Letter Hunt

Kari Good
Kindergarten/ English Language Arts

Common Core Standards:

Print Concept:
 RF.K.1 Demonstrate understanding of the organization and basic features of print.

Phonological Awareness:
 RF.K.2 Demonstrate understanding of spoken words, syllables, and phonemes (sounds).

Phonics and Word Recognition:

 RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.

Lesson Summary:

This lesson is designed to give students a better understanding of phonics, word and letter recognition and
basic organization of printed words. I plan on using this lesson as a sort of scavenger hunt for different letters
and their phonics. This lesson will help give students a better understanding of phonics and word and letter
recognition by sending them on a scavenger hunt around the room for different letters and the phonics that go
with them. Pictures of different letters will be scattered throughout the room. On the Smart Board, I will play
the sound of the letter I would like to be found first. Students will document each letter found into an iPad.
Once students have found each letter that goes with said phonic, they will be able to form a word. That word
will then be deemed as the word of the day, and it will be used in a variety of different sentences and
situations. Once all letters are documented into the iPad, students will be able to press each letter to hear the
sound that the letter makes as well as the word that has been formed.

Estimated Duration:

Four 25 minute class periods

Commentary: To begin the lesson, I will choose the names of a few select students to use as an example. I will
break down each letter in the name, discussing the phonics and verbalizing the sound that each letter makes. I
will first use my name as an example, then choose students names as I see fit.
Instructional Procedures: (This will be one of the most detailed sections of this assignment).

Day One: I will begin the lesson by taking my name as the first example. I will write my name onto the
smartboard, and sound out each letter that is in my name. This will break down the phonics of a name, and
give a good first example for the students. This should take roughly 5 minutes. Next, I will choose around 3
students to use their name as an example. This will further engage the students. I will then write their name on
the smartboard, going through the same steps as I did with my name before. This should take about 10
minutes. For the remainder of the time, the students and I will do a practice round of the letter and sound
scavenger hunt, using the letter ‘A’. I will cue up the sound of the letter through my computer connected to the
smartboard, and students will be able to use an app on their iPads to document once they’ve found the
appropriate letter within the room.
Day Two: Since the students now have a basic understanding of what todays lesson consists of, I will briefly
go over what we are doing during this time. I will already have printouts of the letters I will be using for the
scavenger hunt that day, and they will be placed around the room. The word for today will be Dog. I will cue
up the sounds for each letter via smartboard and computer, and the students will find and document each letter
in their iPads. Once they have found all three letters, they will have completed the word. The students will be
able to interact with their iPads, hearing the sound of each letter as they press it. And once the word is
completed, the iPad will voice the entire word to them and give them praise. I will assist each student as
needed, and deem the word of the day once each student has completed the activity.
Day Three: The lesson will continue on basically the same as day two, except the word will become different
and more advanced. The word will be Boat. Students will do the same today as day two, but it will consist of a
different word. A brief refresher will be offered as we begin the lesson today.
Day Four: Today the students will be presented with a variety of different pictures on the smartboard. Pictures
of basic animals, activities and day to day objects will be seen. I will offer the students an opportunity to
choose a picture from the board so that they may break down the phonics, word and letter recognition of their
chosen picture. Once the students have chosen their favorite picture, I will be able to cue up the word on their
iPad so that they may explore the different sounds of each letter by pressing it as well as the word itself.
Students may have the chance to do more than one word, depending on how difficult this part of the lesson is
to them. The words and pictures can be printed and given to students.

Pre-Assessment:
To pre-assess my students, I will briefly go over a word. Take cow for example. I will point at each letter and
ask if the class knows what sound it makes. If the students are not showing that they understand, the lesson
will continue as planned. If they students show a better understanding, I will replace smaller and easier words
with bigger and more complex words within my lesson plan.

Scoring Guidelines:
I will use the pre-assessment as a judgement as to which route I will continue my lesson plan.

I will be readily available for students to use me as a helping resource at any time during the lesson. This
lesson will require teacher and student one on one work, and I will be able to assess each student as I work
with them during the lesson.
Post-Assessment:
Students will now take a word that I will assign to them and show me they know how to properly break down
each letter and each sound that is present within the word.

Scoring Guidelines:

Students will be graded on the proper sounds that go with each letter, and being able to identify and
pronounce the sounds and letters. I will assess whether or not they are able to properly identify letters
by phonics, and proceed with each student as to what was done well and what needs work.

Differentiated Instructional Support

Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated
students: Students that have a firm grasp on the lesson may be used as a peer tutor for other students briefly
within the lesson. This may stir things up, so providing said student with a more advanced word with harder
phonics may be necessary.

Discuss additional activities you could do to meet the needs of students who might be struggling with the
material: Instead of moving on to more advanced phonics, students who are struggling with the material will
not move forward till they have found mastery within the basic phonics. Teacher assistance will be readily
available.

Extension
https://www.education.com/worksheets/phonological-awareness/
This is a nice website that features more on what the lesson has covered

Homework Options and Home Connections

I will encourage parents to work with their children at home to continue working on basic usage of letters and
phonics. This could be as easy as labeling different objects within the home and spending a few minutes
breaking down the word, or even spending more time breaking down the words in the child’s favorite book.

Interdisciplinary Connections
This lesson will require that the students are not only working independently, but collaborating with other
students to learn from each other. This will connect the lesson to Social Science. The lesson will also require
the student to grasp a better understanding of the world around them, which would connect the lesson to social
studies/history.

Materials and Resources:

For teachers Computer, SmartBoard, Color printer, sound system within classroom

For students iPads, smartboard

Key Vocabulary
Word, Letter, Sound, Sentence

Additional Notes

The usage of technology is easily incorporated into this lesson plan because of the convenience and ease that it
brings to the classroom. I am happy and excited to be able to use iPads and smartboards during lesson plans!