Unit: Johnny Can Spell
Grade Level/Course : Kindergarten
Teacher: Chavez/McCants
Learning Goals (Question 1)
Complex
Simple
Foundational Skills: Print Concepts-TSW use correct formation of upper case/capital letter and lower case letters of the alphabet.
Language: Conventions of Standard English-TSW print upper- and lowercase letters of the alphabet. Print Concepts: Phonological
Awareness- Count, pronounce, blend, and segment syllables in spoken words. TSW Add or substitute individual sounds (phonemes) in
simple, one-syllable words to make new words. TSW Isolate and pronounce the initial, medial vowel and final sounds (phonemes) in
three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) TSW Blend and
segment onsets and rimes of single-syllable spoken words. TSW Produce rhyming words. Phonics and word Recognition: TSW Apply
the knowledge to consonant sounds to reading and writing words. TSW decode unknown words (v-c and c-v-c words) Conventions of
Standard English: TSW spell simple words phonetically, drawing on knowledge of sound-letter relationships.
Foundational Skills: Print Concepts-TSW recognize and name all upper-and lowercase letters of the alphabet. Language:
Conventions of Standard English- Recognize upper and lowercase letters Print Concepts: Phonological Awareness- TSW know
what a syllable is. TSW know the sounds to all the letters. TSW know phonemes of the alphabet letters. TSW Understand beginning,
middle, and end sounds of words. TSW
Understand what onsets and rimes are. TSW identify rhyming words. Phonics and word Recognition: TSW demonstrate basic
knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each
consonant. TSW distinguish between similarly spelled words by identifying the sounds of the letters that differ. Conventions of Standard
English: TSW know consonant and vowel sounds (phonemes).
Planning for Question 3
Planning for Question 2
Preview
Brainstorming
 What are
letters?
 Where do
you see
letters?
 What sounds
do all the
letters
make?
Museum Walk
(Environmental Print)
Picture Walk -Big BookChicka Chicka Boom Boom
 Predict
 Discuss
Alphabet Books
Critical Input Chunk
Vocabulary
 alphabet
 upper
case/capital
letter
 lower case
letter
Show videos
Website
 How the Alphabet
Got Its Order!
(Alphabetical Order
Movie)
Safari Montage
 Various Sesame
Street letter
recognition videos
Actively Process
Use manipulatives to sequence or match
lower case with upper case letters
 Magnetic Letters
 Sorting Alphabet Kit
 Textured Alphabet
 Alphabet Blocks
 Alphabet Cards
 Alphabet Tiles
Build-A-Name
Morning Message
Predictable Charts
Magnetic Alphabet Kit
Alphabet Bingo
TSW create ways to sort letters
TSW practice writing upper and
lower case letters.
TSW practice the sounds of
each letter.
How many different ways can
you think of sorting letters?
Why is it important to have
upper case and lower case
letters?
Websites
 Various Sesame
Street letter
recognition games
 Alphabet Game
(Matching lower case
with upper case
Planning for
Question 4
 In pairs,
create
words
using
phonogra
ms.
Unit: Johnny Can Spell
Grade Level/Course : Kindergarten
Teacher: Chavez/McCants
OT- Johnny Can Spell (Letter formation
practice)
Reading A-Z Books
 Counting Letters
Alphabet Books
Johnny Can Spell


Phonograms
http://www.phonogram
page.com/
Resources:
Sesame Street letter recognition videos (Safari Montage and Website)
Sesame Street letter recognition games
Resources:
Websites:
hppt://www.phonogrampage.com/
http://www.abclearningtime.com/myabc.htm
http://www.readinga-z.com/
http://www.learningplanet.com/act/abcorder.asp
Mimio Connect
 Alphabet Jumble (Sequencing
letters)
 Alphabet Apple Tree (Matching)
 Alligator Upper Case and Lower
Case Matching Game
 Letter Magic (Self-check for correct
formation of letters)
 Letter Sort (Theme Fonts)
Alphabetical Order I (Placing letters in
alphabetical order)


letters)
ABC Order
ABC Letters (Letter
Recognition)