each letter, B, M, R, and S at a time and have the student write the uppercase and lowercase
forms of each letter in a box each.
Have the student say the sound each letter makes.
Have the student choose which letter they would like to start with first to think of words for.
Have the student tell you a word.
Alexander 4
If the word starts with the appropriate letter, have the student draw a picture of that word in a box
below the appropriate letter.
o If the word is not accurate, practice saying the word with the student and guide them towards
thinking of what letter it actually starts with (isolating the sound while both the teacher and
the student say the sound. Have the student recognize the letter of that sound).
After the student draws a picture, explain to the student that you would like them to spell out the
word the best they can underneath his picture in the same box. First encourage and explain as best
you can spelling:
o Strategy - you can listen for the sounds Write down all the sounds you hear when you say
the word and spell it the best you can (Bear, p. 31, 2012).
o Lets practice (phonemic awareness): Im going to say the sounds of the word and you point
to the picture. Sound out each letter.
Repeat the steps for each word the student chooses until the sheet is completed.
Alexander 5
Appendix