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Student materials:
- White board
- White board marker
- Pencil
- Letter worksheet
Procedures:
Depending on the letter being taught, the specific instruction and corresponding
worksheet will differ. However, each lesson will follow a similar structure, mirroring this
one for the letter B.
1 minute The teacher will show the child the The child will look at the
worksheet she will be completing. The worksheet and tell the
teacher will ask the student what image she teacher that there is a book
sees on the worksheet, and what letter on the page. The child will
book begins with. identify that book starts
with the letter B.
1 minute The teacher will observe the child tracing The child will trace the
the letters that spell book. letters that spell book.
10 As the child draws the letters, the teacher The child will complete the
minutes will look to make sure that the child is lines of practice forming
holding their pencil correctly, and following the letters. The child will
the correct steps to create the letter. Any complete both sections of
demonstration necessary can occur on the the worksheet, both
whiteboard. uppercase B and
lowercase b.
3 minutes The teacher will show the paper to the child As the teacher reads the
that they wrote the b words on at the words, the child will trace
beginning of the lesson. The teacher will re- the letter bs with their
read the words to the child. The teacher will finger in correct
observe the childs tracing of the letters. manuscript formation.
The teacher will explain to the child that
they now know how to write the first letter
of all of these words.
RATIONALE
While completing the Literacy Assessment with my case study student, I found
that she was scoring impressively on many of the activities that she completed. She has
the ability to recognize all of the lowercase and uppercase letters, and while she did not
complete this activity during the assessment, I have observed her provide the sounds for a
majority of the letters in the alphabet as well. When completing the activity on alphabet
letter production, the child did demonstrate the ability to form some of the letters asked.
However, she did not display any sense of direction in these letters (for example, they
were floating and some were written sideways or upside down on the paper).
According to Words Their Way, the child is in the symbol salad stage, where there are
letter strings but confusion in the use of directionality (Bear et al., 2015). Since
completing that activity, her class has been working on the correct way to hold a pencil
and she has mastered that skill. For these reasons, I decided it is developmentally
appropriate for her to begin learning how to produce the letters of the alphabet.
Because of the childs young age, it is not a goal of the lesson for her to be able to
produce these letters without any mistake. This lesson is to introduce her to writing
letters, grounding them on a line, and formatting them the correct way. This will simply
allow her to get the basics of how to learn this skill, and provide her with the knowledge
and ability to better convey her ideas if she wishes to. Another goal of this lesson is for
the child to continue to make connections between letters and how they make up words.
Learning to write the letters that make up these words reinforces their connection. The
child should also begin to connect that when others are writing, they are using the letters
she is learning to write as well. This lesson directly reflects the standard in Virginia
Literacy Foundation Block 6: Writing that the child will begin to use correct manuscript
letter formation. The standard is not asking for the child to become an expert in this skill,
but for them to begin to get some experience writing letters which this lesson provides.
When completing this lesson with the child, I am really looking forward to seeing
her get it. The child is extremely bright and I can tell that she is on the brink of writing
letters, and I think she will really enjoy being challenged to do so. She does not get
challenged often in the classroom, but enjoys when she does (which often occurs when
doing activities solely with me). I also look forward to her being able to write her own
name successfully and all by herself, as well as maybe other words. She will be able to
express herself more clearly in her drawings by labeling things, which I could tell she
was struggling with not being able to do when drawing a family picture for me. One
concern that I have about this lesson is whether the child will feel pressured to do perfect
in this task after being taught how to form words. According to Morrows Literacy
Development in the Early Ages, while learning to write uppercase and lowercase letters
successful, and struggles with not doing a perfect job or living up to expectations. I plan
to keep expectations low and portray this as practice that doesnt have to be perfect, as
the child is young to be learning this skill (especially compared to the developmental
stages of her peers). Another concern is that other students may express interest in
learning this skill that truly are not ready developmentally to learn it, because they see her
learning it. It is important not to display the child as more intelligent or more-able
than the other students, and to treat each students achievements just the same as any
other.
Following this lesson, I would hope the teacher could go on to teach the child how
to write all 26 letters correctly in a manuscript format. Following this instruction, the next
steps would be to provide opportunities for the child to use their writing skills so that they
become more natural for them, and their ability to write the letters increase. The child
should be writing her own name at all times, and should begin associating the letter, letter
sound, and letter production to label images. For example, if the child draws a family
picture, they could associate D with Dad and write the letter D over their picture of
their dad. Following this, the next step is learning to spell words, and writing them down.
The child is young to be learning this at this point in Pre-K, but should really begin to
Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2015). Words Their Way.
Morrow, L. M. (2015). Literacy Development in the Early Years: Helping Children Read