Texas A&M University San Antonio
EDEC 3349
April 28, 2014
Diana Villarreal, Carlos Pena, Gabriela Lemus
 Basic Information: Kinder, Language Arts, 30-45min,
 Summary of the children’s characteristic and needs: Students will be able to identify
and pronounce letter sounds using objects or picture cards. Students are either at reading
level or above. Those students who are below reading level or special needs will use
more manipulatives to reinforce that they comprehend what letter sounds are.
 Accommodations: For developmental needs students include more objects, picture cards
and or teacher guidance.
 Connection to theory: This lesson will allow students to learn while applying play to
develop knowledge of new words. Joe Frost’s findings state that play, “play’s a far more
important role in development that previously assumed.”
 Prior Knowledge: Students will be introduced to this lesson by taking everyday objects
they may have in their home and the teacher will tell students what they think each
objects letter sound is. Students will be able to touch the objects to connect a feeling with
the letter sound.
 Multicultural and Anti-bias: Students will be assigned a letter and they must find, with
the help of parents/guardian, an object(s) to class and have a show and tell to see if they
understood what letter sound they had. Each student will then pair share what object they
had and tell one another what letter sound their object makes.
 Intended outcomes (objectives/standards & benchmarks): §110.11. English
Language Arts and Reading, Kindergarten (3) Reading/Beginning Reading
Skills/Phonics. Students use the relationships between letters and sounds, spelling
patterns, and morphological analysis to decode written English. Students are expected to
:(A) identify the common sounds that letters represent; (18) Oral and Written
Conventions/Spelling. Students are expected to: Use phonological knowledge to match
sounds to letters;
 Materials and Resources: letter objects will be used to help students identify the correct
letter sound corresponding to the letter object. Each student will be allowed to practice
pronouncing their beginning letter sound using the object that matches the beginning
letter
 Developmentally effective and culturally relevant approaches: Teacher will engage
students for this activity by singing the song ‘Mr. Munch’ and modeling how each
student will feed Mr. Munch. Students will be able to explore letter sounds and connect
the sounds to the objects.
 Guidance Routines and Learning Environment: Students will be able to complete this
activity by showing that each student will take turns, share and be able to follow all rules
appropriately. Any challenging behaviors will be corrected with redirection of the rules
or if sever behavior occurs the child will not be able to participate. Material will be given
Texas A&M University San Antonio
EDEC 3349
April 28, 2014
Diana Villarreal, Carlos Pena, Gabriela Lemus
out before they feed Mr. Much to assure that students do not break, tear or steal objects
and pictures.
 Instructional Procedures: Students will be motivated to participate with the song and by
reading the book provided. Students will be able to connect this lesson to prior
knowledge by allowing students to take turns listing items that they have at home to the
graph of letter sounds. The Teacher will first demonstrate what a beginning letter sound
is by sorting the objects in the correct tub, and then the teacher will model the activity.
Each student will come up one by one while the others watch how it is being done in case
they are lost and pick a random object from the tub/bucket and tell Mr. Munch the
beginning sound of that object. If the student pronounces it right Mr. Munch will eat it, if
not he will spit it back out. This will allow students to understand if they got it right or
not. Early finishers will continue working on their beginning letter sounds by sorting
beginning and ending letter sounds on their own. Late finishers will be able to have one
on one tutoring with the teacher so that any misunderstanding will be corrected.
 Assessment: Students will be assessed on how many times it takes them to pronounce the
correct beginning letter sound. Students will be asked to name their object, then to
identify the beginning letter finally to pronounce the sound of that letter. Student’s ability
to move on will then be able to identifying blends and their sounds.