Lesson Plan #

Lesson Context
Date: 
Content Area/Discipline: Literacy Grade/age group: 5/6
Lesson Title: The sound of the beginning letter. Number of Students: 24
Estimated Duration: 30 minutes  Structure of grouping for the lesson: Check any
Where in the Lesson Segment does this learning that apply
experience occur?  Whole Class      __X__
(Check One) _Beginning _Middle __End Small Group     _____
One-to-one       _____
Individual          _____
Other (specify) ____________

Central Focus

1. Each letter has its own sound.

2. Each letter shape is different from other letters.

Measurable Behavioral Objectives

1.When given an opportunity to see the letters in the letters chant book students will be able to identify
their sound orally with 80% accuracy.
 2.Students will be able to point to the letter during chanting the song of sounding the first letter with
80% accuracy.
3.When given the opportunity to see the pictures that the teacher provides, students will be able to
sound the first letter and point to it during the duration time that is given from the teacher.

Curriculum Standards
CCSS.ELA-LITERACY.RL.K.1
With prompting and support, ask and answer questions about key details in a text.
SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail
RF.K.1.a Follow words from left to right, top to bottom, and page by page.
RF.K.2.c Blend and segment onsets and rimes of single-syllable spoken words.

Language Demands
  Listening: students will listen the words and their beginning sound by listening to the type
 Reading: students will read the beginning alphabet sound in the Alphabet chant book. 
 Speaking: children will say the sound of each alphabet with the tape, chant alphabet book, and
while doing the worksheet.
 Writing: children will write each letter in the worksheet.
 Viewing: students will see the letters in the Alphabet chant book. 
 Visual Representation: Children will listen to the alphabet chants in the tape. Children will
listen and see the screen to model what the teacher is writing.
 Academic vocabulary: letters, beginning, sound, alphabet.

Instructional Procedures (Anticipatory Set, Modeling, Guided Practice, Collaborative Practice,

Independent Practice, Closure)
Anticipatory:
The children will sit down in their spot on the rug.
After the children sit on their spot in the rug, the children will listen to the rules of learning with their
teacher by saying to them:
Show me you’re sitting Criss Cross applesauce. Your eyes are watching, ears are listening, and bodies
are still. 
Also, the students will have a reminder from the teacher that if they are following the rules, they can
receive a sticker by the end of the day.
The teacher will say to the students: “We are going to start a calm classroom. It will help your body
and your brain relax and be ready for learning. 
The teacher will read one page to help with breathing in and breathing out from the calm classroom
book to help students calm down and be ready for learning.
Children will listen to the sentences and model them using their five senses and their body parts.
When the teacher is done with the calm classroom, she will start the lesson by informing the students
that they're going to chant with the tape the Alphabets Chant song.

Modeling:
The teacher will show to students the direction that’s going to use during chanting the words and their
beginning sound for the beginning letter in each word in the song by saying: 
“you’re going to chant the words and their beginning sound with the tape. You’re going to follow the
direction in the chant alphabet tape. You’re going to chant by repeating after the person in the tape.
You should turn the page each time you hear the bell. 
Before turning on the tape, the teacher will say to the students: “Let’s walk nicely and get your
Alphabet chant book and come back to sit down in your spot on the rug. listen to the alphabet chant
song, chant each word, and say their beginning sound. When you hear the bell, turn the page. Keep
going until the last letter in the tape and chant book.
When the teacher turns on the tape, The students will start chanting each word and say the beginning
sound of each word in the song.

Example: 
“Students will chant apple, apple and say the sound a a a”
“Butterfly, butterfly b, b, b” 
The students will keep chanting the world, and chanting the beginning sound of each word by sounding
it three times.
After finishing saying all the beginning sounds of the letters, the students will have been asked by their
teacher to put the alphabet chant book in their pocket and come to sit down on the rug.
when the students come back to their spot in the rug, the teacher asked them to pay attention to the
direction that she is going to explain to them by saying:
“ I am going to chant the word from the chant book, you're going to chant the first sound.”
“If I say apple apple you’re going to say   a a a”
The teacher starts pointing to the students by saying their name. The teacher chants the word, the
students chant the sound of the first letter.  
The students will engage and be involved with the teacher when pointing to each one. When one
student does not know the sound of the first letter, the teacher will call for help from other students.
Then ask the student who does not know the sound of the letter that the teacher will chant to him/her,
and he should repeat the sound. 
That strategy will help students to know this sound next time and say it without help.

Guided practice:
After pointing to all students to chant individually the first sound of the words in the alphabet chant
book. The teacher will do an activity about saying the name of the pictures in the worksheet, chant the
first letter’s sound, and trace down the first letter. 
The teacher will use the classroom screen to help students watch the way how to write the letter and
follow guided writing.
The teacher will replace the work sheet on the top of the device to show the writing of the first letter of
the picture’s name on the screen. Then she will start with the first picture and keep going until done
with all alphabets.
The teacher will ask children by telling them, what is the name of the first picture? by pointing to the
first picture on the classroom screen.
The students will say the name of the picture.
Then the teacher will ask the same student who will respond, can you please tell me the sound of the
first letter in the name of the picture. After the student will sound it, then she will show the students
how to write the first letter of the name of the picture that they talk about.
Example:
“Can you please tell me the name of this picture?”    
Student “Kitten”
“Can you sound the first letter in the word kitten?”
K, K, K.
Then the teacher will say to the students watch me I am going to trace the first letter, then you can grab
your pencil and trace it” 
The teacher will keep practicing the same strategy with all letters, by calling to the students to help
them get involved, reinforce the concept of sounding the first letter of each picture, and engage in the
learning process. 
chart.

Independent practice:
Each student will grab their worksheet that includes the pictures of all alphabets by order. The students
will trace the letter on their own after the teacher will show them how to write them.

Closure:
The teacher will ask students to put their worksheet in their pocket. She said to them we will finish it
the next day. She will ask students to be ready for their recess time.

Differentiation for Individual Needs

1.Special Needs:
Students will be given a modified amount of time and some individual help from the teacher to help
them identify the beginning sound of the letters in the names of pictures in chant books, and in the
worksheet.

2.English Language Learners:

Students will be given visuals to help them make the connection between the concepts and pictures.

3.Learning Styles:
Visual learners- Visual students will see the pictures in the book, and on the screen in the worksheet.
Auditory learners- Auditory learners will hear all alphabetic words with their beginning sound from the
alphabetic chant tape. While doing the worksheet.
Verbal learners- For verbal learners, students will identify the alphabetic words with their beginning
sounds, labeling the first letter in each word by repeating them during the singing with tape, saying the
name and the sound for the first letter in each alphabetic word, and during the worksheet activity.

4.Advanced Students
Advanced students will know all the sounds of alphabetic chants, and worksheet pictures’ names,
and write the letters on their own.
They will say the first letter in the alphabetic words, sounding it, and write it.
Assessment
Formative:
The teacher will use the answers that children refer to each picture in the chant alphabet book and in
the worksheet activity as a formative assessment.
Students will be able to label the words, say the beginning sound, and point to the beginning letter in
each word by using the chant alphabet tape, the chant alphabet book, and the worksheet activity.

Materials/equipment
audio tape
laptop device
classroom screen
worksheet
pencil

Resources 
the alphabet Chant Book.