1A. Sunshine State Standards: 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 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!” 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… 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.