PRE-PLANNING: KNOW, SO, SHOW
PRE-K WRITING LESSON PLAN (~25 min.)
OBJECTIVE.
CONNECTION TO THE SUMMER ACHIEVEMENT GOAL.
What will your students be able to do? 
How does the objective connect to the summer achievement goal? 
SWBAT: contribute letters for beginning, middle,
and ending sounds to a whole-class
composition.
(PK.Writing.Knowledge-6); chosen objective
from Standard 2: SWBAT: write letters to
represent beginning, middle and ending sounds
in words in response to an independent writing
prompt. (PK.Writing.Skills-6)
As students learn to express themselves through writing, they will
begin to build connections between oral and written
communication. As their writing development progresses, they will
start to experiment with letters and connect sounds with letters,
which will reinforce their reading development.
ASSESSMENT.
How will you know whether your students have made progress toward the objective?  How and when will you assess mastery? 
Evaluation of students’ work in the Post-Writing.
KEY POINTS.
What three to five key points will you emphasize? 
-we write words in letters to communicate with our friends
-when we write words, we listen to how they sound and write the sounds we hear
-words have different sounds at the beginning, middle and end.
Pre-Writing (3 min.)
MATERIALS.
LESSON CYLCE: GO
How will you communicate what is about to happen?  How will you communicate how it will happen? 
How will you communicate its importance?  How will you communicate connections to previous
lessons? 
How will you engage students and capture their interest? 
Teacher calls students to the rug. Set behavior expectations. Good morning friends!
Today we’re going to keep learning about writing. Yesterday I read you a letter from
my mom. Today I’m going to read you a letter from my friend ___. Read the letter
(you can make one up if you need to) to the students, and sound out the beginning,
middle and end of each word deliberately. She wrote her letter to me using words,
and every word has a beginning, middle and end. We are going to do the same thing
and write a letter together!
SHARED WRITING. (10 min.)
How will you clearly state and model behavioral expectations? 
What key points will you emphasize and reiterate? 
How will you ensure that students actively take-in information? 
Which potential misunderstandings will you anticipate? 
How will you ensure that all students have multiple opportunities to practice? 
How will you monitor and correct student performance? 
Why will students be engaged/interested? 
Friend’s letter
Now I want to write a letter back to my friend to tell her about all the fun we’re
having! Let’s set up our letter. Letters to friends have some things that have to be
there. First we write the date. Does anyone remember what the month is? Wait for
student response. Yes, it’s June! Let’s write “June.” Now does anyone remember
what the date is, the number of today? Wait for student response. Yes, it’s June __.
Write the date at the top of the paper. Now I need to put in the greeting. I say, “Dear
____,” I use a capital letters for “dear” and for my friend’s name because they are
important words. I use a comma after my friend’s name because that’s how we write
the greeting. This is a comma, with a dot and a swish down. Now I’m ready to go to
the next line to start writing my letter.
Let’s think about what to write to my friend. Think of some fun things we’ve been
doing. Who can raise their hand and tell me some things to put in the letter? Wait for
student responses. Okay, so I want to say “We go to recess every day.” Let’s start
with “we”…what sounds do we hear? /w/…/w/…what letter do I write? W! Yes, W!
I’m going to use a capital because I’m starting a sentence. What comes after W?
/w/…/eeeeeeeee/…. E! Yes, E! W-E, “we.” Continue to write the rest of the letter,
emphasizing how to sound out and write beginning, middle, and ending sounds.
.
Draw pictures for nouns or activities to help the kids remember the meanings of
words. When you have a few sentences for your letter, read it back to students. Now
what do I put at the end? Yes, “Love, Ms. Halgren.” That’s how we end a letter, with
the closing.
White board/chart paper,
markers
Post-Writing. (10 min.)
How will you clearly state and model behavioral expectations? 
In what ways will students attempt to demonstrate independent mastery of the objective? 
How will you provide opportunities for extension? 
Why will students be engaged/interested? 
Now friends, when I say go, I want you to go to your chair and write a letter to my
friend to tell her about all the fun things we’re doing- I know she will love to hear
from you! I know it’s hard to write all of those letters, so you can draw pictures and
just write as many words or letters as you can. Remember, to sound out the
beginning, middle and end sounds of all the words—that will help you write the
words. I’ll come around to help you sound out words or write some letters for what
you want to say.
Primary rule or blank
paper for each student,
crayons
Send students to their tables and have managers pass out crayons and papers.
While students are working, walk around the room, monitoring them and writing
words on the papers of students who cannot sound out their words. Emphasize
target objective, writing beginning, middle, and ending sounds. If students seem to
have mastered the objective, guide them through sounding out and writing longer 3syllable words. Select some students’ writing (with just pictures or with both words
and pictures) for the closing activity.
Teacher calls students back to the rug. Hold up students’ work and share with the
class. Look friends, what a great job _____ did of writing a letter to my friend using
words and pictures. S/he drew a picture of when we did ___, and then wrote a __ for
the /__/ sound that we hear at the beginning of “____”! Continue in the same
manner for 2-3 other students’ work. You can also ask the class what letters they
see on the page- and connect these letters with sounds or pictures on the page.
Great job writing your letters, friends. Now you can write letters all the time!!
Student work samples