SHERIDAN PLANNING FORM

Centre/Agency/School/Program Name: Blessed Teresa of Calcutta

Name/Focus of Activity: Building words and letter magnet activity
NAME OF STUDENT
DATE OF ACTIVITY
NAME/FOCUS OF

Reena Felix Maria Selvam

February 4, 2016

ACTIVITY
NUMBER OF CHILDREN

Building words and letter magnet activity

28
AGE RANGE OF CHILDREN

ORIGINATING IDEA

I noticed that children in the class room showed interest in

BASED ON OBSERVATION:

letter recognition and alphabets during work time.

4 6 yrs

HIGH SCOPE KEY

LEARNING ANTICIPATED
(MUST be completed,
according to program
model/approach)
(REFERENCES INCLUDED)

DEVELOPMENTAL

DEVELOPMENTAL

SIGNIFICANCE

INDICATOR (KDI)

3. Communication,
language and literacy
3.11 Letter recognition
Identifying the letter that
begins their names and
its sound.
(Best Start Expert Panel on
early Learning, 2007, p.50).

E. Language, literacy and

WHERE WILL THE

On the table

ACTIVITY TAKE PLACE

communication
25. Children identify letter names
and their sounds.
(High Scope, 2010)

WHEN IN THE DAILY

Small Group

ROUTINE/SCHEDULE

Time

WILL THIS OCCUR

MATERIALS: (Be Specific)

Magnetic letters
Cookie tray

BEGINNING

After the large group, children of 5-6 would come to the table, the activity will be already
placed on the table. When they sit down, I would explain to them the activity and how to use
the magnetic letters to form a word.
MIDDLE

Materials: Children are provided with magnetic letters and cookie tray.
Choice: They have the choice to use different alphabets to form words.
Language and thought: By doing this activity, children would be able to come out with new
or already known words. They would be able to develop their language skills at the same time
modify their thinking related to print.
Manipulation: Children tend to use different letters to build new words as well as familiar
ones with the magnetic letters.
Adult scaffolding:
What alphabet comes after O. V, ..
Can you read your word?
Could you think of another letter? What other letter could you write?
END/TRANSITION

I would ask the children, whether they would you like to try more words or wish to go and
work in other areas of interest in the classroom. If children say, Yes, I would continue if not,
they will choose to work in other areas.

Supervising Educator Signature: ____________________________