Literacy Unit Plan-Chelsea Heckman

Teacher Education Program
Lesson Plan
Teacher Education Candidate: Chelsea Heckman Date: 10-1-2019
Subject: Language and Literacy Grade Level: Preschool
Topic: Letter Recognition- Introduction
1. Goal
To demonstrate understanding of print concepts
To demonstrate knowledge of the alphabet
2. Student Learning Objectives and Standards

Refer to www.corestandards.org or
http://www.pdesas.org
As students are called to the carpet, they will be able to independently choose their own name cards for the activity.
Standard - CC.1.1.PREK.
Recognize and name some upper and lower case letters of the alphabet.
3. Assessment of Student Learning
Pre-assessment
 During a discussion in morning meeting, children will brainstorm how we know who they are.
Students will be asked to identify whose name the teacher is holding based on just looking at it.
Formative assessment
 When each student comes up to identify their name to put on the chart, the teacher will observe if
they correctly identified their own name and will ask them if they know the letter that their name
starts with.
Summative assessment
 After the activity, students must identify their name in one other place throughout the classroom
by walking to it and pointing it out.
4. Books, Materials, Resources, Websites, Technology (APA format)

Refer to www.apa.org
 SMART Board
 Name Cards
5. Teaching Strategies
 Use of SMART Board
 Discussion
 Brainstorming
 Modeling
 Demonstration
 Indirect Instruction
6. Sequence of Instructional Delivery and Classroom Management
Introduction—Engage, Motivate, Explore

 During morning meeting, read the question of the day. The question of the day in this lesson is,
“Do you like snow?” Winter is out project of study. The morning message, with the question of
the day is written on the SMART board.
 Ask students to think in their head about if they like snow or not because we will come back to
that.
 Ask students, how I know who they are. Students will brainstorm and give ways of how people
know who they are. Give examples using different names. Explain that every person has a name
that identifies them.
 Show them their name cards on the carpet, with a highlighted first letter. Ask students to identify
whose name they are holding up. Explain to students that their names are all made up of letters.
 Sing the ABC’s on the SMART board so that the students can see each letter as they sing the song.
Body—Explain, Extend, Make Connections

 Tell students that the letters that make up their name is what makes them special. Model changing
the first letter in my name and verbalize how it would sound different if I had different letters in
my name.
 Go back to the question of the day: do you like snow?
 On the SMART board, there is a T-chart that has two columns. One says yes and one says no. The
yes side has a green thumbs up and the no side has a red thumbs down.
 Next to the T-chart, is a list of the students names with the first letter of each name being a
different color.
 Model to the children how they will come up, find their name, and drag their name to the yes or no
side depending on if they like snow or not.
Closure—Evaluate Summarize, Review

 As a group, we will review the chart and count how many students like snow and how many do
not. The teacher will read the names of each child in each category and point as she goes down the
lists.
 Explain to the students that their names are in other places of the room also. Ask the students if
they know some of those places and why we have them there.
 As a transition into self-selected activities, students must find their name one other place in the
room and walk to it.
Lesson Plan
Topic: Letter Recognition- Book
1. Goal
To demonstrate an understanding of print concepts

Students will be able to identify the first letter of their name during the reading of the story based on letters.
Standard - CC.1.1.PREK.B
Identify basic features of print. • Differentiate between numbers and letters and letters and words. • Recognize and
name some upper and lower case letters of the alphabet.
Answer questions about a text.
Pre-assessment
 Use student’s prior knowledge from this morning to see what letters they know. Ask students to
identify what letter their name starts with.
 During reading, the teacher will ask questions about the letters of the animals in the book and ask
students to connect that to their name spelling.
 At the end of the story, ask children to recall letters from the book. Observe if students can make
connections to their name or an animal in the book. Observe students in the art center using the
book as a resource.

 Book
o Howell, W. C. (2002). Zoo flakes Abc. New York: Walker & Co.
 Paper
 Paint
 Toy animal figurines
 Discussion
 QAR
 Hands-on Activities
 Learning Centers

 Remind children how during morning meeting, we discussed how we each have a group of letters
that makes us special and unique and that is our names. Ask students if they know of any animals
that they might see in the winter. Make a list of their responses.
 Did you know, that those animals have names too? A bear is a bear because of how it is spelled. If
we changed its first letter to an H, it would be a hear.
 Today, we are going to read a book about different animals that you might see in the Winter and
what letter they start with.

 During reading, the teacher will point out the letters in the book. She will trace the letter with her
finger and ask students to repeat the name of the letter as she says it.
 The teacher will ask the students whose name starts with each letter and make the connection to
the animal. For example, a cheetah names Chelsea. The teacher will also point out that they sound
the same with the /ch/ sound.
 The teacher will ask questions throughout the book to encourage discussion of Winter animals to
use in later activities a lesson plan outside of language and literacy.

 At the end of reading, ask students to recall letters that they remembered from the story. Ask the
students again why we all start with different letters and our names all sound different.
 Explain to children that during learning centers, there will be toy animals and this book in the art
center. There will also be a piece of paper with their letter on it written in marker. The students
can find their letter in the book and find the animal figurine that matches it and use their tracks to
trace their letter.
Lesson Plan
Topic: Letter Recognition- Letter Mats
1. Goal

As students mold lines using play dough, they will be able to identify if a line is curved or straight.
Pre-assessment
 Evaluate students’ ideas of the lines they see in a snow man. What kind of vocabulary do they
use? Discuss their thoughts on the lines that they saw in the video.
 Observe students as they form lines using the play dough. Take pictures or videos of the process
and complete jottings as time permits.
 After the activity is complete, ask students to identify the lines that the made in their letter. Take
photos of their work to document learning in a portfolio.

 Play dough/Snow
 Play dough letter mats
 Trays
 Rolling pins (for students with sensory concerns)
 Play dough tools
 YouTube Video
o [Scratch Garden]. (2015, September 8). The lines song [YouTube]. Retrieved from
https://www.youtube.com/watch?v=DQEVllmeWH4
 SMART board
 Discussion
 Brainstorming
 Independent Practice
 Modeling
 Demonstration

 Prior to the activity, students will have made snow play dough.
 Guess what! Winter came early for you! We get to play with snow today. Brainstorm some ideas
of things that you can do and/or make with snow. Write a list of their ideas.
 Discuss the elements of a snow man. Point out the lines or shapes you may see throughout the
figure of a snowman.
 On the SMART board, play the “lines song”.

 Transition into smaller groups by asking students to show you a line using their body.
 After exploration, the teacher will model the activity. First, have students watch as you trace the
letter in front of you with your pointer finger. Verbally explain that there are straight and curved
lines depending on the shape that I have.
 Pass out a letter mat to each student and have them trace the letter with their finger. Ask them to
explain the lines that they see or feel on their mat.
 At the table, allow students to explore the play dough for 2 minutes.
 After exploration, the teacher will demonstrate how the activity happens. The teacher will use her
hands, or a play dough tool, to begin rolling and molding the lines that are in the given letter.
Then, I will show them how to apply their play dough to the mat to form letters.
 Students will then be given time to work independently to explore the lines in letters.

 Discuss with the students what their favorite part about the activity was. Ask them to identify the
lines in their letter as either straight or curved or both.
 Lines are all around us. Do you see other lines throughout the classroom?
Lesson Plan
Topic: Letter Recognition- Straight Lines vs. Curved Lines
1. Goal

Students will be able to sort letters based on straight or curved lines during their turn at sorting in a Venn diagram.
Pre-assessment
 Ask students to recall types of lines from our activity yesterday. Write a list of all the places that
students found lines throughout the classroom. Were they curved or straight?
 As children are moving letters into the Venn diagram, observe and if possible, take notes of where
the students are placing each letter and if they are placing them in the correct section.
 Recap the categories in the Venn diagram and ask students to recall what letters have straight lines
and what letters have curved lines. In a quick assessment, students will identify if a letter has
straight or curved lined using flash cards.

 SMART Board
o Hatch programming, Hatch is a type of SMART board
 Sand paper letter cards
 Demonstration
 Modeling
 Guided Practice
 Use of SMART board and Hatch programming

 Ask students to recall what types of lines they made yesterday in their activity. Have students
name some places that they found lines in the classroom yesterday. Lines are everywhere! Let’s
see if we can find some more lines right now.
 Today, we are going to practice sorting lines again, but this time on the interactive board. Can you
name some letters in the alphabet? Have students shout out some letters that they can think of.

 So, we know that lines are everywhere, including letters. Let’s look at the letter ‘A’. Bring the
letter up in a large font on the SMART board. Trace the ‘A’ with your finger and have students
follow along with their magic finger in the air. Ask students what kind of line this letter has.
 Show students a Venn diagram. Define and explain the use of a Venn diagram. In front of the
students, label the two sections of the Venn diagram with a curved line on one side and a straight
line on the bottom. Ask students to brainstorm what the oval in the middle may be used for.
 Refer back to the letter ‘A’ that we traced with our fingers. If we were looking at the letter ‘A’,
where in the Venn diagram would it go? Model how students can drag the letter into the
corresponding part of the Venn diagram.
 Invite students to come up and move a letter into the straight or curved lines section. (The letters
are shuffled up and as letters are placed in the Venn diagram, new ones appear.)

 Tell me a letter that has straight lines. How do we know it is a straight line? Tell me a letter that
has curved lines. How do you know it is a curved line?
 Quickly show students letter flash cards. Ask them to shout out if the letter has straight, curved, or
both.
 Letters are made up a different lines. Today you made lines out of play dough. Later this week,
you will be fishing for letters with straight and curved line “worms”.
Lesson Plan
Topic: Letter Recognition- Alphabet Fishing
1.Goal
To form letters using straight and curved lines

Students will be able to match two of the same letters after collecting a letter out of a “pond”
Standard – CC.1.1.PREK.B
Pre-assessment
 As I am modeling the activity and the creation of the bait, students will engage and participate in a
discussion about the letter. Students will be expected to identify the shape of the letter and actively
trace with their finger in the air.
 Observe students as they create their letters with pipe cleaners for bait.
 At the end of their activity, the teacher will check their alphabet mat for accuracy of letters. Letters
should be molded correctly with the bait and matched to the correct alphabet on the mat.

 Pipe cleaners
 Magnet letters
 Small container
 Dowels or rods
 Paper clips (for hooks)
 Magnet board
 String
 Alphabet mat
 Blue filler, such as paper shreds or cut construction paper
 Discussion
 Demonstration
 Modeling

 Get students excited that today we will be going fishing!
 I will model and pretend to “catch letters” and ask the students to identify the letters as I put them
on a magnet board.
 Explain that in order to catch a fish, we need to have the right bait for them to bite. This is using
prior knowledge as we have discussed ice fishing while we are talking about Winter in the
classroom.
 As I am catching the letters, I will describe the physical features of the letter verbally, but also
with tracing it with my finger. I will invite children to join me in using our magic finger to draw
the letter in the air.

 Demonstrate how students can form their bait into the letter that they are searching for using pipe
cleaners.
 Students will practice forming shapes using pipe cleaners. Once their bait is shaped, they will
“hook their bait”, just like an ice fisherman on a paper clip. Students will begin fishing for their
letters using their fishing rod made from a dowel rod, string, and a paper clip.
 If a student catches a letter that does not match their bait, they must throw it back and try again.
 When students catch a match to their bait, they can place the letter “fish” on the alphabet mat to
the corresponding letter.
 Students will continue to work independently.
 For students who can identify letters, I would ask them to identify sounds. For children who need
fine motor support, larger rods and materials will be available. For students who need more
guidance on letter recognition, a smaller amount of letters will be in their pond.

 When students are finished, they must show the teacher their alphabet mats. Teachers should
check for accuracy. If more support and guidance is needed, the teacher will aid in the completion
of the activity.
 Students will summarize some of the letters that they found and be asked to trace with their finger.
I will encourage children and ask for their feedback on their thoughts of the activity.
 If applicable, children will be encouraged to identify some sounds that may go with the letter.
Lesson Plan
Topic: Letter Recognition- Gross Motor
1. Goal
To demonstrate that letters are made up of lines

Students will be able to identify one letter of the alphabet after the use their bodies to create the letter.
Pre-assessment
 Students will brainstorm ideas on different ways to create letters. Ask students to verbalize their
ideas. Students should use vocabulary such as straight, curved, long, and short to describe the
letter shapes. The teacher will listen to the children’s ideas and assess their knowledge of letter
composition based on this.
 The teacher will take pictures of the students working independently or in groups composing letter
shapes. This will document their understanding.
 The teacher will show students the images she took during the activity and ask students to
summarize the letter composition using vocabulary words.

 iPad
 Alphabet yoga cards
 Tape
 Modeling
 Demonstration
 Group Cooperation
 Brainstorming
 Paired Work

 Students will gather in a large circle in the gym. Yoga is something that we have previously done
in school, so students have some prior knowledge about the experience.
 Students will stretch to a guided video using the iPad. Students will practice counting to ten as
they hold each stretching position.
 Students will brainstorm ideas on different ways to make letters. The teacher will create a list of
their ideas.
 The teacher will remind them of how animals needs to communicate with their bodies, because
they do not talk like we do. This was discussed in our study of Winter animals. Can we create
letters using our bodies?

 Students will have three to five minutes to explore their own bodies on how they can make
different shapes. Letters are displayed on the wall in the gym. The teacher will take pictures to
document the activity.
 The teacher will show the students the yoga alphabet cards. On each card, there is a picture of an
individual child as well as a group of children creating a letter of the alphabet with their bodies.
 The teacher will choose a letter that the students have been focused on learning and show the
students. The students must decide whether they want to create the letter with their own body, or
with a group of students.
 Students will either work together or independently to create the letter. The teacher will document
with images. Students will use language such as straight, curved, long, and/or short to describe the
shape of the letter.
 Students will identify the letter and letter sound of the letter. The activity will continue until
children lose interest.

 The teacher will ask the students their thoughts on the activity. Some questions may include, what
was the hardest letter to create? Was it easier with other people or by yourself? How did your
body feel? What did you like most about the activity?
 Students will compare this experience to how animals need to communicate with their bodies and
how are bodies can be similar or different.
 The teacher will explain to the students that the letter yoga cards will be available during self-
selected time in the gym.
Lesson Plan
Topic: Letter Recognition- Letter Matching
1.Goal

Students will be able to identify 80% of the letters in their name during an independent activity.
Standard – CC.1.1.PREK.B
Pre-assessment
 Students must find their worksheet by identifying their name on the snow globe.
 The teacher will ask the students what letter they are searching for and aid in identification if
needed.
 The teacher will jot notes as students are working independently on the accuracy of letter
identification as well as how they work to accomplish an assigned task.
 The teacher will use the completed worksheet to assess letter matching knowledge. Students will
verbalize to the teacher the letters in their names too.

 Snow globe worksheets
o DK Resources. (n.d.). Snowglobe Letter Activity - ABC Letter Identification Worksheets.
Retrieved from https://www.teacherspayteachers.com/Product/Snowglobe-Letter-Activity-ABC-
Letter-Identification-Worksheets-1558257.
 Dot stickers
 Sharpie to write letters
 Modeling

 Get students excited by telling them that all of their names got lost in a snow globe! All of their
letters got mixed up and they have to find them to make their name again.
 The teacher will make up silly names for each child using a mix-up of their letters before
explaining the activity.
 Ask the students if they know some silly names. Connect to Olaf, as Frozen is a interest in the
classroom.

 This activity takes place during small group times. Since the teacher is close to the students, she
will model the activity and how it works. The teacher will show the students a snow globe with
her name mixed up all inside. (Each snow globe is customizable for each child’s name. At the
bottom of each snow globe, the student’s name will be written in the correct order.)
 The teacher will model how she has to peel a sticker dot with a letter on it and put it on the
corresponding letter in the snow globe. The teacher will model a few letters, since the name is
probably long.
 Students will receive their snow globe with their own set of letter stickers. Students will begin
working independently on their name snow globe.
 As the students are working, the teacher will periodically make note of the letter sounds and
connect it to a word that it may start with.
 To adapt for students who may already know their uppercase letters, I would put lowercase letters
in the snow globe and uppercase on the stickers so that they could match the partners.

 When their snow globe is completed and they found all the letters in their names, students will
identify the letters in their name by pointing to them and verbally acknowledging the letter and
sound if applicable.
 To extend the activity, snow globe cut outs will be available to them in the writing center to add
their own letters or make their own silly names. The teacher will observe them working on their
own in the writing center as students engage in the activity.
Lesson Plan
Topic: Letter Recognition- Letter Recognition and Letter-Sound Correspondence
1. Goal
To demonstrate understanding of print concepts
To demonstrate understanding that letters are connected to words

As students look for words throughout the room, students will be able to identify the first letter in a word that
matches in their alphabet book.
Standard - CC.1.1.PREK.C
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Pre-assessment
 After students bring back the letter that they found throughout the classroom, they will identify the
letter and sound of that letter.
 Note student’s accuracy as they find objects throughout the room. Observations should be
completed as they use self-talk or other visual ways to match a letter to their resources.
 Performance Assessment
o Observe students as they are sharing with their partners. Students should be correctly
identifying the letter that they found and the matching word that corresponds with it.

 SMART board
 26 Alphabet cards
 Tape
 Long chart paper
 20 ABC books
http://www.readwritethink.org/files/resources/lesson_images/lesson132/student-abc.pdf
 KidsTV123. (2009, September 22). Phonics Song 2. Retrieved from https://www.youtube.com/watch?
v=BELlZKpi1Zs.
 Crayons
 Labeled objects around the room
 Cooperative Group Work
 Think-Pair-Share
 Demonstration
 Modeling
 Partner Work

 Review the objective aloud as a whole group.
 As a whole group, students will sing/listen to the A is for Apple song and stand when the letter of
their first name appears on the screen.
 Build up the excitement and explain to students that they are going to go on a letter hunt. Tell
them that I have hid 26 letters throughout the room and it is going to be their job to find the letters
and put them in order as a whole group.
 Call small groups of children, maybe two to three, at a time to go search for a letter. When they
find a letter, they will bring it back to the carpet and lay them down in the order that they are
found.
 When all the letters are placed in order, students will help to identify the letter and the sound that
corresponds with it.

 Split children into small groups, broken down over three days.
 Hand children their personal “ABC Books”. Explain to the students that they will be going around
the classroom to find things that start with different letters. (Note that the entire classroom is
labeled on shelves and on baskets.)
 Students should try to find at least five words throughout the room on the first day of this activity.
For students with varying ability levels, different amounts of letters will be expected.
 Model for students what this activity will look like.
 When students find the words, they will need to draw that image in their ABC Book. Students will
work independently but will be monitored throughout.
 When students complete a drawing in their book, I will ask them to tell me about their drawing
and write their words. If they are in the stages of writing, they will be encouraged to write their
words.
 After the students have found their specified number of objects and have drawn in their books,
students will be partnered up to share their drawings and findings. I will explain to students that
they can use a picture that their partner drew as one of their letters that they are missing.
 I would encourage ELL students to share how to say their findings in their home language.
Unit Reflection Questions:
1. What do you like best about your unit? Why? What do you feel students would like best
about the unit? Why?
Overall, I really like the flow of my lessons. I think that everything makes sense in the
development of my unit. I planned this unit plan to take place in the beginning of the
school year, but more towards October-November. I started out with the foundational
skills and slowly added things on to the prior lesson in the next one. This makes sense to
me because we know that language and literacy development happens in a sequential
order, so nurturing this concept will help to better support learners in the development. I
think that the students will like all of the hands-on activities the best in my unit plan. I
really tried to highlight all different learning styles, but also be sure that there was always
something hands-on that would take place. I think that the children will also be excited
about the idea of seeing their own name all over and getting to dig into something special
to them.
2. What was most challenging in the creation of this literacy unit? Be specific and provide
examples with explanation why you feel this way.
The most challenging part about this literacy plan was all of the assessments. I know this
is more of the lesson plan structure rather than the unit plan itself, however, it is just a lot
to be assessing the entire activity. I know that I probably do this already, but being
intentional about it was definitely something that I guess I need more practice on.
Another thing that was most challenging to me in creating this literacy project was to
ensure that I had enough activities to cover the foundations before moving onto
something else. Initially, I had planned to do letter recognition and then transition into
letter-sound correspondence. However, as I began planning, I felt that the students really
needed more time to focus on the letter themselves and I recognize that this can take a
long time, as I see it in my actual classroom. Even when I went back and kind of looked
at everything, I feel that I made a huge jump from the second to last lesson to the final
lesson plan. Leading up to this, I took baby steps as I progressed in letter recognition, but
then had crazy expectations. Now looking at it, I would probably go back and change
that, but I am not sure what would come next for me. I found myself actually planning
backwards, which I found very interesting. I started at the last lesson plan and worked my
way back to the beginning. I think because I knew where I wanted students to be, it was
easier for me to back track and find out how they were going to get there.
3. Provide information about what previous knowledge and/or environmental supports you
feel would be necessary if you were to implement this unit. Provide information about
where you would project this unit to continue or develop into after the 2-3 week time
period - what would happen after the last lesson?
For this unit plan, I feel like I really started almost at the basics of letter recognition.
Some of the prior knowledge that I would expect students to know at this point would be
name recognition. I would also expect students to be able to follow directions and have
problem-solving skills. As far as environmental supports, the classroom would need to be
very rich in print and environmental print. As I mentioned in some of my lesson plans,
students will need to find letters throughout the classroom, so it is crucial that the
environment supports that. After this unit, it would be my hopes that we would move
onto more letter recognition in real-life situations, but also transition into letter sounds.
From experience, a lot of times, my students have learned both letters and sounds
together. However, I understand that everyone learns differently, so it was important to
me to foster those foundational skills and really take my time on this. I would love to use
more books to promote the importance of letters and make the connection to print and its
meaning.

Literacy Unit Plan-Chelsea Heckman

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Literacy Unit Plan-Chelsea Heckman

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Teacher Education Program

Teacher Education Candidate: Chelsea Heckman Date: 10-1-2019

Subject: Language and Literacy Grade Level: Preschool

Topic: Letter Recognition- Introduction

2. Student Learning Objectives and Standards

3. Assessment of Student Learning

4. Books, Materials, Resources, Websites, Technology (APA format)

Introduction—Engage, Motivate, Explore

Body—Explain, Extend, Make Connections

Closure—Evaluate Summarize, Review

Teacher Education Candidate: Chelsea Heckman Date: 10-1-2019

Subject: Language and Literacy Grade Level: Preschool

Topic: Letter Recognition- Book

2. Student Learning Objectives and Standards

3. Assessment of Student Learning

4. Books, Materials, Resources, Websites, Technology (APA format)

6. Sequence of Instructional Delivery and Classroom Management

Introduction—Engage, Motivate, Explore

Body—Explain, Extend, Make Connections

Closure—Evaluate Summarize, Review

Teacher Education Candidate: Chelsea Heckman Date: 10-3-2019

Subject: Language and Literacy Grade Level: Preschool

Topic: Letter Recognition- Letter Mats

2. Student Learning Objectives and Standards

3. Assessment of Student Learning

4. Books, Materials, Resources, Websites, Technology (APA format)

6. Sequence of Instructional Delivery and Classroom Management

Introduction—Engage, Motivate, Explore

Body—Explain, Extend, Make Connections

Closure—Evaluate Summarize, Review

Teacher Education Candidate: Chelsea Heckman Date: 10-4-2019

Subject: Language and Literacy Grade Level: Preschool

Topic: Letter Recognition- Straight Lines vs. Curved Lines

2. Student Learning Objectives and Standards

3. Assessment of Student Learning

4. Books, Materials, Resources, Websites, Technology (APA format)

Introduction—Engage, Motivate, Explore

Body—Explain, Extend, Make Connections

Closure—Evaluate Summarize, Review

Teacher Education Candidate: Chelsea Heckman Date: 10-7-2019

Subject: Language and Literacy Grade Level: Preschool

Topic: Letter Recognition- Alphabet Fishing

2. Student Learning Objectives and Standards

3. Assessment of Student Learning

4. Books, Materials, Resources, Websites, Technology (APA format)

6. Sequence of Instructional Delivery and Classroom Management

Introduction—Engage, Motivate, Explore

Body—Explain, Extend, Make Connections

Closure—Evaluate Summarize, Review

Teacher Education Candidate: Chelsea Heckman Date: 10-7-2019

Subject: Language and Literacy Grade Level: Preschool

Topic: Letter Recognition- Gross Motor

2. Student Learning Objectives and Standards

3. Assessment of Student Learning

4. Books, Materials, Resources, Websites, Technology (APA format)

6. Sequence of Instructional Delivery and Classroom Management

Introduction—Engage, Motivate, Explore

Body—Explain, Extend, Make Connections

Closure—Evaluate Summarize, Review

Teacher Education Candidate: Chelsea Heckman Date: 10-9-2019

Subject: Language and Literacy Grade Level: Preschool

Topic: Letter Recognition- Letter Matching

2. Student Learning Objectives and Standards