Name Building Block Words

School/Grade: Pre-K
Content What content area(s) does this lesson cover? How does this lesson support all
area(s)/developmental five domains of child development?
domain(s) addressed
Literacy
● Physical/Motor Development: Students will be able to use their fine
motor skills to piece together words using letter blocks.
● Socio Emotional: Students will be able to connect this activity with
play as they connect and make word associations with building
blocks by sounding out the letters that they see.
● Cognitive/Mathematics: Students will be able to differentiate how
words start from left to right and are sounded out phonetically in that
order by using blocks.
● Approaches to learning: Students will be able to differentiate
between capital and lowercase letters when using word blocks.

Brief description and Why is there a need for this lesson (include citation)?
rationale for the lesson
Students learn best when it is infused with their play and by using blocks
that they engage with on a daily basis it forms a connection of literacy when
they use the blocks to formulate words. Using blocks to form words can help
students phonetically sound out each letter in conjunction with the whole
word. It creates a visual which teaches them how they can start to read
words that relate with their interest.

This lesson is:

* A new * A continuation of a previous
concept/activity lesson/activity
* A review of a * A conclusion of a concept
previous lesson/activity
Keep in mind appropriate length of an activity for preschool-aged children is
15-20 minutes, no more than 45 mins for children K-2 grade)
Timeframe
This activity should take no more than 15 minutes to complete.
Objective(s) of the What will children know, or demonstrate as a result of this learning
activity experience?
Lesson objectives must align with the assessment of student learning.

Students will demonstrate how to sound out words one letter at a time.
Connections to Which NYS Early Learning Guidelines or Next Generation ELA Standards are
standards addressed? Are there other standards used?

PK.ELAL.1. [PKRF.1.] Demonstrates understanding of the organization and basic

features of print PK.ELAL.1. Indicators:

● Recognizes that words are read from left to right, top to bottom, and page to page

PK.ELAL.3. [PKRF.3.] Demonstrates emergent phonics and word analysis skills PKRF.3
Indicators:

● Demonstrates one-to-one letter-sound correspondence by producing the primary

sound of some consonants

Language Objectives What language/vocabulary, communication, or literacy skill(s) do I want my

students to develop in this lesson? For edTPA consider this: Which academic
language demands am I targeting? Choose one, including language functions,
vocabulary, syntax, or discourse that is central to this learning segment. How is
this activity using the specific language demand?
Language objectives must align with the assessment of children’s language
learning

The vocabulary and language that students will be able to learn with this
lesson are as follows:

● Letters
● Sky Scrapers
● City
● School
● Library
● Times Square
● Empire state building
● Statue of Liberty
● New York City
● Building
● Construction workers
● Blocks
● Words
● Foundation
● House
● Safety Hat
● Hammer
 .

Resources/materials ● Building blocks or legos

needed: ● Sticker letters
(Include any worksheets
or sources of evidence
for children’s learning
you will use during the
activity)
Technology inclusion
(if applicable)
Procedures (step by Objective(s)
step) Students will demonstrate how to sound out words one letter at a time.

Anticipatory Set (Connection/Motivation) What will you do to get children’s

attention, or to introduce children to this learning activity? Describe the
process in getting them interested and engaged. HOOK

I will gather students to the carpet and say to them “did you know we can
read words using blocks or legos? Let me show you with these three blocks I
have here on the board.”
Instruction/Mini Lesson (Outline the procedures or sequence activities that
will make up this learning experience; for instance, you might follow a routine
wherein you model (I try); and ask for active involvement (we try) during a
whole group session. I will gather students to the carpet for a big group
meeting and show them three lego pieces with letters on it that form the
word H-A-T. I will then ask for someone to quietly raise their hand and tell us
what word the three letters make. If nobody answers I will simply say “we
will try it out together, what sound does H make, how about A and then T.
Now let's try all three H-A-T. HAT!” Finally I will have students try one more
word before they go into groups to make their own letters.

Independent Practice (during small group activity, working with partners, or

independently)
They will have a sheet of paper with some words on it they can build using
legos with letters that are poured onto the table. Students will work
independently sitting in small groups to form their own letters as well as
phonetically sound them out. They will check off the words that they have
correctly sounded out or circle the ones they have trouble with and the
teacher will go around to help those in need.
 Closure (sharing/reflection, next steps)

The teacher will gather the students back onto the rug and ask the students
if they liked the lesson and will have a few students come up and
demonstrate their skills by having them sound out some words using the
lego word blocks. The students will go around the room to look at the tables
and see how many words were formed at the tables.

Method of assessing Pre-assessment Assessment of Student Assessment of

children’s Outline the steps you will Learning Outline the Children’s Language
understanding of take to evaluate steps you will take to Learning
lesson/activity/objecti student’s prior evaluate students’ Outline the steps you
ve(s) knowledge(i.e., What are learning. What evidence will take to evaluate
(Be sure to include any the skills and/or content will I have to assess students’ language
tools, rubrics/checklists knowledge the students whether students have learning. What
and/or worksheets you need to effectively successfully achieved the evidence will I have to
will use for engage in the activity?). content objectives (i.e., assess whether
assessment(s) rubrics, checklists)? students have
The teacher will successfully achieved
demonstrate the There will be a set of the content
activity first, step by questions to assess objectives?
step and then observe students' literacy
which students will comprehension. The teacher will
follow the same order observe how the
to complete their For example, students are
building block words. “Assessment: are students managing the activity
able to correctly match and take notes on
the letter blocks with the their understanding
words written on the as well as areas that
paper? they are struggling in.
There will be notes
Are students able to on each student and
sound out each letter as their areas of
well as combine them to weakness and
form a word?” strengths
Plans for differentiated Supporting children Supporting English Language Learners, a
instruction/instruction with identified delays culturally responsive pedagogy, and
al modifications or disabilities (i.e., anti-bias/anti-racist curriculum
Describe how you will IEPs and 504 plans) What modifications should I make to the activity to
support struggling What considerations ensure all students are included and engaged in all
learners. should I keep in mind steps required to meet the lesson’s objectives?
regarding cultural
Struggling learners will relevance, age The building blocks will have different languages
be given easier and a few appropriateness, and on the blocks such as letter accents or logograms
words that will be one on ability levels for all to support bilingualism of the students. They will
one supported with the learners? also be given words in their language on the
teacher. The teacher will worksheet.
concentrate on their
letter and sound Students on different
identification more than learning levels will be
their ability to formulate given jumbo blocks to
words. Perhaps they will help grasp the blocks
do better when the better as well as given
letters are in a pattern letters on the blocks to
rather than a word. have that association of
learning through play.
Describe how you will Visuals will be used for
support learners who word identification as
have mastered the well as the use of sign
concepts and need language to describe
additional challenges. some words for
students who are
Students that are non-verbal.
mastering the activity
will be given more
challenging words to
spell with the legos as
well as a short sentence
such as “I am __.”

Follow up/Extension How can I provide an opportunity to remediate, reinforce, or expand on

activities students’ learning today in class?

Every day there will be a word of the day in the block center area that
Family Engagement students can focus on making and sounding out as well as providing a visual
Activities to represent that word. This will help keep the momentum going as students
are learning how to read through their play.
How can I support families in extending the learning in their home
environment?

Every Friday one student's family will provide us with a word to put in our
block center that can represent their daily life activities or culture. This will
help form connections between families and school.