Professional Documents
Culture Documents
Review
Remediation/Reteaching
Content Standards:
RF. K. 3a. : Demonstrate basic knowledge of letter-sound correspondence by producing the primary or most frequent
sound for each consonant.
RF. K. 1d: Recognize and name all upper-and lowercase letters of the alphabet.
Learning Objectives:
When provided with a worksheet, the students will be able to use their knowledge of the sound and grapheme J/j to
correctly sort the images into categories of objects that start with j and objects that do not, with 80% accuracy.
Academic Language (or A.L. Demands, A.L. Objectives):
Uppercase
Lowercase
J/j
Instructional Materials and Support:
Large White Chart Paper
Colored Marker
No More Letter of the Week Poem Book
No More Letter of the Week Letter J/j picture
No More Letter of the Week Sentence for J/j
Letter J book
Letter Jj cutting and pasting activity
Scissors for each student
Bottle of glue for each student
Stapler
Picture of the Letter Expert
Stapler
Prior Knowledge:
Prior to the teaching of this lesson, the students are familiar with the ideas that the letters of the alphabet are both
represented by a visual letter, as well as a sound. They know 9 of the other letters of the alphabet, meaning that they
know the upper- and lowercases of all of them, as well as the sounds they make. They are also aware that vowels
make 2 sounds, and that there are two types of letters, vowels and consonants.
Assessments:
Pre-Assessment for the unit: Prior to the teaching of the unit, the classroom teacher has assessed the
students in their knowledge of the upper- and lowercase letters of the alphabet by giving them a series of
letters and asking them to write them on the grid provided. The teacher also uses a writing workshop
assessment, in which the teacher writes a sentence for the student, and then goes through each letter with the
student to see which ones he or she can correctly identify. These are then used to evaluate the students
knowledge base and previous exposure to the letters of the alphabet.
Assessment(s) during the lesson: During the lesson, I watch for participation in the questions and
activities. After writing the letters J and j on the chart paper, I ask the students to raise their hand if they
know the letter. After giving the students time to raise their hand, I count to 3 and ask them to say what letter
they think it is aloud. During this assessment, I evaluate the students to see who raises their hand to show
that they think they know the letter, and then I listen to see if the students all participate in answering and
correctly say, J. I also assess the students when I ask them who has the letter J/j in their name. I evaluate to
ensure that all of the students with the letter raise their hands, and that all of the students without the letter
in their name do not raise their hands. Throughout the teaching of the lesson, I also ask the students to
determine different words that begin with the letter J/j, particularly through the reading of the book and
then the reading of the sentence connected to the book. I also ask the students what words they know that
begin with J/j and evaluate them to make sure that the students are all participating, as well as answering
correctly.
Assessment(s) at the end of the lesson:
At the end of the lesson, the students will be asked to complete a cutting and pasting activity. For the activity,
they will cut out pictures and place them either in a column for words that begin with J/j, or words that do
not begin with J/j. The pictures will also have the written word below them. This will show that the students
are able to identify the picture as an object starting with the j sound, as well as show that they are able to
correctly identify the letters J/j, because the pictures also include the written word, showing that they are
able to apply the knowledge of the visual letter as well.
Post-Assessment for the unit: At the conclusion of the unit, the students will complete an activity in which
they match the letters discussed S/s, J/j, and T/t to a picture of an object that begins with that letter. This
will allow the teacher to evaluate whether or not the students are able to identify both the upper- and
lowercase letters discussed, as well as determine the proper sound they make.
Independent Practice/Application
After practicing the poem again, I will describe the activity to the students. They will be given a paper
with two columns, which are labeled accordingly. One column will be for pictures of items that begin with the
letter Jj, and one will be for pictures of items that do not begin with the letter Jj. The students will be given
another sheet of paper, which will have a picture, along with the actual word of the picture, in each square of
paper. The students will be asked to cut along each dotted line to cut out the pictures, and then paste the
pictures in the proper column. The students will be able to apply their understanding of the sound of the
letter Jj by saying the name of the item in the picture and then applying whether or not it makes the proper
sound for Jj. They will be able to show their understanding of the grapheme Jj by looking at the labels for
each picture to determine whether or not it is a J or j. I will then evaluate these to see if the students were
able to accurately complete the activity.
Closure:
In closing the lesson, I will have the students place their papers on the drying rack as they are
completed. When everyone has finished, the students will come to the carpet, where I will ask the students
what letter we learned about that day, looking for them to all respond with J. Then, we will say the poem
together and repeat the sound 3 times, with the kinesthetic motion for the sound, in order to reinforce the
sound of the letter.
Differentiation, Individualized Instruction, and Assessment:
The struggling students will receive additional assistance and scaffolding throughout the completion
of the activity by helping them to make the connections between the sound and the letter for the object in the
picture. I also write the grapheme largely and in a bright color, making it visible for all students. In asking the
students to all raise their hands before identifying the letter, I provide the lower leveled learners with the
opportunity to think about the answer before the higher leveled learners automatically respond. For the
higher leveled learners, I ask more application leveled questions, as well as provide them with the
opportunities to actively participate in the lesson by answering the questions, including when they place their
hands on their head when they hear the words that begin with the letter, which allows them to stay involved
in the lesson and prevents them from losing focus due to lack of interest or boredom.