Katelyn Tibbs

ETE 304

EdTPA Lesson #1

Central Focus: Letter Recognition

Title: Create Your Name

Rationale/Focus Statement: The most important topic that pre-kindergarten students learn is

their letter. I have a lot of students in my class who are not on target to be moving onto

kindergarten because they do not know their letters, which is why I chose to have letter

recognition as the central focus of my lessons.

Objectives:

o Students will be able to recite the alphabet.

o Students will be able to recognize and point out the letters in their name.

o Students will be able to name some letters in their name.

State/Common Core Standards:

o 4.B.ECa With teacher assistance, recite the alphabet

o 4.B.ECb Recognize and name some upper/lowercase letters of the alphabet, especially

those in own name.

Instructional Strategies & Learning Tasks:

Instructional Strategies Learning Tasks

What will the teacher do? What will the students do?

o The lesson will begin by using a o The students will begin the lesson by

computer and smartboard to project sitting on the rug in their designated

an alphabet song video from Youtube spots.

on the smartboard. o The students will sing and dance

o I will then use large foam alphabet along to the alphabet song while it

letters and ask the students what plays on the smartboard.

each letter is and we will verbally say o The students will echo the me as I

all of the letters in the alphabet. The verbally say and show all of the letters

letters do not have to be in order. of the alphabet using large foam

o I will then give each student a name letters.

card and have each of them use the o The students will use the foam letters

big foam letters to spell out their to spell out their name using the

name. assistance of a name card and the

o Once they spell out their name, I will teacher.

have them point to each letter and say o When the student spells out their

what letter it is. If they don’t know, I name with the foam letters, they will

will tell them and then have them point to each letter and say what letter

repeat after me. it is. If they don’t know what the letter

is, I will tell them and then they will

repeat it back to me.

Assessment:

I will use a name chart to help me assess the students and their ability to put the foam

letters in order to spell out their name and if they are able to correctly name the letters in

their name. This chart has a box for each student. I will write “correct order” in each child’s

box. If they are able to correctly put the letters in order, I will write a check mark next to

where it says “correct order”. If they cannot, I will write down what they spelled out instead of

their name. Each child’s name box will also list each letter of their first name. If they correctly

name a letter in their name, I will put a check mark next to that letter. If they incorrectly name

a letter in their name, I will write down what they say instead.

Resources/References, Materials, Accommodations:

o Materials:

o Laptop computer

o Smartboard

o Alphabet song: https://www.youtube.com/watch?v=-W6E1-iAH7s

o Foam alphabet letters

o Child name cards

o Student name chart

o Accommodations:

o I have a student who wears a hearing aid so I will repeat the directions to her

individually while speaking clearly and making direct eye contact. I also have to

make sure that there are minimal distractions when I show the alphabet song on
 the alphabet. It is hard for her to concentrate and hear when there is background

noise in the classroom.

o If students are able to correctly spell out their first name using the letters using

their name card and correctly identify them, I will ask them to use the letters to

spell out their first name without using the name card.

o If students are able to correctly spell out their name without using their name

card and can correctly identify the letters in their first name, I will have the

students flip the name card over and practice spelling out their last name.

o References:

N.A. (2013). Phonics song 2. Retrieved from: https://www.youtube.com/watch?v=-W6E1-

iAH7s
Katelyn Tibbs
ETE 304
EdTPA Lesson #2
Central Focus: Letter Recognition

Title: Alphabet Painting

Rationale/Focus Statement: This lesson is for pre-kindergarteners. It builds on their

knowledge of the letters, and starts to work on writing the letters. Some students can recognize

their letters, but don’t know how to form them, so this will strengthen that skill. Preschool literacy

should not just focus on letter recognition, but should also focus on learning how to write and

develop that correspondence between letter recognition and letter formation.

Objectives:

o Students will be able to recite the alphabet.

o Students will be able to recognize letters, especially those in their name.

o Students will be able to write/trace letters using paint and a cotton swab.

State/Common Core Standards:

o 4.B.ECa With teacher assistance, recite the alphabet

o 4.B.ECb Recognize and name some upper/lowercase letters of the alphabet, especially

those in own name.

o 4.B.ECd With teacher assistance, begin to form some letters of the alphabet, especially

those in own name.

o 9.A.ECe Use writing and drawing tools with some control.

Instructional Strategies & Learning Tasks:

Instructional Strategies Learning Tasks

What will the teacher do? What will the students do?

o The lesson will begin by using a o The students will begin the lesson by

computer and Smartboard to project sitting on the rug in their designated

an alphabet song video from Youtube spots.

on the Smartboard. This is the same o The students will sing and dance

song from the day before so the along to the alphabet song while it

children have exposure to the same plays on the Smartboard.

song multiple times. o The students will tell the teacher what

o We will review the letters using the letter she is holding up.

large foam letters from the day before. o The students will sit at the table and

I won’t tell the students the name of wait for the teacher to give directions.

the letters unless they need help. o After listening to directions, students

o The students will then go to a table will pick up a cotton swab, dip it in

where art supplies are laid out. There paint, and trace each letter of the

will be white construction paper with alphabet.

all of the capital letters written out, o When they are finished, they will bring

washable paint, and cotton swabs. the teacher their paper.

o The students will practice tracing all of o When the teacher points to a letter,

the capital letters using the cotton they will say what letter it is. If they

swabs and paint. don’t know, the teacher will tell them

o When students are done, I will work and they will repeat it.

individually with each child. I will point

 to letters in a random order, and ask

them what letter it is. If they don’t

know it, I will tell them and they will

repeat it after me.

Assessment:

I will take notes on a name chart when we review the letters. I will write down if I see any

students not verbally saying what the letter is, or if there are letters that the whole group

doesn’t know. When the students are working on painting, I will walk around and take

anecdotal notes on a name chart and see if they are making an attempt to trace the letters,

or if they are just painting on their paper without any sort of attempt to make the letters. I will

also take notice of how they are holding the cotton swab, since this activity can help develop

fine motor skills. When they are done painting, I will point to letters at random and ask them

to tell me what letter it is. On a name chart, I will write what letters I pointed to and record a

“P” for proficient if they know it, and an “IP” for in progress if they don’t know it.

Resources/References, Materials, Accommodations:

o Materials:

o Laptop computer

o Smartboard

o Alphabet song: https://www.youtube.com/watch?v=-W6E1-iAH7s

o Foam alphabet letters

o Construction paper with capital letters

o Washable paint
 o Paper plates for paint

o Cotton swabs

o Student name chart

o Accommodations:

o I have a student who wears a hearing aid so I will repeat the directions to her

individually while speaking clearly and making direct eye contact. I also have to

make sure that there are minimal distractions when I show the alphabet song on

the alphabet. It is hard for her to concentrate and hear when there is background

noise in the classroom.

o For students who developmentally are behind in fine motor skills, they can use a

wider material to paint such as a thick paint brush, or their finger.

o References:

Erickson, J. (2015). Learning to write the alphabet with cotton swab painting. Retrieved

from: http://thestay-at-home-momsurvivalguide.com/2015/02/learning-to-write-alphabet-with-

cotton.html

N.A. (2013). Phonics song 2. Retrieved from: https://www.youtube.com/watch?v=-W6E1-

iAH7s
Katelyn Tibbs
ETE 304
EdTPA Lesson #3
Central Focus: Letter Recognition

Title: Chicka Chicka Boom Boom

Rationale/Focus Statement: This lesson is for pre-kindergarteners. After spending two days on

learning and mastering the uppercase letters, it is an appropriate time to introduce lowercase

letters to start building the foundation for lowercase letter recognition and being able to match

the upper and lowercase letters.

Objectives:

o Students will be able to recite the alphabet.

o Students will be able to recognize and name uppercase letters.

o Students will be able to recognize and name a few lowercase letters with assistance

from the teacher.

State/Common Core Standards:

o 4.B.ECa With teacher assistance, recite the alphabet

o 4.B.ECb Recognize and name some upper/lowercase letters of the alphabet, especially

those in own name.

Instructional Strategies & Learning Tasks:

Instructional Strategies Learning Tasks

What will the teacher do? What will the students do?
o The lesson will begin by using a o The students will begin the lesson by

computer and smartboard to project sitting on the rug in their designated

an alphabet song video from Youtube spots.

on the smartboard. This is the same o The students will sing and dance

song from previous two days so the along to the alphabet song while it

children have been exposed to it plays on the smartboard.

multiple times. o The students will sit on the rug in their

o After the alphabet song, I will read designated spot and listen to the

the book Chicka Chicka Boom Boom story.

by Bill Martin Jr. and John o The students will verbally say all of

Archambault. This book has both the letters of the alphabet while I point

upper and lowercase letters, so it is a to them on the smart board.

great book to use for this introductory o The students will glue the trunk and

lesson of lowercase letters. leaves onto their construction paper to

o Throughout the book, I will point out make it look like an actual tree.

the lowercase letters, tell the students o The students will choose the correct

the name of the letter, and then show uppercase letters in their first name to

them the uppercase version of that put on their tree. If they are incorrect,

letter by drawing it on the smartboard. they will make corrections.

o After the story is over, all of the o The students will choose correct

uppercase letters will be written on lowercase letters in their name to put

the smartboard. I will then choose a on their tree. If they are incorrect, they

different color marker and write the will make corrections.

lowercase letter next to the o The students will be able to point to

corresponding uppercase letter. We each lowercase letter in their name

 will go through and say all of the and tell me what the letter is. If they

letters of the alphabet while I point to don’t know, they will repeat it after I

them on the smart board. tell them what letter it is.

o After the story, the students will go to

a table where there will be an activity

set up for them. They will be making

alphabet trees like in the story.

o They will glue a tree trunk and leaves

to a piece of white construction paper.

o There will be alphabet letter stickers

on the table, in both uppercase and

lowercase form. They will first spell

out their first name in uppercase

letters. I will check it to make sure it’s

correct and have them make

adjustments if needed. Then they will

spell out their name with lowercase

letters.

o When they are done, I will have them

tell me what lowercase letters they put

on their tree and check to see if they

are the correct letters. If they are not, I

will have them make corrections.

o When all of the letters are correct, I

will point to each letter on their tree,

 both uppercase and lowercase, and

have them tell me what letter it is. If

they don’t know, they will repeat it

after I tell them what it is.

Assessment:

I will take notes after the story when we go over the letters of the alphabet. If there are

students who do not look engaged or are not saying the letters with the whole group, I will write

that on my name chart. To assess the children on their ability to spell their name with the letter

stickers, I will be using a rubric. They will get a 0 if there was no attempt to find the letters in

their name. They will get a 1 if they have most of the letters, or if they used their name card to

aid them in the spelling of their name. They will get a 2 if they were able to spell their name

without the use of their name card. When I ask them what letters are in their tree, I will record

their responses on a name chart.

Resources/References, Materials, Accommodations:

o Materials:

o Laptop computer

o Smartboard

o Alphabet song: https://www.youtube.com/watch?v=-W6E1-iAH7s

o Chicka Chicka Boom Boom by Bill Martin Jr. and John Archambault

o Letter stickers

o Tree trunks made from construction paper

o Tree leaves made from construction paper

 o Glue sticks

o White construction paper

o Student name chart

o Name cards

o Accommodations:

o I have a student who wears a hearing aid so I will repeat the directions to her

individually while speaking clearly and making direct eye contact. I also have to

make sure that there are minimal distractions when I show the alphabet song on

the alphabet. It is hard for her to concentrate and hear when there is background

noise in the classroom. I will also wear a microphone headset when I read the

book out loud.

o References:

Archambault, J. and Martin Jr., (1989). Bill.Chicka Chicka Boom Boom. New York, NY:
Simon & Schuster Books for Young Readers

N.A. (2013). Phonics song 2. Retrieved from: https://www.youtube.com/watch?v=-W6E1-

iAH7s