EDUC 2220- Educational Technology

Infant-Pre-K Curriculum Plan: Technology-Based Lesson/Activity

Your Name _Christina Moe_______
Technology_________

Activity Title _Letter Recognition with

Number of children participating at one time _3 at computers, 3 at table activity_

Ages
___3-5_______
Activities written for previous classes cannot be re-used and must be the original work of the
student.
Ohio Early
Learning &
Developme
nt
Standards:

Domain: Language and Literacy

List at least 1
standard that
is addressed
by this
activity. Write
out each
component
completely
and exactly,
as published
in ELDS.

lower case letters in addition to those in first name.

Strand: Reading
Topic: Letter and Word Recognition
Standard Statement: With modeling and support, recognize and name some upper and

Lesson
Summary:

The children will begin to recognize, name, and match uppercase and lowercase
letters and sounds.

Estimated
Duration:

The two different activities will take two different time periods. The computer
activity will allow for each child to have approximately 20 minutes per use of the
phonics game. The table activity will take approximately 15 minutes per group.
Over the course of 5 days, these activities result in each child utilizing
approximately 175 minutes.

Preparatio
n of
materials
and
environme
nt

What preparation is needed?

-Collect 78 bottle caps, write one lowercase letter on each cap to make three sets of
alphabets. Put bottle caps in a basket.
-On three separate pieces of paper, trace a bottle cap 26 times to create enough circles for
the alphabet. Write one uppercase letter in each circle for the full alphabet per sheet.
Laminate papers.
-On each computer have www.pbskids.org/superwhy ready to play
-Children will already have been introduced to the concept of the alphabet and
letters/sounds
What materials will be used?
-3 computers
-Alphabet matching game
-A basket
How will the learning environment be set up?
-Computers on and ready to go
-Alphabet matching game on table with bottle caps in a basket

-Other centers set up for the children that are waiting their turn to play on the computers or
the alphabet game

Instructional Procedures:
Day 1:
-At the end of large group time, show the children one of the pre-made alphabet sheets. Point to
each letter and ask children to identify the letter and say the sound that it makes. Inform the
children that one of the center choices during the week will be this matching game. Explain to
them that the players, one at a time, will choose a cap from the basket. The child will then have
to identify what the lowercase letter is, say its sound, and then match it to the uppercase letter
on their sheet. Also tell the children about the Super Why games that will be available for them
to play on the computer.
-Choose students one at a time to choose a center (one per computer, three can choose the
alphabet game, others to other centers)
-One teacher should be sitting at the table with the children at the alphabet game. Encourage
children to take turns. If needed, the teacher can prompt the child to help figure out which
lowercase letter is on their cap, the sound, and/or which uppercase letter it matches. If the child
chooses a letter that they already have marked on their paper, have them put the cap back and
choose a different one. Continue this until each child has filled up their paper with all of the
caps. Have the children put the caps back in the basket then choose a different center. Invite 3
other children to come over and play.
-The students at the computers are able to choose from the games that are available on the
Super Why page of www.pbskids.org. The games consist of different characters from the show,
and include letters, sounds, matching, sight words, etc. As the second teacher circles the room,
continue to watch the students at the computers and the progress they make in the games. Be
available for questions or if they need a prompt to be able to move through. After about 20
minutes, invite students to choose another center so that other classmates can have a turn at
the games.
Day 2-5:
-As in day one allow children to take turns choosing between the alphabet game at the table, the
technology center with the Super Why games, or other centers in the room. Allow children
enough time to play the games, and watch to be sure they are grasping the concept.

Extension
An extra website that could be used is www.starfall.com which also contains games where
children can practice letters, sounds, and matching.
Differentiated Instructional Support: Describe how instruction can be differentiated
(changed or altered) to meet the needs of gifted or accelerated students:
-For students that need more of a challenge, in the alphabet matching game the teacher can ask
them to come up with some words that start with that particular letter. On the computer, some
of the Super Why games have a higher degree of difficulty, such as words, finishing sentences,
and finishing stories.

Discuss additional activities you could do to meet the needs of students who might be struggling
with the material:
-For students that may be struggling, more one on one focus is needed in these activities.
Students that are not grasping the concept of uppercase and lowercase need to see more
examples, and the teacher can help with recognition as the child chooses the bottle caps out of
the basket. Also, environmental print can help all the children and should be found throughout
the room.

Vocabulary: uppercase, lowercase, matching

For teachers

-3 computers
-pre-made Alphabet matching game
-A basket

For students

The students will not need any materials other than what the teacher is already
providing. The computers will already be in the classroom, and the teacher
should have the alphabet matching game already made and ready at the table.