Jim Crawford October 29, 2013

Flinn Elementary Kindergarten/Language Arts

Letter-sound correspondence


INSTRUCTIONAL OBJECTIVES/STUDENT OUTCOMES
Students will learn the name and sound of the letter m. They will also learn to print the upper and
lower case m.

WV CSO
ELA.K.R.C7.1-student will demonstrate basic knowledge of one-to-one letter-sound correspondences by
producing the primary or many of the most frequent sounds for each consonant.

ELA.K.L.C15.1 - students will be able to print many upper and lower case letters.

NATIONAL STANDARDS
ACEI Standards 1.0, 2.1, 3.1 and 3.4

ISTE Standard 1-Teachers use their knowledge of subject matter, teaching and learning, and technology
to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face
and virtual environments.

MANAGEMENT FRAMEWORK
Overall time: 30 minute lesson
Time Frame: 3 minutes-Introduction
20 minutes-Students complete the items on the activity sheet
5 minutes-Students take turns identifying the pictures on Phonics Card
2 minutes-Closing

STRATEGY
Teacher/student led discussion
Guided Instruction
Group Practice

DIFFERENTIATED INSTRUCTION/ADAPTATIONS/INTERVENTIONS
Allow students with special needs additional time to complete the activity sheet.

PROCEDURES
Introduction/Lesson Set
First, I will ask the students if they can name some consonants. After they name a few, I will tell them
we are going to learn a new letter today. It will be the letter m. I will point to the letter m on the
alphabet strip attached to the wall. I will also indicate that the sound of the letter is /m/.

Body & Transitions
First, the students and I will practice the task together. I will ask the question and the students
will provide an answer with my guidance.
1. What is the name of the letter? m
2. What is the sound of the letter m? /m/
3. Say the sound of m with me. /m/
Next, it will be the students turn to practice without my help.
1. What is the name of this letter? m
2. What is the sound of the letter m? /m/
The students will then be shown a letter-sound correspondence sheet (enclosed) with pictures
of different items that start with the letter m. Initially, the students will respond as a group to
identify the pictures. Then the students will be chosen randomly to identify the pictures.
The students will then be given a worksheet (enclosed) that has the student write the upper and
lower case M and to identify the letter m in words.


Closure
When the students have completed their worksheets and are consistently producing the correct sound
for the letter m, individual students will be called upon to name words beginning with the letter m.


ASSESSMENT

Diagnostic
I will ask the students to look at the alphabet strip that is in the classroom and identify the letter that is
between the letter L and N. The students will orally say the name of the letter three times and give
the sound that corresponds to the letter.

Formative
The students will trace the letter M on the activity sheet and then circle the letter m in each section
of the activity sheet. This should enhance their recognition of the letter. In addition, the students will
be asked to identify and pronounce the name of one of the drawings on the phonics letter-sound sheet.

Summative
At the end of the class, I will review the content by asking questions of the group. I plan to ask each
student to pronounce at least one word that begins with m. If errors are made by several members of
the class, I will repeat the lesson steps by explaining, modeling and providing another practice
opportunity.



MATERIALS
Pencils
Crayons
M Activity Sheet
Phonics Letter-Sound Sheet for M


EXTENDED ACTIVITIES

If Student Finishes Early
I do not anticipate that any student will finish early. However, if any student finishes early, they will be
asked to think of other items that begin with the letter m and draw a picture of it on the back of the
activity sheet and then color it.


If Lesson Finishes Early
I will have all of the students think of at least two additional items that begin with the letter m and
draw them on the back of the activity sheet and color them.

POST-TEACHING
I felt the lesson went very well. The students participated in the oral portion of the activity and
completed their worksheets in a timely manner. A couple of the worksheets completed by the students
are included. Most of the students were able to identify the letter m and say a word that began with
that letter. I have to keep in mind that I am in a kindergarten class. Things like neatness and coloring
within the lines are something that most of the students are not familiar nor do they see the problem
with not following that instruction. I assume it will be a skill they will learn during the rest of the year
and in the first grade. The important thing is that the students have a better idea about the letter m
and met the objective of the lesson. That is, the students were able to recognize the letter m, make
the appropriate sound for m and print an upper case and lower case m.