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Running Head: EDU 603 Final Project

EDU 603 Final Project: A Pre-K unit on “Blending Letters”

Krystal Jeffries-Johnson

Post University
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Running Head: EDU 603 Final Project

EDU 603: A Pre-K unit on “Blending Letters”

Part I: Statement of Educational Philosophy

The United Negro College Fund; a historically black scholarship program is known for

Its’ motto, “The Mind is a Terrible thing to Waste.” (Patterson, 2023). The truth

behind this motto brings us to the topic of education today. With so many different things to

consider, one must have a sure belief and strong foundation when it comes to how children are

educated. Therefore, this paper is a review and reflection of the writer’s perspective about an

educational philosophy she believes in the most. Education is extremely important in all facets of

life. Whether a person is filling out a job application, visiting a foreign country or even eating at

a new restaurant, one’s education is the one thing, like a reputation, that will follow everywhere

you go.

Constructivism is the educational philosophy that will be explored here as the author ‘s

chosen educational foundation. Constructivism focuses on the” learner” and their expressions.

This “learner center approach” has been penned by child theorist Jean Piaget. His belief is that

children influence and shape their own environments through their experiences based upon their

own understandings. (Piaget, 1964). With a “learner centered approach”, the teacher learns from

the student rather than the learning being teacher-led. This Constructivism Philosophy is

particularly essential in today's educational field because children are much more inquisitive and

tech savvy today than they were centuries ago.

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Constructivism aligns with the contemporary teaching context due to this strong

emphasis on student-centered learning. According to Piaget, the constructivism approach allows

children to make sense of things the way they come natural to them. Rather than suppress their

true self, Piaget encourages us as educators to welcome the little one’s interpretation of things

rather than ignoring them. This approach promotes a meaningful, active and engaging learning

environment which is very beneficial to the learners. (Shah, 2019). According to research

studies, young children need to actively explore their learning environments, so they can

build their own understanding of it. Our role as teachers are to provide them opportunities to

have these kinds of experiences that promotes learning within this spectrum. (Mills, 2007).

This way, children can ask questions, create solutions, discover new things and be challenged to

go deeper regarding their thinking capacity which extends their learning and prior knowledge.

For example, my two-year old son has his own little play area in our home. He has so

many toys, educational resources and technology to utilize for play and activities. Due to this

multi-faceted environment, that is available and accessible to him, he has the freedom to

explore and discover so many things. One thing he did which was very shocking to us was he

stuck an ink pen in one of his toy trucks. He found the perfect spot for it too and when you look

at it one may think, now why didn’t the manufacturer think of this? Maybe an opinion but this is

a great example of what constructivism looks like inside or outside of the classroom.

Also, constructivism is a good philosophy because it allows for teachers to think for themselves

too and invite them to use their own intelligence to help teach rather than always conforming to a

certain way of teaching. The problem with this is it is passed down to the students which erases

their own way of thinking and learning which is not beneficial to them in no way. (Miils, 2007).
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In conclusion, a bold and sturdy educational system puts the learner at the forefront of its

Curriculum. Teachers are to be committed to providing the rich, learning free classroom

environment that is conducive to learning. In so doing, we must keep the needs

of every learner in mind. Our biggest priority as educators is to ensure that all student needs are

met and that our teaching pedagogy is in alignment with the framework and instructional model

known as UDL (Universal Design for Learning) ; this way no child is left behind. This

framework was created by cast and its’ purpose is to meet the diverse needs of all learners. ( ).
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Part II: Rationale of Curriculum

This unit is designed for a regular education classroom of pre kinder students. The

class that this unit was designed for consists of:

 9 pre-kinder students (ages 4-5 years old)

• 5 boys, 4 girls

• 2 non-speaking English students (1 boy and 1 girl)

The students in this class have had no experience with “blending letters” or two sounds

but they do all have prior knowledge of identifying the alphabets and making these letter sounds.

Therefore, students have worked on basic phonemic awareness skills but not too much just yet.

However, the students have not yet been taught how to put two letters together and make one

sound. This unit utilize backward design in its early planning stages, beginning with the essential

question (EQ) as a starting point. This is why the unit’s work centers on students understanding

that putting two sounds together makes one sound and this helps to read words. Wiggins and

McTighe (2005) explained that work surrounding EQs should consider purpose and audience.

Because the big ideas are at the core of this unit, the skills, knowledge and understandings in

this unit are based on reasoning, not recall (Kineticstreaming, 2014). For example, while

students will be able to say the alphabets and make the one letter sounds, they will more

importantly understand that “blending letters” are used to help produce CVC (consonant-

vowel-consonant) words that they must be able to soon read.

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Running Head: EDU 603 Final Project

When the essential questions were developed, Wiggins and McTighe’s (2011) six facets

of understanding were considered. The students will be introduced to “blending letters” with

their teacher and they will branch off into different centers or spaces to revisit the unit’s lesson in

which they will be allowed to incorporate two letter sounds. This shows one of the six facets:

interpretation. With demonstrating their prior knowledge of one-to one letter sounds, students

will begin to understand that adding another letter produces another sound. (Wiggins &

McTighe, 2011). This experience will help foster and uplift their phonemic awareness skills

which with the end goal in mind will help them to eventually become strong, fluent readers in

Kindergarten. Afterwards, students will use a graphic organizer which will require students to

think about and see what they understand and what they do not so they with the help of their

teacher can improve.

In an effort to plan daily lessons, which focus on the enduring understanding of teaching

students how to blend letters through play, this unit follows a dramatic play model and preschool

center activities. With a dramatic play model and centered activities, students will have a varied

choice of learning while playing experience. The dramatic play/center format is as follows:

whole class mini-lesson, independent stations, individual/small group conferencing and the

dramatic play area which incorporates role playing. This model lends itself nicely to

differentiation. Students select their own choice of instruction after the whole mini lesson and

apply that day’s mini-lesson teaching point within their own activities when appropriate.

Teachers are then able to meet with individuals or a few students grouped by skill/level during

Center rotations. This allows students an opportunity to practice blending letters with their

teacher and she provide individualized formative feedback and make any corrections necessary.
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Running Head: EDU 603 Final Project

In terms of differentiation, the workshop format lends itself nicely to many components

of Universal Design for Learning (UDL). This unit addresses the “Representation” component of

UDL because each day’s mini-lesson teaching point will demonstrate the lesson precisely which

relates back to the essential question, or big idea (Post University, n.d. a). Additionally, this unit

relates to students’ real lives because they are able to use the letters to make sounds which

strengthens their communication abilities. This unit also addresses the “Action” component of

UDL because students are able to use multiple tools (Post University, n.d. a). Students have a

wide variety of literacy tools available to them (puppet sticks, puzzles, letter magnets and tiles, I-

pads, dry erase board and markers and blenders, etc ). Because students will use the

letter sounds throughout the unit, teachers have a chance to reflect on individuals and create

tiered instruction within the classroom in the form of strategy groups, another key component of

UDL Post University, n.d. a). This is specifically geared towards the two non-speaking English

students to prevent future barriers. Lastly, this unit addresses the “Engagement” component of

UDL because students have so many different choices in extending their depth of knowledge and

learning something new. They are able to do something that will allow them to have fun and

learn in the process which is always a win-win situation with young children or learners.

The constructivist learning theory was also considered when planning this unit to ensure

that students were active participants in their learning. The constructivist theory emphasizes

learning by solving meaningful, authentic problems, collaborating with peers, and forming one’s

own conclusions based on experiences (Post University, n.d. b). In other words, constructivism is

a student-centered approach to learning as mentioned previously.. Constructivism gives the

teacher the role of a guide who can help a student make sense of his/her own learning (The
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Running Head: EDU 603 Final Project
Office of Learning and Teaching, 2004). Moreover, in early education we call this scaffolding.

We help the children understand things in the process of the learning according to Vygotsky. . (

Winsler, 1995). The constructivist theory emphasizes the importance of

students navigating their own learning, while they practice skills like self-direction and

communication (The Office of Learning and Teaching, 2004). This unit allows students to direct

their own learning by providing a high level of choice and fostering independence. Throughout

the unit, students build

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