Unit Plan: Hearing Beginning Sounds

Name:

Lauren Checker

Content Area(s)
K4

Date:4/15/15

Early Literacy/Technology Engagment

Rationale/Context

(What do I know about the

students in this class that will help
me plan the lesson?)

Lesson Domain(s)
WMELS, Kostelnick

Learning Goal(s)/
Standard(s)
(WMELS)

Grade(s):

Previously the students have been exposed to beginning

sounds of words. Almost all of the children in the classroom can
identify most letters in the alphabet. When working with
students Ive noticed that they can often tell me the sound of
the letter also.
Listening and Understanding
Early Literacy
Curiosity, Engagement, Persistence
Exploration, Discovery, and Problem Solving
A.EL. 1 Derives meaning through listening to communications
of others and sounds in their environment
C.EL.1 Develops ability to detect, manipulate, or analyze the
auditory parts of spoken language (This includes the ability to
segment oral language into words, syllables, or phonemes
independent of meaning.)
A.EL.1 Displays curiosity, risk-taking, and willingness to engage
in new experiences
A.EL. 1 Uses multi-sensory abilities to process information

Instructional Objectives
(observable behaviors
(WMELS)

-The students will watch me and others while talking and using
the SMART board so that they can understand the activity and
learn about letters/sounds.
-The students will recognize letters so that they can match
words that begin with the same sounds.
-The students will be willing to use the SMART board so that
they can become familiar with this device in their environment.
-The students will use their arms to coordinate on the SMART
board which sound matches which letter. They will also do this
to match words-sounds, letters to words, etc.
- ( ex. Apple matches with the letter A, because it is the
beginning sound)

Assessment
(Criteria/Look Fors)
(WMELS)

Content
( Concepts & Academic
Language Focus)
WMELS, Curricular Resource)

I will be informally assessing the students when they are using

the SMART board. I will be able to tell which students
understand beginning sounds and letter identification by if they
are able to accurately match. My level of assistance will
essentially be my assessment technique.
Alphabet letters
Letter sounds
Picture Identification

Questions

What sound do you think this letter makes?

What letter do you think this is?
If this is a picture of _____ and the first letter is _____, then what
should it be matched with?
Ex: If this is a picture of a penny that means it makes the paa
sound then which letter should it be dragged to?

Instructional Strategies

Questioning- asking the students what the letter is, what the
sound is
Modeling- showing them how the activity will work
Effective Praise- complimenting children who are watching
their peers at the SMART board and thinking in their own heads
what the correct letter/sound is.

Materials
DAP
Instruction Procedures

SMART Board, abcya.com, Letter Names and Letter Sounds

games.
10 minutes all together**
Good morning, today we are going to use the SMART board to
connect letter sounds and pictures/letters
I know we have been working on how to do this on paper, but
today were going to use the SMART board.
-We all need to sit nicely on a letter until I explain what we are
going to do.
- First, I am going to show you how this will work, then you all
will get turns to try.
You will not participate if you are not waiting your turn
- I am going to show you first how this activity works.
- I will model for the students how they will click each box
and then the boxes disappear.
- I will call on students one at a time to come up and try to
match boxes.
- I will guide them accordingly based on if they need help
recognizing letters/pictures.

(Kostelnick, Based on lesson,

goals, knowledge of students)

(Kostelnick May include but are

not limited to: Task Analysis,
Scaffolding, Behavior Reflections,
Paraphrase, Modeling, Effective
Praise, Telling, Explaining,
Questioning, and Turn &Talk/Pair
Share.)

(w/Time - Total & by section

Kostelnick)

Introduction
Demonstration
Participation
Practice

Closure

(Summarize the lessons learning,

connect to objectives, foreshadow
next day)

I will tell the students that they are becoming very strong at
identifying letters and using picture clues to match the correct
letters. I will tell them how important it is to remember what

sounds letters make because it will help us later when we read

more!
Student Accommodations
(Modifications to support students
who are challenged to understand
the content or have an advanced
understanding)

There are different leveled groups of students. For each group I

will have to modify the difficulty level. For the lowest group I
will probably switch the letter name rather than the sound
game. I will also have to adjust how much guidance I give to
each group and each student.

Self-Reflection
(How well did my lesson support
students understanding relative to
the objectives? What worked, did
not work? What adjustments
might be made in the future?)

I really enjoyed using the SMART board with the children. They
were excited to use the technology. I thought I did a good job of
enforcing that they need to be patient to have their turn. The
children were engaged and liked connecting the letter
names/sounds to the correlating picture. It was awesome to
see the different levels of students. For the lower students I
stayed at a lower level of the matching game, but for the
higher students I was able to make it more advanced. For the
highest students we played an activity called letter-pop, which
allowed the students to connect words to their beginning letter.
For example, the word house was at the bottom of the screen
and children would have to look in the clouds to see which
letter would drop into the right box, so H would be the match.
All levels of children enjoyed using the SMART board to learn