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Final Project – Preschool Letter Recognition Curriculum

Teresa Harper

Post University
LETTER RECOGNITION 2

Final Project – Preschool Letter Recognition Curriculum

This project's primary goal is to use several curricular formats to follow a unit of our

choosing while utilizing Universal Design Learning and Understanding by Design. An educator's

role is to help a youngster learn to be a learner in the real world, not just on worksheets or tests.

acquiring knowledge outside of the classroom and becoming an expert in all subjects connected

to instruction.

Part I: Statement of Educational Philosophy

An educators' pedagogical view is that all children are unique and require a challenging

educational environment where they may grow physically, cognitively, emotionally, and

socially. The objective is to provide an environment where students may reach their most

significant potential.

This may be using a constructivist approach and social awareness of what will be taught

around them. Brau, Kimmons, and Caskurlu (2020), call on constructivism and learning theory,

which claims that information can best be obtained via reflection and active building in the mind.

This allows the student to analyze the facts being taught and builds an interpretation based on

prior experiences, personal beliefs, and cultural background.

Recognizing that each student has unique learning needs, teachers tailor their approach to

accommodate diverse abilities and learning styles. They provide differentiated instruction to

ensure that every student grasps letter recognition at their own pace.

Social occasions and models are best in a classroom setting, especially amongst those

who require such through the cases of IEP or young children in a category for special needs.

Learners establish an atmosphere of shared meanings with peers by collaborating with others.
LETTER RECOGNITION 3

Evaluating the strengths, weaknesses, or needs of a child best reflects how the curriculum

of the class can move on. Such has investigated UDL, organization charts, and allowing the child

to reflect on their learning.

The teacher looks for the students to acquire new skills and gain further information in a

relaxed classroom where they can freely express themselves. Children will develop a passion for

learning. They will be prepared to study in an active, productive, and goal-oriented manner while

being regarded as individuals and will be taught to respect the opinions of their classmates. It is

the job of the educator to remember that each pupil is an individual who deserves love, attention,

and respect (Ultanir, 2012).

Teachers believe that fostering strong foundational skills is essential for students’ overall

development. Specifically, they emphasize the importance of letter recognition as a fundamental

building block for literacy. Recognizing that each student has unique learning needs, teachers

tailor their approach to accommodate diverse abilities and learning styles. They provide

differentiated instruction to ensure that every student grasps letter recognition at their own pace.

The goal of education is to spread knowledge. Universal Design Learning (UDL)

contributes to this goal by recognizing the unique learning needs of various pupils because only

some learn similarly (Cast, 2010). In an educational context, the educator’s job is to provide

instruction while accepting the challenges from all points so that information is shared

attentively.

The primary purpose of special education is to provide equitable access to education for

students with disabilities. It ensures that every child, regardless of their unique challenges, has

the opportunity to learn. Special education aims to address the specific needs of each student.
LETTER RECOGNITION 4

It provides individualized instruction, accommodations, and services to help students

succeed academically, socially, and emotionally. Special education promotes inclusion by

integrating students with disabilities into regular classrooms whenever possible. It fosters a sense

of belonging and acceptance among all students.

Special education teachers adapt and develop materials to match the learning styles,

strengths, and special needs of each student. They create individualized education plans (IEPs)

and modify curriculum content. Special education teachers observe students in the classroom,

conduct informal assessments, and track progress toward IEP goals. They identify areas where

additional support is needed.

Educational philosophy plays a crucial role in shaping teaching practices and approaches.

Our teaching philosophy shapes the classroom atmosphere. Whether we prioritize collaboration,

critical thinking, or individual growth, it impacts interactions with students.

Deepening our understanding of our own philosophical ideas enhances authenticity in the

classroom. When our teaching aligns with our core beliefs, students benefit. A student must

accept education while simultaneously using critical thinking to spark their perspectives on what

is being taught. UBD (Understanding by Design) recognizes that not all students absorb material

at the same rate. Meaning some expectations for students are broken down into what all, most,

and some students will understand, know, and accomplish (Wiggins & McTighe, 2005).

Recognizing that young learners thrive in playful environments; teachers infuse letter

recognition activities with joy and curiosity. They create engaging games, scavenger hunts, and

interactive challenges. Teachers are committed to nurturing a love for letters, empowering

students to become confident readers and writers.

LETTER RECOGNITION 5

Remember, classrooms can be both challenging and rewarding for students with special

needs. By prioritizing individualized support, empathy, and inclusivity, we can help these

students thrive and develop essential life skills. Understand that parents of special needs students

may struggle with their own discomfort and fear. Foster open communication and collaboration.

Part II: Rationale of Curriculum

This unit is designed for a special needs’ classroom. The class that the unit is designed.

for consists of:

• 12 students (Preschool)

• Ages of 3-5 years old

• four girls and eight boys, all with Individual Educational Plans (IEP).
LETTER RECOGNITION 6

• Half the students have speech delay.

• Diversity in the students

• Three know their alphabet without assistance.

Based on the New York Preschool Learning Standards, the program is designed. All of these

students experience some sort of delay; thus, they need outside therapy in addition to Early

Intervention support. While some people only need speech treatment, others could also need

occupational therapy.

Most students can comprehend their alphabet, but only with the help of one-on-one tutoring or

music.

To learn the alphabet, students must first listen to their ABC song. To assist with modeling

their letters and mimicking their sounds, they will make use of items, other centers, and

incomplete resources. As they learn their alphabet, which can be challenging since most students

struggle to pronounce their letters because of developmental delays, they will build on this.

Backward design techniques were used in the preparation of this lesson to better meet the needs

of the students and the overall goal of the class. By using this method, the teacher can guide the

generated important questions. This means that it is necessary to make sure that the unit's goal

and notion are understood.

This will initiate the UDL process for the instructional model.

In this manner, the teacher and the learner can collaborate to identify the latter's needs, strengths,

and goals. As a result, a student learner profile is created and can be viewed in Appendix E.

Within the UDL, three

LETTER RECOGNITION 7

Six Letter Recognition Rules need to be adhered to. Any learning environment can benefit

from the application of representation, action and expression, and engagement. (University Post,

2021). To comprehend these ideas even better, they will think about:

1. Representation: The language is open, intimate, and sensitive to cultural differences, drawing

on the learners' prior knowledge to help them apply the newly acquired knowledge to their own

experiences. With this kind of significance,

2. Action and Engagement: To highlight the requirements, a student-friendly rubric is included

with the narrative instructions.

3. Engagement: Depending on their interests, the students can choose from a variety of prompts.

The engagement of the children's knowledge acquisition process was given in Appendix C.

The number of letters that children can learn and comprehend will determine how much they

learn from the unit. What value do they stand to get from the letters? By the time the lesson plan

is finished, the students will be able to name every letter in the alphabet and pronounce each of

the 26 letters along with its associated sound.

They have to realize that letters are all around us and serve as a window into our exchange of

ideas. In addition, learn how to comprehend the letters contained in their names and how to apply

them to construct speech.

Selecting the Essential questions that need to be answered is a part of every unit.

This is essential for encouraging real student participation and involving the kids in

understanding. Essential questions, in the opinion of Wiggins and McTighe (2005), can help

students think more creatively and get a deeper comprehension of the material they are studying.

The GRASPs tool and WHERETO philosophies, which are reflective of the UDL and UBD,

are present in all three levels. This enables them to determine what lessons the kids will learn as
LETTER RECOGNITION 8

well as which lesson plans and activities will work best for each student in the class. A rubric is

attached to each, which can be used by the teacher to determine whether the students have

mastered the material as well as for student assessment. Was their understanding preserved or

was it lost, and could the big question be answered?

Part III: Unit Plan

Stage I

Prekindergarten: Letter Recognition

Exploring the ideas of letter recognition and the sounds of the letters. The letters are important
in forming early language and words to help read and write.

According to the New York State Prekindergarten learning standards letter recognition and
phonemic awareness is a skill that we can begin to see in children of ages from 4 years old.
(NY ELDS).

The New York State Prekindergarten Learning Standards expect children to be able to
recognize and print upper- and lowercase letters in their name, as well as many upper- and
lowercase letters by the end of prekindergarten.
LETTER RECOGNITION 9

STAGE 1- STANDARDS/GOALS
What should students understand, know, and be able to do? Stage one identifies the desired
results of the unit including the related state content standards and expected performances,
enduring understandings, essential questions, knowledge and skills.

Content Standard(s)

Generalizations about what students should know and be able to do.

Content Standards Primary Expected Performances

Students will be able to demonstrate one to one

PK. ELAL.3. [PKRF.3.] Demonstrates letter sound correspondence by producing the
emergent phonics and word analysis primary sound or most frequent sound for each
skills. letter.

Students will be able to recognize and

manipulate sounds in words, identify letter
sound relationships, and use this knowledge to
read and write.

PK. ELAL.18. [PKW.7] Engages in a After students watch videos of letters and
discussion using gathered information from sound, they will be able to go around the
experiences or provided resources. classroom and find something starting with the
letter given to them.

Students will develop communication skills and

learn how to use information from various
sources to participate in discussion.

PK. ELAL.20. [PKSL.2] Interacts with Students will be able to identify letters while
diverse formats and texts (e.g., shared read reading aloud, during circle time videos, and
aloud, video clips, and oral storytelling). posters around in the classroom.

PK. ELAL.28. [PKL.5] Explores and Students will be able to discuss various places
discusses word relationships and word letters can be found around them. (i.e., In their
meaning. names, books, videos, posters etc.).
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Enduring Understandings Essential Questions

Insights learned from exploring
generalizations via the essential questions
(Students will understand THAT…)
K-12 enduring understandings are those Inquiry used to explore generalizations
understandings that should be developed
over time, they are not expected to be
mastered over one unit or one year.

Overarching Enduring Understandings:  Why are letters important to us?

 Students will understand that letters  Why is the relation between letters and
are learned through phonemic sounds important?
awareness and each letter has its own  Where can you find letters?
sound and form.  How does learning letters and their
 Students will understand when you sounds help us read and write?
put the letters together it will form
words.
 Students will understand that each
letter has its own meaning in our
everyday use of language.

Unit Specific Enduring Understanding

 Students will understand the
alphabet and the importance of the
alphabet.
 Students will understand each letter
has its own sound, but some sounds
might sound the same.
 Students will understand that these
letter skills can be used for language
and word formation.

Knowledge and Skills

What students are expected to know and be able to do?

Knowledge
The students will know…
 How letters form words.
 Where letters can be found.
 The importance of learning the alphabet and their sounds to form words to
LETTER RECOGNITION 11

communicate, read, and write.

Skills
The students will be able to…
 Identify all the letters of the alphabet.
 Be able to recognize the sounds to each letter of the alphabet.
 Point out the letters in their name.
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Stage 2

Stage 2 – Assessment Evidence

Performance Task
Children who can recognize letters are better able to deduce meaning from words and names.
Every spoke letter has a unique sound, shape, and value, which they must learn. They will be
able to link words and names as a result and start to piece them together. A fun and interesting
method to pique children’s interest while reinforcing the alphabet's sounds and letters is through
this performance exercise. Young children in preschool adore painting and drawing, and they do
it for fun. With a job like this, it can be simple for the kids to get into the mood and not even
notice that they are learning something.
GRASPS Elements of the Performance Task
G – Goal G (Goal): The goal of the task will be to create an alphabet sensory
What should students accomplish by bin with the help of the students with rice, sand, or cornmeal and
completing this task?
hide plastic alphabet letters inside. Encourage your child to find the
R – Role
What role (perspective) will your
letters and match them to the corresponding letter on a chart.
students be taking?
A – Audience R (role): You are the teacher in the school wanting to create an
Who is the relevant audience? activity for special needs students to learn the letters of the
alphabet. Your job is to use your ability to create this bin for the
S – Situation students to find the letters and learn each letter of the alphabet.
The context or challenge provided
to the student.
A (Audience): The target audience is parents and teachers.

S (Situation You need to create new and engaging sensory bins for
the students with a limited number of materials.

P – Product, Performance
What product/performance will the
student create?
S – Standards & Criteria
for Success
Create the rubric for the
Performance Task
P (Product, performance, and product):
 An ABC sensory bin that includes different sensory
materials for the students to look for all 26 letters of the
alphabet.
 A note to the parents and teachers explaining the purpose of
the bins and the benefits the bins can help the students learn
the alphabet.
S (Standard & Criteria for success):
- Students can recognize each letter
- Identify the sounds of each letter

Other Evidence Student Self-Assessment

Through what other evidence (work samples, How will students reflect upon or self-assess
observations, quizzes, tests, journals or other their learning?
means) will students demonstrate achievement
LETTER RECOGNITION 13

of the desired results? Formative and

summative assessments used throughout the
unit to arrive at the outcomes.
Early in the unit, students will play with Students will evaluate themselves using a
alphabet letters. This will assist in helping them chart. Each letter that the pupils learn and
get a feel for the unit. comprehend will have a star placed by it by the
teacher.
To assist them evaluate the lesson, students
will do worksheets, center activities, and one- Two color stars will be present to direct their
on-one work. advancement. Yellow denotes a partial
understanding while green represents total
As a summative assessment at the end of the understanding.
unit, students will complete a performance task
in addition to a star chart for mid-unit
evaluation.
LETTER RECOGNITION
\
Stage 3
Where are your students headed?
Where have they been? How will
you make sure the students know
where they are going?
How will you hook students at the An ABC song from Sesame Street will be played on
beginning of the unit?
What events will help students
experience and explore the big
ideas and questions in the unit?
How will you equip them with
needed skills and knowledge?
How will you cause students to
reflect and rethink? How will
you guide them in rehearsing,
revising, and refining their work?
14
Learning Plan (Stage 3)
The "Letter Recognition" section teaches kids the
fundamentals of phonological awareness and phonics.
Recognizing where the letters are placed and how they
impact our daily interactions and lives.
In general, pupils will pick up the ability to say the
alphabet and articulate the sounds associated with each
letter. It is expected of them to be aware of the letter
sequence and its corresponding sound. In the end, the kids
will discover the significance of the letters and how to
align their names with them.
YouTube as the opening. I'll interact with the kids by
joining in on the song's dance moves and pronouncing the
letters correctly.
To increase their interest, I would then ask the kids if they
wanted to hear the song again. Using my cutout letter
monsters, I will go over each letter and pose probing
questions like "whose name starts with S."
After then, they would alternately hope for the letter that
corresponds to the first letter of their names.
I'll demonstrate the letters and their sounds vocally in
addition to watching the YouTube video. Some kids will
utilize rice plates, but the rest of the kids can pretend to
write the letters using kinetic sand. Some kids will be
using matching games and puzzles to help them mimic the
phonic letters and sounds.
We're going to play a letter scavenger hunt together. There
will be 5-8 letters distributed to each youngster to find
across the room. When the letter is located, they will mark
it off with a crayon.
Here, the kids will apply and make connections between
the lessons they learnt the day before and today. Students
will alternately look for objects in the classroom that
correlate to each letter of the alphabet and repeat the
sound associated with that letter.
It will be carried out at random times during the day. To
LETTER RECOGNITION 15

put up on our ABC bulletin, the kids are welcome to

How will you help students to
exhibit and self-evaluate their
growing skills, knowledge, and
understanding throughout the
unit?
How will you tailor and otherwise
personalize the learning plan to
optimize the engagement and
effectiveness of ALL students,
without compromising the goals
of the unit?
How will you organize and
sequence the learning activities to
optimize the engagement and
achievement of ALL students?
sketch their letter and whatever they discover. It will be
maintained up to date so that kids may easily access it and
be reminded of their letters.
Children will judge each other's sticker-adorned drawings
of the alphabet for a little amusement. During circle time,
we will assemble at the carpet to discuss the letters they
read and the activities they took part in.
Students will have the chance to exchange stickers with
one another to show appreciation for any positive
interactions they witness. I will utilize my assessment at
this point to determine how many letters the kids have
learnt and which ones they still recall.
Throughout the day, technology and other interaction
opportunities will provide the best fit for every child.
Using each child's profile and the goals they are given at
the start of the course, consideration of their IEPs and
disabilities will be put into practice.
Youngsters with delayed speech will utilize technology
more frequently. An adult will assist in guiding children
who exhibit certain behaviors and assisting with activity
transitions.
Every day, a daily calendar will be available to kids near
the carpet, allowing them to see how many letters they
have learnt so far and how many are still ahead of them.
Every lesson will have a chart that the kids can mark with
a star after they complete each task for the day.

Pupils who require further assistance will have more one-

on-one time to complete their assignment. On a designated
project day, the kids will get the opportunity to work on an
ABC book in the classroom and share all the images and
drawings they've made over the course.

# Lesson Title Lesson Activities Resources

1 Review of Two videos about ABCs and their sounds will Watch the Jack Hartman "see
Letters using be shown to the class. They'll observe while it, say it, sign it" video and
YouTube moving to the tunes. Every letter will be the ABC song "Usher" from
Videos called out by them, and they will tread on the Sesame Street.
carpet to find the letters scattered all over the
(E) place. Refer to the Appendix G
Links.
LETTER RECOGNITION 16

2 Unit Pre- The activities will start with the students Handmade chart featuring
assessment receiving a star. They will all start with an the alphabet's letters and
orange star to identify the letter they know on each child's name
(R) the chart because they are color-coded.

3 Intro to Letter The lesson's primary questions will be Essential questions

recognition discussed by the students. The pupils will be
introduced to the alphabet by the teacher. Appendix F
(W,H,E) Students will color in the letters they can
locate and recognize using letter worksheets.
Towards the end of their projects, they will
have the choice to include these.
4 Stomp on the Students will trample the letter on the Flashcards
letter provided carpet in shifts. They will rapidly
move between each letter until they reach all
(H) 26.

5 Model of Students will get a letter and model it onto the Rice, sugar, and playdoh.
Letter shape provided objects as part of a sensory play
exercise. In groups of three, I will model the
(E) shape beside them. Putting the letter on paper
and filling in the bubble letters to illustrate the
shape.
6 Do You Hear The teacher will work one-on-one with the Headphones, and computer,
That. students. We'll pay attention to the letter
sounds. The teacher will mimic the noises Appendix G video
(E) with the student while demonstrating the
mouth action used to produce the sound.

7 Collaborative As part of a group exercise, students will look Manipulatives, blocks

Activity for certain letters. Two or three letters will be
delivered to each student. They will search
Letter the classroom for an object that symbolizes
Scavenger the letter or locate a letter block that
Hunt corresponds with the card that has been
handed to them.
(R,E)
8 Mid- Students will complete a midterm evaluation. Progress Chart
assessment Students will get stickers from their teachers,
either green or yellow. Next to their name and
(R,O) the letters they have already learnt, they will
affix the star. Whether it is a comprehensive
understanding or a partial comprehension.
LETTER RECOGNITION 17

They recognize the letter but not the form or

sound, which has a partial meaning.
9 Time for Throughout the day, each student will be Kahoot/ anywhere teacher
some game taken one at a time to play a pathway game app.
fun for ten minutes. In order to improve their
letter identification, they use the computer to
(T) collaborate with the teacher on a game. When
assistance is required, the teacher will sit with
the student.
10 Can you read Students will start to assemble the Crayons, construction paper,
the ABC. components of the sensory bin. The kids will images for children to
be asked to help fill the sensory bins with follow.
(E,O) rice, sand, and cornmeal. Encourage your
child to find the letters and match them to the See Appendix F for example
corresponding letter on a chart. worksheets.
Worksheets with the letter on them will be
printed out and colored for challenging kids. Appendix A for performance
Task.
11 End of unit The instructor will again offer the students Progress chart
assessment stars to place on their progress chart. The
instructor will record the remaining letters
(O,R) studied and distribute the green and yellow
stars. The instructor will provide extra
assistance to any kid who is still lacking green
stars to accelerate their growth.
12 Circle Time The teacher will gather the class on the carpet YouTube Videos
Wrap up. so they may review the letters and their Monster ABC cards.
sounds one final time. The ABC song will be
(E,T performed by the students once more. The
instructor will assess each student's progress
toward their own goals.
13 Centers 1. Sensory ABC table (rice, sugar, sand, and Computer
water)
2. Robot letters ABC Worksheets (Appendix F)
3. Locate the ABC mystery box.
4. The Kahoot/Anywhere educator Sensory table
5. Worksheet for coloring

Children will be given 15-minute intervals at

each center, which will route daily.
LETTER RECOGNITION
Checking for UDL Principles
Considerations
Required Areas of Study:
Is there alignment between
outcomes, performance
assessment and learning
experiences?
Adaptive Dimension:
Have I made purposeful
adjustments to the
curriculum content (not
outcomes), instructional
practices, and/or the
learning environment to
meet the learning needs and
diversities of all my
students?
Instructional Approaches:
Do I use a variety of teacher
directed and student-
centered instructional
approaches?
Resource Based Learning:
Do the students have access
to various resources on an
ongoing basis?
FNM/I Content and
Perspectives/Gender
Equity/Multicultural
Education:
Have I nurtured and
promoted diversity while
honoring each child’s
identity?
18
Assess and Reflect (Stage 4)
Comments
The usage of letters and their sounds in communication as well as in the
outside world will be taught to the students. Since some kids could take longer
than others, this will be a continuous evaluation. They have been able to apply
where letters may be located and utilized by connecting words and names
nearby. Throughout the day, preschoolers will get one-on-one assistance. The
same final objective is required of every student.
For struggling students:
Students who are having trouble can work on a side basis with the teacher or
the TA. To aid with their learning, they will be working in a new class format.
This may be accomplished by having children learn the letters one at a time or
by providing more flashcards and colorful, eye-catching graphics to hold their
attention.
For students who need a challenge:
Students who need a challenge will be given specific center-based activities
that help to enhance their learning—adding more real-world experiences and
books. Students will also be given a project at the end to help demonstrate
their understanding using their skills of drawing and letter knowledge. The
Kahoot app will be used to set them aside and test this placement.
The instructor and teaching assistants will provide one-on-one and small
group education to the students. Both play instructions and center-based
instructions will be provided. Every child's level and area of interest in
relation to the lesson will determine the play and centers.
There will be a wide range of resources available to students. include laptops,
educational applications (like Kahoot and Anywhere Teacher), playthings,
manipulatives, flashcards, and painting supplies.
With consideration for the unique needs of each student, the unit was designed
for all of them. Considering their language background and IEPs, of course.
LETTER RECOGNITION 19

References

Bada, Dr., & Olusegun, S. (2015, December). Constructivism Learning Theory: A Paradigm for

Teaching and Learning. https://d1wqtxts1xzle7.cloudfront.net/54094559/Constructivism-

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LETTER RECOGNITION 20

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rc2Is8WaSAuOAWptsiv83gEsIz7G~hqvr64vTGRlFn5B~NYqpE2WgRfD4ImQ1lk3f~

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Brau, B., Brau, Kimmons, R., & Caskurlu, S. (2020). Bekki Brau. edtechbooks.org.

https://edtechbooks.org/studentguide/constructivism

Cast (2010). UDL At A Glance [video]

https://www.youtube.com/watch?v=bDvKnY0g6e4&t=12s

Post University (2021). Developing instructional goals: universal design for learning

instructional models. https://rb.gy/kur6bUNESCO. (n.d.). Most Influential Theories of

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for Supervision and Curriculum Development.

LETTER RECOGNITION 21
LETTER RECOGNITION 22

Appendix A

G.R.A.S.P.S - Preschool: Letter Recognition

Letter recognition is the ability to identify and differentiate between letters of the
alphabet, both in uppercase and lowercase forms. This skill forms the foundation for reading and
writing, making it crucial for a child’s early literacy development.

Teaching a basic skill like letters to students with special needs seems simple- but can be
a daunting task. Where do you start? It’s not just reciting the ABC’s, it’s matching, identifying,
tracing, writing, words, pictures and the list goes on.

This Performance task is an exciting and engaging way to intrigue students and reinforce
the sounds and letters of the alphabet. Preschool students with special needs love to draw, paint
and will do it just for fun. With such a task it can be easy for the children to enjoy themselves
and won’t realize that they are being taught a lesson and learning at the same time.

Performance Task:

G (Goal):

The goal of the task will be to create an alphabet sensory bin with the help of the students with
rice, sand, or cornmeal and hide plastic alphabet letters inside. Encourage your child to find the
letters and match them to the corresponding letter on a chart.

R (Role):

You are the teacher in the school wanting to create an activity for special needs students to learn
the letters of the alphabet. Your job is to use your ability to create this bin for the students to find
the letters and learn each letter of the alphabet.

A (Audience):

The target audience is parents and teachers.

S (Situation):

You need to create new and engaging sensory bins for the students with a limited number of
materials.
LETTER RECOGNITION 23

P (Product, Performance and Product):

 An ABC sensory bin that includes different sensory materials for the students to look for
all 26 letters of the alphabet.
 A note to the parents and teachers explaining the purpose of the bins and the benefits the
bins can help the students learn the alphabet.

S (Standard & Criteria for Success):

 Sensory bins are in order.

 Students can recognize each letter.
 Students can overcome sensory fear with the different materials inside the bin.
 Match the letters to the letter chart.
 Can catch the attention of students, teachers and parents.
 A clear written note.
LETTER RECOGNITION 24

Appendix B

Student Task Performance Rubric

Criteria Poor (1) Fair(2) Good (3) Score

Recognize and Students can Students can Students can

name each Letter recognize and name 5 recognize and recognize and /3
or less letters of the name 10 letters of name all 26
alphabet. the alphabet letters of the
alphabet

Identify and Students can identify Students can Students can

Produce the and produce the identify and identify and
sound of 5 or less produce the sound produce the /3
Sound of each
letters. of 10 letters. sound of all 26
Letter letters.

Letters in sensory Students find letters Students find half Students find all
bin Match the in the sensory bin and the letters of the the 26 letters in
match 10 or less alphabet in the the sensory bin /3
Correct Letter on
correct letters of the sensory bin and and match on the
the chart alphabet on the chart. match on the chart.
chart.

In Chronological 10 or less letters on Half the letters are All letters on the /3
Order the chart are in the in the correct chart are in the
correct order. order. correct order.

Sensory Bin Little to no part of the Half of the The whole /3

Complete sensory bin is sensory bin is sensory bin is
complete. complete. complete.
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Note is Attached There is no note Note attached to The note attached

to children folder attached in the folder the folder inside to the folder /3
inside the child’s bag. the child’s bag is inside the child’s
in bookbag and
somewhat clear. bag is well
Clear written and clear.

 
Behavior Students displayed Students Students
Cooperation massive behaviors displayed little displayed no
and were behavior and were behavior and /3
uncooperative during somewhat were cooperative
activity. cooperative during activity.
during activity.
LETTER RECOGNITION 26

Appendix C

Planning Pyramid

The planning pyramid is a framework that can be used to support the development of literacy
skills in young children.

Some learners will know:

 How to identify all the letters of the alphabet and the sounds with each letter.

 How to find objects that begin with each letter of the alphabet with some prompting.

 How each letter has a different formation.

Most learners will know:

 To identify all the letters in the alphabet.

 How to use letters to make words.

 How to locate letters in the classroom with minimal prompting.

 How to identify the letters of the alphabet out of order.

All learners will know:

 There are 26 letters of the alphabet.

 How to sing the ABC’s.

 How to identify each letter in their name.

 How to identify the sounds to each letter of the alphabet.

A key component of learning to read is learning how to recognize letters. Without it, kids

have trouble picking up letter sounds and word recognition. Youngsters who are unable to

identify letters and associate them with sounds will find it challenging to learn to read.
LETTER RECOGNITION 27

Since every kid has a distinct learning style, it is critical to teach preschoolers and

kindergarteners letter recognition using a variety of teaching methods. The four primary

categories of learning styles are visual, kinesthetic, auditory, and tactile. To help your kids learn

the names, shapes, and sounds of the letters, you need to provide them with a diverse range of

resources and activities that cater to each learning style (ABC's of Literacy, 2022).

I attempted to think of ways to incorporate this for special needs students with IEPs and

language delays when I was making my unit plan and planning pyramid. I discovered that lesson

plans with letter recognition that are adapted to the needs of the kids can be used to form a

planning pyramid. I found that thinking through my unit's central question was the most helpful.

When formulating an essential inquiry, the most meaningful inquiries are those that elicit deep

thought, stimulate the intellect, and allow for higher level thinking (Goodwin, 2021). implying a

greater use of open-ended queries as opposed to binary responses.

LETTER RECOGNITION 28

Appendix D

Self-Assessment Rubric

Assignment: Letter Recognition and Sounds

Category Succeeded In Development Not Achieved Score

Do my Standards The key The selected There is a

align with my questions and benchmarks and mismatch between
essential questions? the selected essential inquiries are the selected criteria
standards somewhat in line. and key inquiries.
coincide.

Do my essential My key questions My key questions are My key questions

questions align match my somewhat in line with don't correspond
with the knowledge students' abilities my students' abilities with my students'
and skills of my and expertise. and knowledge. abilities and
knowledge.
learners?

Stage 2- Determining Acceptable Evidence

Did I offer the students Children were given Children were given a Children were not
enough ways to several options for single option to show given any chance
demonstrate their expressing their that they understood. to show that they
understanding? comprehension. understood.

Did I consider the For the unit, child Child variability For this unit, child
variability of my variability was taken received very little variability was not
learners? into account. attention. taken into account.

Have I created at least Using the GRASP tool, A partially completed There was no
one authentic one or more realistic GRASP tool was genuine
performance task using performance tasks were used to generate an performance task
the GRASPS tool? produced. authentic made.
performance task.

Stage 3- Planning Learning Experience and Instructions

Have I really The students exhibit My students are There is no

engaged the eagerness, and I've just marginally excitement
students and really captured their engaged with the displayed and I
interest in the unit. material and exhibit failed to engage my
LETTER RECOGNITION 29

sparked their little interest. students with the

interest in the unit.
*big ideas*
discussed in the
unit?
Do the students Throughout the unit, Throughout the Throughout the unit,
get the chance to real-world unit, not many real- no real-world
gain experiences experiences are world experiences experiences are
in the actual incorporated. are used. used.
world as opposed
to only abstract
ones?

Did I match the All or most of the Lessons and Individual, small
lesson to the instruction and evaluations are group, and whole
needs of each evaluations are primarily focused group learning
individual student centered on the on meeting the needs are not taken
or small group needs of the needs of the into account while
based on the individual, small individual, small developing
evaluation group, and large group, and large instructions or
results? group learners. group learners. assessments.
Total:
LETTER RECOGNITION 30

Appendix E

Example Student Learner Profile

LETTER RECOGNITION 31

Appendix F

Sample Worksheets
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LETTER RECOGNITION 33
LETTER RECOGNITION 34

Appendix G

YouTube Video

Jack Hartman- https://youtu.be/WP1blVh1ZQM

Sesame Street- https://youtu.be/SWvBAQf7v8g