1A. Sunshine State Standards:
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LA.1.1.1.In.f: Name 15 or more upper case
and lower case letters of the alphabet.
LA.1.1.3.In.c: Identify the initial sound in
one-syllable words.
LA.1.1.4.In.b: Identify the first letter and
sound in one-syllable words.
LA.2.1.4.Su.d: Identify the first letter and
sound in CVC words.
LA.2.1.4.In.c: Produce the most common
sounds associated with all letters of the
alphabet.
1B. Goal 3 Standards
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Standard 2 - Effective Comm
unicators
Standard 4 - Creative and Cri
tical Thinkers
Standard 5 - Responsible Wo
rkers
Standard 8 - Cooperative Wo
rkers
2. Objectives
Students will:
1. The Student will produce the most common sounds associated with all letters o
f the alphabet
2. Given one minute Student J will identify and properly pronounce known CVC w
ords.
3. Use CVC words to create simple sentences.
4. Introduction to Lesson:
5. Materials
“Alright ladies and gentlemen, it is time for
the Alphabet toss!”
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Alphabet Bean Bags
Bean Bag toss Score board
Three different sets of CVC fl
ashcards
Color spinner
6. Technology Integration
No technology will be used during this activity.
7. Teacher Presentation or Facilitation: (includes reviews and practice)
Show evidence of Differentiated Instruction by highlighting or using bold type.
Student teacher set up the alphabet toss activity while students were at their specials.
The stack of alphabet bean bags was set up on a table shuffled and face down. The
students would use a color spinner to decide which color alphabet beanbag they
would have to pick up. They would then turn it over and read the letter on the other
side; they were to identify the letter, the sound it made and a word that began with it.
Students then tossed the beanbag at a score panel with the numbers ’10, 25, and 50’;
each number corresponded with a basket. Each basket had a different stack of CVC
word flashcards in it. When a student’s beanbag landed on a number they would
reach into the corresponding basket, pull out a CVC word flashcard, read it, and use it
in sentence. If the student could identify the word and use it in a sentence, they would
get points, how many would depend on which number they landed on.
“Alright ladies and gentlemen. I know you notice there is an activity set up here in the
middle of the room, but what I want you to do is come in, get a drink of water if you
need to and then take a seat and wait for your instructions quietly. “ Student teacher
allowed students time to take their seats.
Student teacher will model activity while she is explaining.
“Ok! Now that everyone has cooled down, I think we are ready for our activity. What
we have here is what I like to call the Alphabet Toss. Looks like fun right? Well, this is
how you play. First you are going to come around to this spinner and flick it!
Whatever color it lands on is the color beanbag you are going to pick up. When you
turn them over you will see that there are letters on them, you have to read the letter,
tell me what letter it is; for example, what letter is this?” Student teacher will show
class the beanbag in her hand. “Right ‘V’! Then you will have to give me a word that
begins with this word, can anyone think of one? Yes Student M! Valentine does begin
with V! Great thinking! That is a big word. So then, you will take this beanbag and
toss it, I said toss! Not throw! You will toss this beanbag toward this score panel.
Whatever number it lands on you will come over to these baskets and find the same
number on. From that basket you will pull out a card and give me a sentence using
that sentence. Now remember we re not throwing these beanbags at each other, at
the floor, at anything. Let me show you the difference between a throw and a toss.
When you throw your hand goes over your head, and when you toss your hand stays
below your belly. You do not have to toss these beanbags very hard; if you do you will
pass the score panel. Lets take turns tossing the beanbags lightly so we can make sure
we understand. If I see this bean bag pass anyone’s head, if it hits anyone, or anything
breakable in this room, like the smart board. The game is over! So be careful! Now
lets take turns going up to the spinner and trying the alphabet toss.”
Student teacher helped each student one at a time. Some students were hand over
hand and needed assistance completing some of the tasks.
Specific accommodations, interventions, notes, etc…
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Manipulative were used, such as beanbags, spinners, and flashcards.
Students who needed assistance completing tasks, received hand over hand hel
p if necessary.
Follow-up Reflection (completed after the lesson has been taught)
Content: What should I teach next or
Students: Who still needs support with
reteach?
this content?
Students seemed to respond well to this
activity. They enjoyed being able to stand
up and walk around. I realized that many
students were stumbling when it came time
to use a CVC word in a sentence. So, I
allowed them to ask for help from their
classmates, but they had to repeat whatever
their classmate said, if it was correct.
Student J was unable to come up with
many sentences for the CVC words found
in the basket, and often had to ask for
help. When he came across a CVC
flashcard with the picture on it he would
not even try to read the word. We must
work on identifying the letters in the CVC
words.