LITERACY LESSON PLAN

Teachers Name: Andrianna Boykin

Focus of the Lesson: Letter & Sound Recognition
Grade Level(s): Preschool
Standard(s):
Virginia Literacy Foundation Block 4
a) Identify and name uppercase and lowercase letters in random order.
b) Identify the letter that represents a spoken sound.
c) Provide the most common sound for the majority of letters.
e) Read simple/familiar high-frequency words, including childs name

Materials:
Teacher materials: 2 - 3 in (wide) Paper with letters
Student materials: Clothespins with letters

Procedures:
Minutes What is the teacher
doing?
Ask the student to begin
matching the letters on
1-3 minutes the clothespins to the
letters on the paper
Ask the student what
3 minutes made them think these
match?
As the student matches
3 minutes the letters, say the sound
associated with it
Once the letters have all
been matched, read out
What is the student
doing?
Assess the materials
Identify commonalities
between clothespins and
written letters
Clip onto the paper
Explain how they found
them to be the same
Repeat the sound the
teacher makes for each
letter
Assess whether the word
they created and the goal
1-3 minutes the sounds and say what word sound and look the
the word is supposed to same
be
If there are any letters Repeat the word and
1 minute that are incorrect, make letters with the teacher
the sound of those and
repeat the goal word or
name.

RATIONALE
 The lesson consists of using a rectangular piece of construction paper with the

students name written in large font. Then, the student can use clothespins that each have

an uppercase letter which can then be clipped onto the letters on the paper. This lesson

allows for a one-to-one correspondence where the student can differentiate the letters in a

word and understand that letters put together creates a word. I have seen her recognize

her name and the first letter of her name in other settings and believe this will be a natural

step up to learn the rest of her name.

Since she only knows a few letters, I believe it would be a great idea to continue

so that she not only knows a few letters here and there, she will know all the letters. She

has also already showed interest and progress in this activity. Children at her age tend to

have lower attention spans. Due to this, I believe it would be best if the goals of this

lesson were specific and achievable within a short amount of time. That being said, the

goals of this lesson are for her to be able to identify letter names and produce letter

sounds of the letters in her name. This lesson directly assesses the Virginia Literacy

Foundation Block 4,

a) Identify and name uppercase and lowercase letters in random order.

b) Identify the letter that represents a spoken sound.

c) Provide the most common sound for the majority of letters.

e) Read simple/familiar high-frequency words, including childs name

It gives the students a chance to at least recognize the letters in her name and the sounds

they make.
 In between lessons at school, she should have an ample amount of exposure to

books at home and at school. I have tried on multiple occasions to get her involved with

reading and some instances have were more successful than others, Children need to

discover delight in books before they are asked to master the skills of reading

(Kiefer/Tyson, 4). I have not personally seen her ever reach for a book on her on accord

without prompting. There is not as much environmental print in the classroom as I

believe would be enriching. Therefore, I am unsure if she is getting enough exposure to

literature as I am also unaware of what her parents are doing with her at home,

Literature should be valued in our homes and schools for the enrichment it gives to the

personal lives of children, as well as for its proven educational contributions

(Kiefer/Tyson, 4). I am concerned that it will take more than a few sessions to get her on

track with the goals of this lesson. Depending on how long I have until she becomes

frustrated or uninterested, determines the length of the lesson.

The natural next steps would probably be for her to begin identifying the

lowercase versions of these letters. Start off with recognizing that the first letter in her

name in upper case and the rest are lowercase. After she understands the differences and

similarities between the sets of letters, she can begin to create them. If she needs extra

help, we have wax strings in the classroom that she has access to, so she can form the

letters as they appear on a piece of paper. Also, she seems to be generally interested in

writing and drawing. This may be a way for her to practice creating letters as I have

previously seen her do. She has been able to create a likeness of certain letters and shapes

but can still improve direction and neatness for clarity. She can write the letter A but it

is inconsistent in its overall look and size. I believe it would be the bet course of action to
begin by mastering her own name, then moving on to her classmates names. From there,

in a year or so, she could benefit from the idea of picking one word a day to focus on as

Bahlmann suggests, it was a technique forteaching children to read that allowed

children to hold the reigns in what I visualized as the children driving their own learning.

This would allow her to pick words that pertain to her everyday life and what she likes

that will keep her engaged in learning. (Bahlmann, 27). This method allows students to

pick words that they want to learn as opposed to being forced to learn words they are not

as interested in. Of course, this will be more beneficial to her as she gets older and more

comfortable with writing and spelling. This lesson is created from an activity she has

already shown interest in as well as in the natural step to continue her learning.