Lesson Plan English PDF

Your Day: Story Sequencing
Duration : 30 minutes
Learning Objectives :
Students will be able to recognize simple sequences.
Lesson Summary :
Introduction (10 minutes)
Have the students come together as a group. Tell them that "Today, we are going to learn
about story sequence. That means what happens first, next, and last. Can anyone tell me
three things you did before you arrived at school this morning?". Randomly select students to
give examples. Once they're done, share three things you did before you arrived at school this
morning. For example, "First, I woke up at 6:30 a.m. Next, I took a shower and brushed my
teeth. Last, I got dressed and drove to school."
Explicit Instruction/Teacher Modeling (10 minutes)
Say, "Today, we are going to read a book called JB Gets Ready for School by William Ziegler."
Read the story to the students placing emphasis on the sequence of events. At the end of the
story, ask the class to recall the main events. Record their answers on the board.
Guided Practice/Interactive Modeling (10 minutes)
Talk about the sequence of events that happen at school during the day. As a group, record
what happens from the time of arrival to the time of dismissal. Be sure to use words like "first,"
"second," "next," and "last". Once you feel comfortable that the students are able to properly
sequence, have them return to their desks.
Independent Working Time (10 minutes)
Review the safety procedures for using scissors. Provide each student with one of the All
About Story Sequence worksheets and pencil. Have the students write their names on their
worksheets if they are able to do so. Have the students cut out the five pictures at the bottom
of the worksheet. Give the students time to cut and paste in the correct sequence.
Extensions of learning :
Differentiation
Enrichment: Read advanced students The Very Hungry Caterpillar, and see if they can identify
the week-long story sequence.
Support: Have struggling students complete a shorter sequence, e.g. the one in the First, Next,
Last worksheet.
All About Story Sequence worksheets
What's Inside a Pumpkin: Creating a Book
Students will be able to identify what is inside a pumpkin. Students will author and illustrate
books with representations of real pumpkins.
Lesson Summary :
Begin the lesson by showing your students a real pumpkin. Pass it around so that they can
feel the outside. Discuss what might be inside. Potential discussion questions include: What
does it look like inside? Is it soft? Is it hard? What do you do with the inside?. Record their
responses on the board to show that spoken words can also be written. Explain that you will
be cutting the pumpkin open so that your students can see what's inside and make a book
about it.
Cut the pumpkin open. Carry the pumpkin around to let your students see what's inside. Ask
your students to describe what they see. Identify the pulp, or the soft orange part, and the
seeds, or the part of the pumpkin that can create new pumpkins. Give each student one
predrawn pumpkin shape, and instruct your students to cut them out. Have each student fold
the pumpkin shape in half, creating a book. Ask them to label the front of their books with the
title What’s Inside a Pumpkin?. Direct them to write the words Author and Illustrator on the
front cover as well. Explain that an author writes the story, and an illustrator draws the pictures.
Ask your students to offer examples of authors and illustrators of books they have read. For
example, Dr. Seuss is the author of Green Eggs and Ham.Instruct your students to identify
the author and illustrator of their own books. If they are able, have them write their own names
next to author and illustrator. Direct your students to use the construction paper, glue, yarn,
and seeds to represent what they see inside of the pumpkin.
Have each student continue to work at her own pace to create a pumpkin representation inside
of her book. Encourage your students to place materials inside of their books in the same way
that they see the materials inside the real pumpkin. For example, if there are seeds all over
the inside of the pumpkin, make sure that students put seeds all over the insides of their books.
Go around the room, and ask each student what she sees inside the pumpkin. Ask your
students to point out how they are representing the pumpkin in their books.
Review and Closing (5 minutes)
Discuss again what students see inside the pumpkin. Encourage your class to use new
vocabulary, such as pulp and seeds. Ask for a volunteer to explain what authors and
illustrators do.
Differentiation
Enrichment: Have your students trace and cut their own pumpkin shapes. Have the words
seeds and pulp written on index cards so that more advanced students can write them
independently. Encourage your students to come up with more authors and illustrators of
books that they have read.
Support: Help your students cut the pumpkin shape, or have a few precut ones ready for them
to use. Script words for students who need assistance, or write them in their books for them.
Yummy Peanut Butter and Jelly
Students will be able to identify the letter S and the sound it makes. Students will be able to
follow steps to make a sandwich.
Lesson Summary :
Sing the Peanut Butter and Jelly song to the tune of Mary Had a Little Lamb, and encourage
your students to sing along: Peanuts go crunch, crunch, crunch, crunch, crunch, crunch (x2).
Peanuts go crunch, crunch, crunch, making peanut butter. Grapes go squish, squish, squish,
squish, squish, squish (x2). Grapes go squish, squish, squish, making grape jelly. The bread
goes together, together, together. The bread goes together, making PB and J.
Ask your students to make the letter S sound and to offer examples of words that begin with
S. Suggest the word sandwich. Ask your class different ways that they could make a peanut
butter and jelly sandwich.
Demonstrate how students can make a peanut butter and jelly sandwich, referring to the recipe
worksheet. Take out the materials.Say the steps out loud as you make the sandwich. Ask
students what you did first, second, third, and fourth. Briefly discuss knife safety.
Have 4 stations set up for students to each make a peanut butter and jelly sandwich (or just a
jelly sandwich if there are allergies).
Give instructions on how students are to move through each station to make their sandwiches.
Separate your students into small groups. Put bread and paper towels at station 1, peanut
butter and knives at station 2, and jelly at station 3.
Discuss how the sandwich tasted, encouraging them to use descriptive language.
Differentiation
Enrichment: Have your students come up with additional words that start with the letter S,
and have them tell a story about these words with the peanut butter and jelly sandwich
materials.
Support: Give your students the Peanut Butter and Jelly coloring page as an alternative
activity, emphasizing the letters that are used on the worksheet.
Review
Assessment (15 minutes)
Give students the Peanut Butter and Jelly recipe worksheet, crayons, and scissors.
Instruct students to make the paper sandwich by cutting on the dashed lines, coloring in the
ingredients, and pasting the appropriate pieces on top of each other.
Check students' work to ensure that they followed directions correctly.
Use the work of one student to conduct a review.
Ask your students to identify the steps they took to make the paper sandwich.
We Write About Dinosaurs
After this lesson students will understand more about the way a book is written, illustrated,
and published.
Lesson Summary :
Prior to beginning this project, read several books about dinosaurs as a class. Look at the
cover of each book, and use picture clues to help kids decide if the books are factual or make-
believe.Tell the students they are going to help you write a make-believe book about a
dinosaur. Explain that the class is going to write a poem about This Little Dinosaur and make
it into a book.
Remind students that the book you're creating is a make-believe story, so their answers can
be a little crazy. Give examples of alternate word endings. Challenge your class to fill in the
blank for "this little dinosaur went to ___." See what words your students think of. Offer
suggestions to help get the thoughts flowing. Great questions include: where do you think a
dinosaur might go? What would he eat? What would he do all the way home? If it is a new
concept for them, it will take a few tries to get them headed in the right direction.
Have the class decide on a new story ending for each line. Write the title on a piece of
construction page to make a cover page. Make a page for each of the five little dinosaurs, and
write the storyline on each page. Glue a different dinosaur (printed and cut out beforehand)
on each page. Have students work in groups or individually, depending on your numbers, to
illustrate the cover page and the five other pages. Staple the book together and let the children
take turns “reading” the story.
Pass out the individual books and art supplies to students. Ask students to imagine what the
dinosaur is doing on each page. Have them illustrate each dinosaur. If students get stuck,
offer them suggestions, but strive to have the class work independently.

Recap by reading the class story to your students. Pause and allow them to fill in the words
they want to incorporate into the story. Let the students take turns "reading" the book to the
class. Ask questions about dinosaurs, based on what you have taught your class.
Differentiation
Enrichment: Advanced students could each write and illustrate their own books.
Support: Students who are not as advanced could color simple dinosaur coloring pages, or
tear pictures from a magazine.
The Three Little Pigs: Story Sequencing
Students will sequence story events and recognize the beginning, middle, and end of a story.
Lesson Summary :
Introduce the lesson with a discussion about story sequence,or the order of events. Potential
questions “ Have you ever read a story that had lots of things happen? What helped you
remember what happened in the story? Do you remember what happened first at the
beginning? What happened in the middle, or what led to the events at the end when the story
was over?” Explain to your students that they will read The Three Little Pigs and put the story's
events in order.
Cut out the scenes on the first page of the Fishing Story Flipbook. Do not staple them. Mix up
the first page of the Fishing Story Flipbook worksheets, and then display them to your
students. Explain that the flipbook tells about how a boy is fishing, but the flipbook has the
scenes out of order. Discuss the three activities that are taking place on the sheet. Potential
guiding questions include: Why do you think the boy is scared in this picture? What do you
think happened?. Ask your students what the beginning, middle, and end scenes should be.
When your students have correctly answered, put them in order on the board.
Give your students the second and third pages of the Fishing Story Flipbook worksheets.Place
a stapler in an accessible area for your students. Ask your students to complete one page
(one story) at a time. Have them cut out the pictures as directed, and then staple one page's
three scenes together once they have ordered them. Instruct your class to do this for the third
page's story as well. Direct your students to staple the left side of the flipbook. When the
activity is complete, review the order of the beginning, middle, and end of each page's story.
Read The Three Little Pigs. After you have finished reading the story, offer the students three
scenarios. For example: The pigs went to the straw (hay) house. The pigs went to the brick
house. The pigs went to the stick house. Give students the Sequencing worksheet and colored
pencils. Ask your students to write the number of sequencing in the boxes. Have them use the
scenes you mentioned.
Review and Closing (5 minutes) :
Label the boxes with the number beginning, middle and end. Ask them to explain why they
chose those scenes.
Differentiation
Enrichment: Challenge your students to sequence an unfamiliar story by completing the Story
Flipbook activity.
Support: Offer your students the Sequencing Your Day worksheet to improve their sequencing
skills. The students' routines are much more familiar to them than a story, so this worksheet
will help them sequence something they know.
Fishing Story Flipbook worksheets
Sequencing worksheet
It's Piggie Time!
Duration : 1 hour 30 minutes
Students will be able to retell and act out a story in the correct sequence.
Lesson Summary :
Show the students the straw, sticks, and brick. Allow them to touch these items. Explain to the
students that something that is very strong is sturdy. Show them the concept word strip. Step
on the step stool. Tell the students you can step on it and it doesn’t break because it is sturdy.
Ask the students what will happen when you step on the disposable plastic cup? Step on it. It
is not sturdy and breaks. As the students are examining the straw, sticks, and brick, ask them
which of the three materials they think would be the most sturdy.
Ask the students if they know what a chimney is. Explain that a chimney is a long tunnel-like
opening that goes from a fire place in a home and leads to the top of the house. Smoke from
the fire can go up the tunnel and to the outside so smoke doesn’t go into the house. Show
them the concept word strip. Ask the students if they know the story of the The Three Little
Pigs. Listen to what they have to say. Explain to them that the wolf is a carnivore. A carnivore
is a meat-eater, which is why he wants to eat the three little pigs. Show the concept word strip.
Read aloud The Three Little Pigs. Discuss the story. Ask students how they thought the pigs
felt when the wolf blew down their houses. Ask why they thought the wolf was being so mean
to the little pigs. Ask where they thought the little pigs' mother was? These are open-ended
questions with no right or wrong answer. These questions are encouraging the students to
think.
Explain to the students that they are going to act out the story. Show them the three pretend
houses you have made (see reference image). Review that the one with yellow strips of paper
is the straw house, the one with brown strips of paper is the stick house, and the one with red
rectangle papers is the brick house.Choose three children: one to hold the straw house, one
to hold the stick house, and one to hold the brick house. Stand them in a line. Choose one
child to be the wolf.
Have the wolf say, “Little pig little pig let me come in.”
Have the first pig of the straw house say, “Not by the hair on my chinny chin chin.”
Have the wolf say, “Then I’ll huff and puff and blow your house down!”
(Have the wolf pretend to blow and the straw house fall)
Tthe straw house child runs behind the stick house child when straw house fall to the floor.
Repeat this scenario with the stick house child. Now, have the stick and straw house children
run behind the brick house child. Repeat the scenario with the brick house child.When the wolf
cannot blow down the brick house, have him pretend to go down the chimney of the brick
house.Have the wolf lands in the pretend pot of hot water and run away.
As the children are acting out the story, help them with the dialogue as needed. Allow all the
children to take turns with the different characters.
Have the students work on the worksheets. Have them cut out the storyboard pictures and put
them in the correct order by gluing them onto a strip of paper. Have them cut out the finger
puppets and pretend to act out the story at the table with a friend.
Ask the students what their favorite part of the lesson was. Tell the students that you will leave
out the houses, wolf, and pot for some free play, so anyone can enjoy acting out the story.
Differentiation
Enrichment: For children who need more of a challenge, have them complete the Three Little
Pigs Vocabulary worksheet.
Support: Pair struggling students with children who have a greater understanding and give
them any guidance they may require.
Helpers in Our Community
Students will be able to identify at least 3 community helpers. Students will be able to identify
the role and importance of community helpers. Students will be able to identify initial sounds
and write the corresponding letter.
Lesson Summary :
Ask students if anyone knows what a community helper is. Ask if they think a teacher is a
community helper. Explain that a community helper is anyone who helps others by providing
a service. Ask students to list people who help others. Examples include police officers,
firefighters, mail carrier, etc.
Then, read the story Whose Hat is This? Identify how each hat belongs to someone who helps
others. Next, have students go through the classroom library or selected books picked out
about community helpers. Invite them to explore these books and see how many they can
find!Have students select which community helper they would like to be when they grow up.
Next, stand in front of the classroom and explain that a teacher is a community helper. Say
why you chose to be a community helper and what you do to help others.Have the students
take turns speaking about which community helper they chose as their favorite. Instruct them
to wear the hats that match the community helpers they chose. On the board, draw a picture
of a teacher, and sound out the word teacher with the class. See if any student can identify
the initial sound for the word teacher.Then, write the word teacher under the drawing.
Give students the opportunity to complete an expressive drawing and writing activity. Have
each student spell and sound out the words of the community helper they would like to be and
that they spoke about. Then, help them write that helper on the lined paper. Instruct them to
draw a picture of this person above the word.
As a review, have the students take their writing pieces home to explain their choice of
community helpers to their guardians!
Differentiation
Enrichment: Have students select multiple community helpers to add to their writing pieces.
Give your students the worksheets to read.
Support: Have students find the books that match their favorite community helpers to help
assist them in finding the initial sound of that word.
“I Am Thankful For…”
Students will be able to identify sounds in words and form the corresponding letter.
Lesson Summary :
Call students together. Read aloud book about thankful. While reading, encourage students
to raise their hand if they also feel thankful for things in the book, have students guess what
the author wrote based on the illustrations, and take time to sound out words and point out
letter shapes.
Ask students if they know of a holiday coming up that focuses on being thankful (they should
say Thanksgiving). Encourage students to help sound out the word 'Thanksgiving' by following
a process that includes: Hearing the next sound, thinking about what letter makes that
sound,then writing that letter. Ask students if they can think of any animals associated with
Thanksgiving (they should say turkey). Once again, students should be encouraged to help
sound out the word 'turkey' by using the same method as 'Thanksgiving'. Tell students that
today they will be making turkeys that show what they are thankful for.
Hand each student a piece of colored paper. Ask if anyone knows how to trace his or her
hand. Have them demonstrate this to the class. Have students trace their own hand or
separate into partners to have someone else trace their hand. Pass out one turkey feather
strip to each student. As a class, come up with one thing people are thankful for (explain that
this should be one word). Demonstrate how to sound out and spell the word on the feather
strip and glue it to a turkey.
Break students up into small groups or partners to practice with one more feather strip. After
checking-in to make sure that everyone understands how to complete feathers, pass out five
more feather strips to each student. Before sending students off to work, remind them of any
independent work rules (i.e. only speaking in a whisper, raising hands for needs, etc.
While students are working on their turkey feathers, any adults in the room should be
circulating, answering questions, and assessing student abilities to identify the sounds in
words and write the corresponding letters. Playing quiet music in the background can help to
set a good working mood and keep conversations to a minimum. Encourage early finishers to
create another turkey to bring home!
Call students back together. Give students the opportunity to share what they have written.
Ask: Did other students identify the same sounds and letters? What were some of the sounds
they heard most often? Were any letters hard or easy to write? Post students' creations in the
classroom. For an interesting wall decoration, create a paper tree with students’ names on it
and put the turkeys under it.
Differentiation
Support: Working with a partner can help to scaffold this activity. For students unable to write
letters, the students may draw a picture on each turkey feather or tree leaf. (Students will
practice drawing the different types of lines they can turn into letters in the near future.)
Enrichment: Encourage students to write full sentences instead of single words on the turkey
feathers and leaves. Determining the right punctuation can add an extra level of difficulty, too!
Practicing P!
Students will be able to identify, create the sound of, and write the letter P.
Lesson Summary :
To gain student attention, create the sound the letter P makes and ask students if anyone
knows what letter makes that sound. See if any students can come to the chalkboard and write
a letter P.Ask the class if anyone has a name that starts with the letter P. Then, give each
student a container of play dough and have him or her shape the letter P from it.
Read the class a book. Encourage students to use their fingers to go along with the pages in
the book. Point out the sound P makes throughout the book.
Give each student a piece of white paper. On a whiteboard, chalkboard, or interactive

whiteboard, write the words "My 5 Parrots." Instruct each student to copy these words on the
top of their page.Trace each student's hand and half of their arm on the white paper. Have
students color their hand in with crayons.Then, dip their fingers in pink paint to create a
fingerprint above each finger on the white paper. When the paint drys, have students draw a
face and a tail on each finger print to create parrots.
Pass out and have students complete the worksheet All About the Letter P.
To close this lesson, fill a few small tubs with plastic parrots (or any birds) and pour brown
paint on top to represent mud. Invite students to take turns scrubbing the parrots in the tubs
with sponges to help them become clean. Have students make the letter P sound while
scrubbing the parrots
Differentiation
Enrichment: Have students complete the Finding the Letter P worksheet for extra practice.
Support: Give students a piece of white paper and create the letter P on it with a yellow
highlighter or crayon. Have students "rainbow write" the letter P by using various crayons to
trace over the letter P.
All About the Letter P worksheet
Finding the Letter P worksheet
Time to Rhyme!
The students will be able to discriminate and identify sounds in words. Students will also
recognize matching sounds and rhymes in familiar words in songs and stories.
Lesson Summary :
Hold up the paints and paintbrushes. Ask the class, Who would use these items?. After
hearing their answers, show them the "Artist" concept word strip. Explain that an artist is
someone who makes drawings and sculptures using different materials. Show students the
"Faint" concept word strip. Explain that when someone faints, they pass out and fall to the
floor. Show them the "Harm" concept word strip. Explain that when someone is harmed, they
get hurt.
Tell them that all of the concept words you just showed them are in the story you're about to
read. Some of them are used as rhyming words or words that have the same ending sound.
(Eg : log/frog and bed/head).
Use the identified pairs to sing the following song (tune of London Bridge):
Dog and frog are rhyming words

Rhyming words, rhyming words
Dog and frog are rhyming words
Say them with me! (Dog, frog!)
Toes and nose...
Yarn and barn...
Bug and rug...
Sock and clock...
Read a book about body part together as a class. Pause before turning each page to let
students call out the next rhyming word. Start pausing after "So I take some red and I paint
my..."; students should respond with "head." As you read, write down the body part names
you see on a whiteboard. Once you've finished reading, review the body part names with the
class. Ask students to tell you rhyming words for each body part.
Sing the following song (tune of "If You're Happy and You Know It) :
If you change the /k/ in Kimmy to a /b/

If you change the /k/ to /b/
Then Kimmy turns into Bimmy
(Hold up the "K" flash card when singing /k/ and the "B" flash card when singing /b/).
Repeat the chorus with different students' names. Give them time to think of rhyming words
for each name, and hold up the corresponding flash cards for the first letters of their rhyming
words.
Distribute paint and a paintbrush to each student. Have students paint the body parts on the I
Ain’t Gonna Paint No More worksheet. Prepare a space in the room for dried paintings. As
each student works through worksheet, collect the painted worksheet, and set them on the
prepared drying area. Encourage students to sing the song from the sing-along as they paint.
Remind them that they should be painting the paper body parts and not their own.
Together as a class, review the list of rhyming words on the board. Ask students how their
parents might feel if they painted their bodies and parts of their homes. Tell them that it's better
(and a lot less messy) to paint on paper. End the lesson. After their pages dry, staple each
student's booklet pages together.
Differentiation
Enrichment: Students who complete their assignments early can be given worksheets about
rhyme to work on.
Support: Encourage struggling students to make up rhyming words, even if they're not real
words. Help them understand the concept of rhyming by emphasizing the importance of
sound.
I Ain’t Gonna Paint No More worksheet
Rhyming Fun: Hop on Pop
Students will be able to recognize and produce simple rhymes.
Lesson Summary :
Use a song or rhyme to gather children at your group area. Tell students that today we're
going to make rhymes with word pairs. Let students know that today they will be practicing
rhymes with a book.
Ask your students if they can name a rhyming pair. Remind students that rhyming words have
the same ending sound. Provide examples if necessary. tell your students you will be reading
a book with many rhyming words in it. ask them to listen carefully and identify as many rhyming
pairs as they can. show students the cover of book and read.
Tell students that they will be completing a rhyming pair and that they can hop or pop when
they come up with a correct rhyming word. Have students provide examples of rhyming pairs
that they remember from the book. When a student comes up with a rhyming word, pop a
bubble wrap bubble.Tell students that now it's their turn.
This is where you can guide the students through either jumping on bubble wrap on the floor
or using their fingers to pop individual bubbles after providing a rhyming word to complete a
rhyming pair.
Ask your students to recall rhyming pairs from book. Write the pairs on the board as students
say them.
Differentiation
Enrichment: Some beginning readers may recognize simple word family CVC words such as
"cat". These students can read a word on a card and orally provide a rhyming word.
Support: Some students may benefit from just "playing" with language, such as saying "hop
and pop" while jumping on the bubble wrap.
Rhyming Words for Pre-K
Students will be able to identify and say rhyming words with the endings –at, -og and –ish.
Lesson Summary :
Have your students seated at their desks or on a mat. To motivate and activate your students,
tell them that they will be learning about rhyming words, which are words that have the same
ending sounds. Ask for examples of words that rhyme. For example, potential discussion
questions include: What rhymes with bat? How do you know?. Ask your students to identify
the pictures that you will show them. Show the students a picture of a fish, a dish, a log, a frog,
a dog, a hog, a cat, a hat, and a mat. Have them raise their hands if they know the answers.
Attach the picture of the cat to the whiteboard. Make a list of the following words on the board:
fish, dish, log, frog, dog, hog, mat, hat, and fat. Point to each word and read it aloud. Have
your students repeat the words after you. Ask your students which words rhyme. For example:
What does cat rhyme with? Have them refer to the pictures to answer. Show your students
similar endings in words by underlining the –at in cat, mat, hat, and fat.
Select a student to come up to the whiteboard. Give that student the picture of a fish. Ask the
class to look at the words written on the whiteboard, and have them raise their hands if they
know which word rhymes with fish. Repeat steps 1-3 using various images from the list.
Have your students work independently at their desks. Provide them each with a blank paper.
Randomly give each student a word from the vocabulary list and ask each person to identify
a word that rhymes. For example, show a picture of a dish, and have your student produce a
real word that also ends in -ish. Have them draw pictures of words that rhyme to the words
from the vocabulary list
Separate the class into two, and have the teams compete to see which group can say these
the fastest.
Fish rhymes with dish or wish. Cat rhymes with fat, mat or hat. Dog rhymes with log or frog.
Differentiation
Enrichment: Give your students a typed list of words and some cut out words that rhyme with
the words on the list. Have them paste the cut out words next to the correct rhyming word on
the list.
Support: Have your students sound out each letter in the words, and assist the student in
blending the words.
Rhyming Words with Twinkle, Twinkle, Little Star
Students will be able to identify rhyming words.
Lesson Summary :
Begin by asking students to recite Twinkle, Twinkle, Little Star. Ask students if they can identify
any rhyming words. Remind students that rhyming words have the same ending sound. If
students have difficulty identifying the rhyme, slowly repeat the rhyme, the words "star" and
"are".
Write Twinkle, Twinkle, Little Star lyric on whiteboard and read, pointing to the words as you
read. Fill in the blanks for "star" and "are" when you get to their places in the rhyme. Emphasize
that "star" and "are" are the words that rhyme. Tell students that though we know the rhyme
by memory, the words have written meaning too. Point to the words again, saying them
aloud.Continue with the second part of the rhyme, repeating the steps above for the words
"sky" and "high".
Ask students to help you find more rhymes. Give the students a word that rhymes with either
star or sky, such as pie, why, car, or far, and ask them which word pair the word rhymes with.
Distribute a Twinkle Twinkle rhyme worksheet, star outline, glue stick, and a pair of scissors
to each student. Have students cut out the star shape and glue the star to the rhyme
worksheet. Read the rhyme aloud as you point to each word. When you get to the blanks on
the Twinkle Twinkle rhyme worksheet, have students write the words "star" and "are". Have
students decorate their stars.
Recite the rhyme as a whole class. Ask the students what the rhyming words are.
Differentiation
Enrichment: Have students write the entire rhyme by either copying or spelling the words
phonetically.
Support: Trace the words "star" and "are," then have students write over the traced words.
Twinkle Twinkle Little Star
Twinkle Twinkle rhyme worksheet
Same Sound Sort
Students will be able to identify pictures that start with the same sound.
Lesson Summary :
Prior to starting the lesson, print pictures that begin with the same initial sound, such as /t/,
that is the focus of the lesson. Print at least one picture per student. Be sure to also print
pictures that do not begin with the same sound. Draw a line down the middle whiteboard.
Under one column write Starts with T ☺ and on the other column write Does not start with T
☹. Put tape on the back of the pictures so they may be added to the board. Inform students
that they will play a game where they have to sort pictures that begin with the same sound.
Remind students the sound of the focus letter. For example, the letter T sounds like /t/. Ask
students why it is important to know the beginning sounds of words. Possible answers could
be that it helps with reading, and it helps with writing. Explain these answers. Show students
the sorting board (whiteboard) and pictures. Explain to students that they will put pictures that
start with the focal sound on the side with the smiley face and the pictures that do not start
with the focal sound on the side with the sad face.Tell students they will each be given a
picture.
Give each student a picture. Allow students to place their pictures under the correct column.
Assist students as needed.
Once the game is complete, allow students to complete the Beginning Sounds worksheet.
Collect all materials and have students sit down. Ask students what they did in the activity.
Ask students why it is important that they learn beginning sounds. If students are unable to
answer, tell them.
Differentiation
Enrichment: Work with advanced students in a small group on identifying both beginning and
ending sounds using the Beginning and Ending Sounds worksheet.
Support: Give students the Letter Sounds: T worksheet to complete.

Beginning Sounds worksheet
The First Letter is...
Students will be able to identify the beginning letter sound of a zoo animal name.
Lesson Summary :
Ask students to name animals they know live in the zoo. Read a zoo-themed book.
Ask a student for his name. Ask that same student what letter starts his name. Write the
student's name on the board. Accentuate the first letter and the sound it makes as you write
the letter. Repeat the process with another student. Remind students that letters make sounds
and when you put letters together you make a word. Show students a picture of a dog. Say
the word "dog." Ask students to name the letter that that starts the word dog. Write "dog" on
the board and emphasize the sound of the letter D as you write.
Lay out the alphabet letters or letter cards. Show pictures of animals to the students. Ask
students to identify the beginning sound of the animal name. Place the picture under the letter
that starts the name. Accentuate the first letter sound as you place the picture under the
letter.Repeat the process for practice.
Give each student a paper, pencil, and glue stick. Lay out the pictures of zoo animals in front
of the students. Have students select a picture. Ask the students to identify the animal in the
picture. Have students tell you what letter the animal's name start with. Emphasize the first
letter if a student is struggling. Example: t, t, tiger . Have the student write the letter on the first
top, put glue (top part only) behind the picture and glue the picture on the letter. Repeat the
process until all of pictures are complete.
Have each child name the animal, then lift the picture to see the letter underneath. You may
have the student lift all of the flaps or just two of the flaps.
Differentiation
Enrichment: Cut the paper into fifths so that advanced students can identify more beginning
letters of zoo animal names. Students can write the letter of the beginning sound, as well as
the entire animal name if desired.
Support: Cut the paper into thirds or halves to reduce the number of beginning sounds the
student needs to identify. If the student is unable to write a letter, lightly trace the letter of the
beginning sound of the zoo animal, then the student can write over your tracing.
Phonics Puzzle
Students will be able to understand that individual letters combined together with a vowel
makes a word.
Lesson Summary :
Gather students into a circle. Place the basket full of letter cards in the middle of the circle.
Pick out three pieces of letter card and put them together to show your students how they fit
together. Identify the sound of each vowel in your basket. Review sounds of different
consonants in your basket. Now show the students how to put the pieces together to make a
word. Sound out the word, one letter at a time.
Separate the vowels from the consonants. Demonstrate how to make a word by picking up
two consonant pieces and one vowel piece. Review their sounds separately. Show how to
assemble the pieces with two consonants on each side and one vowel in between. Point to
each letter and sound it out slowly as you move your finger across it. Then, move your finger
faster and encourage the students to match the sounds. As you move your finger faster and
match the sound, the students will hear the sound of the word they see in the puzzle.
Encourage students to try and put pieces together to make a word themselves. Let them try
different combinations using whatever color combinations they want. Draw their attention to
the letters on each piece and ask them to sound it out. Remind them gently what sounds the
letters make. Once students know the sounds, now is the time to help them sound it out in a
continuous manner to make the word.
Allow the students to familiarize themselves with the pieces. Observe to see if students are
getting frustrated. The goal is for them to have fun while learning. Offer suggestions to help
students fix their problems.
Gather the class back into a circle. Encourage them to each say a word they made.
Differentiation
Enrichment: Encourage students to put together as many words as they can in a given time
limit. Use a timer!
Support: Encourage students to put the pieces together to make an egg. Practice color
identification or color matching.
Farm Alphabet Bingo
Students will be able to match alphabet letters with ones that are shown. Students will be able
to identify letters by name and sound.
Lesson Summary :
Introduce the lesson by showing your students a picture of a barn, explaining that it is a storage
place found on a farm. Before the lesson, make 26 small barn cutouts (serve as your calling
letters) and write each upper and lowercase pair on every card. For example, on one of the
barns, write Aa, and on the second barn, write Bb. Do this with the entire alphabet. Make
larger 11" x 16" barn cutouts that have seven letter pairs on. Mix up the letter pairs, so that
each student has different letters on his card each (serve as the students' bingo cards). For
example, write seven pairs such as Aa and Dd on one barn. Give each student one bingo card
and marker to make bingo markers. If you call out a letter that the student has on his card,
direct him to mark the letter up with marker.
Practice with two letters. Show your students the first calling card and call out the letter. Walk
around the classroom to look at the students' cards for matches. Instruct your students to mark
the letter if they see it on their own cards.
Begin the game by calling letters. Show your students the letter pair after you've called it. Ask
your students to identify and mark their matching letters. Keep playing until all 26 cards have
been called. Tell your students that the goal of the game is to mark every letter on their cards.
Choose a shape or pattern that your students can try to cover such as a vertical line. Call out
letters until one of your students has marked all of the letters in his pattern first to be a winner.
Since most students will have different cards, not everyone will have a marked pattern.
Continue calling the letters until you have called all 26 letters. To put the letters in context, say
a familiar word that starts with the letter. For example, A is for apple.
Have one of your students repeat the letters that he matched. Ask that volunteer to list words
that start with the same letter
Differentiation
Enrichment: Call the letter name without showing the card with the letter pair. Say the letter
aloud and encourage your students to identify the letter without seeing it.
Support: Place the calling card on the board to show your students what the letters look like.
Show your students that some letters have the same upper and lowercase shape, such as the
letter C.
Rain, Rain, Go Away!
Students will be able to recite the rhyme Rain, Rain, Go Away and identify a rhyming pair of
words.
Lesson Summary :
Ask students if they know any rhyming words and if they could name them. Explain that
rhyming words have the same ending sound. For example: coat and boat, can and man. Show
that both words have the same sound at the end of the word, while the first letter changes.
Write the rhyming pair on a whiteboard and circle the similar endings and underline the first
letter of each word. Contrast this rhyming pair with a pair of words that end with the same
letter, but don't rhyme. For example: cat, pot. Write down the pair of nonrhyming words on the
board and circle the last letter of each word. Ask your students if they can hear the difference.
Continue to model rhyming pairs, writing down pairs, circling endings and underlining the first
letter. Great examples of rhyming pairs include: ring and king, pear and bear. Give another
example of a pair of words that end with the same letter, but don't rhyme. This will allow your
students the opportunity to hear the difference between ending in the same letter versus
ending with the same sound. For example: dog and king versus ring and king.
Write the rhyme "Rain, rain, go away. Come again another day" on the whiteboard. Recite the
rhyme aloud to the class. Repeat rhyme again, asking children to join in with you this time.
Point to the words written on the board as you say the rhyme. Ask students to identify the pair
of words that rhyme.
Pass out a rhyming picture card to each student. Ask one student to identify their picture. Ask
the rest of the class to identify the matching card. Continue process until all of the cards have
been matched. Repeat this process with all the rhymes on the cards, pointing to each picture
as you say the word.
Tell students that they are going to make a picture to go along with Rain, Rain, Go Away. Give
each student a paper to draw an umbrella and the materials for coloring. Ask students to color
the umbrella. Have students copy the rhyme you have written and make fingerprint raindrops
around the umbrella.
Review the rhyme with the students. To help keep kids engaged in learning, you could sing
the rhyme or play a video of the song.
Differentiation
Enrichment: Have students to spell out "Rain, rain, go away," or add the the third line "Little
(student's name) wants to play".
Support: Ask the student to recite the rhyme again, identifying the rhyming pair. Have the
student identify another word that rhymes with day and away. Great answers include: play,
say, hay, way.
Learning the Letter E with Colors
Students will be able to recognize the capital letter E. Students will be able to identify the
sound the letter E makes. Students will be able to find objects that begin with the letter E.
Lesson Summary :
Tell the students that today they will be learning about the letter E. Ask students if anyone has
a name that starts with the letter E. Find an object around the classroom that begins with the
letter E. For example, hold up an egg. Then, have the students take turns looking around the
room for objects that begin with the letter E.
Explain to students that E has a long sound and a short sound. Then, hold up a letter E and
have students trace it with their fingers. Remind them to start at the top, make a big line down,
jump back to the top, and make three little lines.
Bring students together for story time. Ask your students to explain what it feels like to be
different. Bring two students to the front of the classroom and ask them to name things that
are the same about them. Then, instruct them to name differences. Explain that while both
were very different between each other but they still had many things in common such as
laughing.
Next, show the students the letter E and ask them what sound the letter makes. Give each
student a paper with a letter E on it and have each student properly trace it with his finger.
Instruct students to cut out little squares from the strips of tissue paper that you gave them.
Assist with proper holding of the scissors.Lastly, have students glue the different colored tissue
paper squares onto the letter E.
Explain to students that much like how their friends were different, so are their letter E projects.
Remind students of the letter E words they found earlier in the lesson, and encourage them to
find letter E words at home too.
Differentiation
Enrichment: Have your students cut out their letter E from a pre traced piece of construction
paper. Ask your students to write out words that start with the letter E.
Support: Help your students use scissors. Direct them to draw pictures of objects that start
with E.
Rhyming with Humpty
Students will be able to recognize and create simple rhymes.
Lesson Summary :
Play Humpty Dumpty song. Sit students down and ask if anyone remembers a rhyming word
from the game. Explain that today, the class will be learning about rhyming.
Read Humpty Dumpty. Point out rhyming words throughout the story. When the nursery rhyme
is over, have students retell the story pointing out the beginning, middle and the end.
Give students a copy of the Humpty Dumpty Nursery Rhyme. Read the poem with the students
and have them find the rhyming words as they read. Have them circle the words that rhyme
with a crayon.
Give each student an egg shaped cutout. Instruct students to use their scissors to cut the egg
(face, arms, legs, hat, bow tie). Now, instruct them to put glue on it and put it together. Students
should then glue on two googly eyes and create a face for Humpty Dumpty. Have students
write the poem of Humpty Dumpty. Then, read the nursery rhyme again and when it says
"Humpty Dumpty had a great fall," instruct students to let their eggs fall to the floor.
Ask students to identify two words that rhyme.
Differentiation
Enrichment: Play a matching game. Give students picture cards of rhyming words and have
them find the matches.
Support: Some students may have difficulty cutting and need help.
Humpty Dumpty Nursery Rhyme
Humpty Dumpty cutouy worksheet
Z is for Zookeeper
Students will be able to identify the letter Z, attempt to write the letter Z, and name a word that
begins with the letter Z.
Lesson Summary :
Ask the students if they know what a zookeeper does. Record responses on paper or a
whiteboard. Tell the students to listen for the jobs of a zookeeper as you read Z is for
Zookeeper. Refer back to the list made earlier. Ask students if they were correct about their
answers and ask if there is anything new to add to the list. Record any new answers students
give. Explain that the job of the zookeeper is to take care of the animals. This includes feeding
and cleaning the animals as well as keeping their living environment clean.
Write the letter "Z" on a piece of a paper or the whiteboard. Ask students to name the letter
and what sound the letter makes. Have students share what words they know that start with
the letter Z. Prompt students to discuss how they would draw a zookeeper, including if the
zookeeper wears a special uniform for their job. Draw as they describe. Ask the students what
else could be in the picture of a zookeeper. For example: an animal cage, a bucket, a broom.
Add one of their suggestions to your drawing to show the zookeeper doing one of their
jobs.Title your drawing "Z is for zookeeper."
Have students return to their desks. Assist students in practicing writing the letter Z with their
fingers on the table and in the air.
Give each student a piece of paper. Have students write their names on their papers. Instruct
students to draw a zookeeper. Remind students that people have a head, a body and that
arms and legs come out of the body. Remind students to give the zookeeper clothes and to
add something that they would use in their job. After the students have drawn their
zookeepers, have them title their drawing "Z is for zookeeper".
Have each student individually read the sentence "Z is for zookeeper" as you point to each
word. Ask each student to name something that the zookeeper does in their job.
Differentiation
Enrichment: Students who need more of a challenge should try to phonetically spell out the
sentence "Z is for zookeeper". They could also add additional sentences about what the
zookeeper is doing in their picture.
Support: For students who need extra help, write "Z is for zookeeper" and allow the student to
trace the sentence instead of writing it themselves.
Phonics With The Caterpillar
Students will have a basic understanding of metamorphosis and be able to recognize the /c/
sound.
Lesson Summary :
Inform your students of the lesson's main topic metamorphosis or how a caterpillar becomes
a butterfly. Show them the cover of a book caterpillar and ask them what they think a caterpillar
eats.
Read a book about caterpillar life cycle aloud. Go over some things that can be learned from
the book. Examples include: the different stages of metamorphosis, number sequences and
vocabulary (the names of food and days of the week). To gauge student comprehension, ask
questions related to caterpillar in the story.
Begin a quick phonics (letter-sound correspondence) lesson by having students practice

sounding out the letter C (/c/). Show them that the word caterpillar begins with the letter C.
Sound out caterpillar, emphasizing the /c/ sound at the beginning. Ask the class to think of
other words that start with C.
To review, ask the class what letter caterpillar begins with. Distribute the materials needed for
the Phonics Fun: C is for Caterpillar activity, then have students work independently to
complete it.
Ask the class to name the different stages of metamorphosis: 1) egg 2) caterpillar 3) cocoon
4) butterfly.
Differentiation
Enrichment: Have advanced students write their own versions of caterpillar. For example, a
student may write a version with a tadpole as the protagonist.
Support: Show struggling students pictures of things that begin with the letter C. Help them
understand that C makes a /c/ sound, and words that start with C usually have the /c/ sound
in them.
Phonics Fun: C is for Caterpillar
Trace the Alphabet: Writing Letters
Students will be able to identify and write the letters of the alphabet through tracing.
Lesson Summary :
Select a letter for your class to practice for today's lesson. For example, choose the letter A.
Tell your students that they will be practicing tracing letters. Inform them that after tracing the
letter, they get to write words at the bottom of the sheet. Have some objects that begin with
the letter on display around your classroom.
Pin a copy of the worksheet and the letter on the board. Show your students how to trace the
letter using correct grip. Ask your students to name the picture at the bottom of the worksheet.
Show them how to trace the word that begins with the letter of the day. Remind them to follow
the order of tracing shown on the worksheet.
Give each student a copy of the worksheet. Ask your students to take out their pencils and
erasers. Direct them to trace the letter. Help them to correct their pencil grip, and guide your
students by pointing to the tracing lines. Show them how to use the eraser to fix any errors.
Once they have traced the letter a few times, encourage them to work on their own. Have
them trace the letter and then write the letter at least two times independently.
After all the students are done, collect all the worksheets. Have one student write the letter on
the paper using the correct pencil grip and tracing pattern.
Differentiation
Enrichment: Encourage your students to write the letter on their own without the tracing lines.
Support: Focus on helping your students get the correct pencil grip and follow the tracing lines
to write the letter.
Trace Alphabet worksheet
Sing ABC's
By the end of this lesson, students will be able to recognize letters and put them in alphabetical
order.
Lesson Summary :
Call students together. Sing ABC song and write on a whiteboard. Students should notice the
letters and alphabetical order it follows.
Remind students that alphabetical order is the order the letters of the alphabet go in. Sing the
ABC song to help students recall this order. Next show students the letter flashcards. Go
through the deck having students identify each letter.
Mix up the cards and pass out at least one letter flashcard to each student or group of students.
Have students lay the letter flashcards out in alphabetical order. Repeat several times if
necessary. Pass out the Alphabet Maze worksheet to each student. Explain to students that
they will be drawing a path through the maze. In order to draw the correct path, they will need
to connect the letters in alphabetical order from A to Z. Before sending students off to work
independently, review any rules for quiet work periods (example no talking above a whisper
and raising hands for needs when seated).
Any adults in the room should be circulating, answering questions, and making sure that
students are staying focused on the task at hand. It can be helpful to play quiet music in the
background as students work. (The alphabet song may be appropriate in this case!)
Early finishers can be encouraged to color in the maze or review available Thanksgiving
books.
Call students back together. Conclude by singing the ABC song.

Differentiation
Support: Post and point out alphabet signs in the classroom as a reference tool. Working in
partners can also provide a helpful scaffold. Alternatively, allowing students to trace the maze
path with their finger instead of drawing it with a pencil/pen can be a helpful adaptation to the
lesson.
Enrichment: Encourage students to complete the alphabet maze backwards, tracing over each
letter of the alphabet as they complete the maze.
Alphabet Maze worksheet
Full of Fantastic Fun: The Letter F
Students will be able to identify words that begin with the letter F. Students will be able to
make the sound of the letter F. Students will be able to form the letters Ff.
Lesson Summary :
Display the images of things that begin with F so that all of your students can see them.
Possible images could include: flag, frog, fish, fan, football, flower, fire. Go through the items
one by one, having your students say the name of each item aloud. Ask students what all the
pictures have in common. After a few students answer, explain that today the class will be
learning about the letter F.
Demonstrate how to make the /f/ sound, while describing how each student can do the same.
For example: The letter F makes the /f/ sound. Make the /f/ sound by placing your top teeth
on top of your lower lip and pushing air our of your mouth, like this. Challenge your class to
think of more words that begin with the /f/ sound. Write all of the correct answers on the
whiteboard. Write an uppercase F and a lowercase f on the board. Explain that F and f are the
same letter, but one is uppercase and one is lowercase. Instruct your class to practice tracing
the letters F and f with their fingers on their palms.
Using a pair of scissors, cut out each of the frogs on the Coin Toss worksheets. You will have
five frogs total. Teach your class the lyrics to Five Little Speckled Frogs using the printout.
Where you can, add in the /f/ sound, to reinforce the letter-sound correspondence for your
students. Call up five students, and give each of them a frog cutout. Instruct your five
volunteers to act out the song as you and the rest of the class sing along. Sing Five Little
Speckled Frogs with the class and ensure that each time a frog jumps into the pond, one of
the five student volunteers acts this out. After the song, ask your students some
comprehension questions. Great suggestions include: What letter does the word frog begin
with? What sound does the letter F make? What is another word in the song that starts with
the letter F?
Explain that next, the class will be using play dough to make an uppercase F and a lowercase
f. Write an example of F and f on the whiteboard for students to reference as they work. Give
your students play dough and monitor their work. Ensure that they understand the differences
between F and f, and that they're reflected in their work.
To close the lesson, tell your class to listen carefully as you call out different words. When
they hear a word that begins with the letter F, instruct them to put their hands together and
wiggle them like a fish. Demonstrate this motion. Once students have the hand motion down,
begin calling out words. Praise students who perform the hand motion when you say a word
that begins with the letter F.
Differentiation
Enrichment: Encourage advanced students make CVC words that begin with the letter F using
their play dough. Challenge these students to go on a "letter F hunt" around the classroom,
finding things that begin with the letter F.
Support: Assist struggling students as they form the play dough letters by providing an outline
that they can use to correctly form each letter.
Coin Toss worksheets
Alphabet Tree
Students will be able to identify the letters of the alphabet.
Lesson Summary :
Invite students to group time and sing (tune of London Bridge) :

Autumn leaves are falling down, falling down, falling down
Autumn leaves are falling down, red, orange, yellow and brown to the is Falling Down.
Drop a few leaves into the circle of your group. Ask students to pick up a leaf and tell you what
is written on it (write an alphabet on each leaf with marker). Tell the students that today they
are going to make an Autumn Alphabet Tree.
Assemble an alphabet tree in front of the class. Glue the tree branches onto a piece of
construction paper. Pick up one letter leaf at a time and glue it around the branches. Once a
few letters are glued, point to each letter leaf and say its name.
Invite the students to pick a letter leaf and glue it onto the branches. Go around the group so
all students get a turn and all the letters are glued to the tree.Point to all the letters and say
their names. Draw your students' attention to the colors of the leaves. Explain that during
Autumn, leaves change to these colors.
Send students back to their tables. Hand out construction paper, brances, 26 leaves and glue
to each student. Display the letters of the alphabet for students to copy down on their leaves.
Pin up the tree you made as a group where it will be visible to all the students. Have students
write the letters of the alphabet on the leaves given then glue them down onto the branches
of their tree. Provide assistance if needed.
Call the class back to group time. Review all the letters and sing the ABC song. Review the
colors of the leaves and ask what season has the leaves change to those colors.
Differentiation
Enrichment: Students can be encouraged to cut out the leaf shapes by themselves.
Support: Write the letters of the alphabet on the leaves prior to giving them to struggling
students.
A Unique Guest
Students will be able to compare and contrast a fictional and real animal.
Lesson Summary :
Show the students the peanut, three quarters and pictures of real mice. Explain that when a
mouse is born, it is about the size of a peanut and grows to the size of three quarters. Tell
them that a baby mouse is called a pup. Tell them that one mouse is called a mouse, but more
than one are called mice.Explain to the children at a mouse is a mammal. Show the concept
word strip. Animals that have fur or hair are mammals. Mammals do not lay eggs. They give
birth to live young instead of laying an egg. Mammal mothers nurse their young with milk; they
have lungs and breathe air. Mice, dogs and humans are all mammals.
Show the students the front cover of If You Take a Mouse to School and repeat the name of
the book. Tell the students that this story mouse is going to be a guest at school. Ask, "What
is a guest?" Show the concept word strip and explain that a guest is someone who visits a
place. * Explain that when a relative or a friend comes to your house, they are a guest. When
you go to a hotel, you are a guest at the hotel.Tell the students that this is a unique guest.
Show the concept word strip. Unique means very different or one of a kind. Tell them that not
many people bring a mouse to school, so that is unique!
Ask the students what they think the mouse is doing on the front of the books. Ask if a real
mouse can go to school. Get out the Mouse display. Ask the students, “If you brought a mouse
here, what would your mouse do?”. Write their answers on whiteboard. Read the story If You
Take a Mouse to School. Compare the students' responses that you wrote down to what the
mouse in the story actually did in school. Compare and contrast the real mouse in the first
book to the story mouse.
Pass out the Sequence worksheet to the students. Review each picture. Have them cut out
the six pictures. Reread the story, and have the students glue the pictures in order on a strip
of construction paper as you read. Encourage the children to help each other. Have them color
the pictures. Ask each child which activity in the pictures they like the best.
Pass out the If You Take A Mouse to School worksheet. Give the students instructions on how
to complete it, write own story and draw a picture. As you observe, ask each student to tell
you something about his picture.
Review the concept word strips. Review the information about real mice.
Differentiation
Enrichment: Have students who need more of a challenge complete the Mouse chart.
Encourage them to help a friend who needs guidance.
Support: Pair struggling students with students who have a good understanding of the
concepts.
If You Take A Mouse To School Story
Sequence worksheet
If You Take A Mouse To School woksheet
The Adventures of Leaf Man
Students will be able to identify the colors of fall leaves.
Lesson Summary :
Show students the cover of Leaf Man. Ask the class what they think the picture on the cover
is. Ask them to identify what Leaf Man is made of. Have students think of where Leaf Man has
been. Does he go to school? Where does he live? Make note of the different colors, shapes,
and sizes of each leaf that makes up Leaf Man with the help of your class. Tell students that
today they will learn about Leaf Man, create their own Leaf Person and then write about it!
Read students Leaf Man. Ask questions throughout the story to test comprehension. Have
students identify animals that they see in the story. Tell students that you will be outside. Have
each student collect various leaves of different shapes and colors to use in their craft project.
Give each student a piece of black construction paper. Allow students to pick a handful of
leaves to glue together to create their own leaf man! Allow them to get creative. When they
are finished, glue on two googly eyes and draw a smile. Ask students to name their Leaf Man
and write it in white crayon on the bottom of their page.
Now, give each student a piece of Write and Draw paper. Chose a writing prompt for them to
complete. Some examples include My Leaf Man loves to go to ______. and My Leaf Man went
on an adventure to ______. Write the prompt for them and allow them to think of a word to go
along with it. Have them copy the word from the board onto their paper.
Have each student come to the front of the room to introduce their Leaf Man to the class. Have
them share one fun fact about their Leaf Man.
Differentiation
Enrichment: Have students complete a copy of the How Many Leaves? worksheet.
Support: For students who have difficulty writing, write their describing word in highlighter and
have them trace it with crayon.
The Letter E
Students will be able to identify the uppercase letter E.
Lesson Summary :
Have students come together as a group. To motivate the students, say, "Today we will be
learning about the letter E. Look around the room. Can anyone identify the letter E?". Inform
the students that E is a very common letter. E is the first letter of "egg," "elephant," "ear," and
"Easter." Many people have the letter E in their names. Instruct the students to return to their
desk and look at their name tags. Ask them to point to the letter E if it is in their names. Inform
the class of which students have an E in their names.
Have them draw their attention to the pieces of play dough on their desk. There is one long
piece of play dough and three shorter pieces. From the front of the room, demonstrate how to
arrange the pieces to form a capital E. Place the longest piece of play dough to the left
vertically, Place the 3 shorter pieces horizontally on the right. Have students work in pairs to
repeat your model.
Have students move to two different stations in the room. At station 1, have the students take
a piece of chalk and write the letter E on the black construction paper provided. You may
choose to provide tracing lines if needed. At station 2, have the students use their hands to
form the letter E in shaving cream that is sprayed on top of newspaper. Have the students
wash and dry their hands before proceeding to independent work.
Have the students sit a their desk with their pencils. Distribute Learn the Letter E worksheet.
Read the instructions aloud to the students.
Have the students come to you and write the letter E in the air.
Differentiation
Enrichment: Challenge advanced students to complete the All About the Letter E worksheet.
Support: Pair struggling students with more advanced students for peer assistance.
Letter E worksheet
F is for Fire Safety
Students will be able to identify the capital letter F. Students will be able to create the sound
the letter F makes. Students will build fine motor strength by squeezing a water bottle
independently. Students will participate in gross motor activities to the best of their abilities.
Lesson Summary :
Inform your students that today you will be doing a lesson on the letter F. Ask the class if
anyone in the room has a name that starts with the letter F. Play the Animal ABC Song, and
ask students to pay attention to the sound the letter F makes in the video. Tell your students
that fire starts with the letter F. Activate prior knowledge from the students by asking your
students to talk about why fire is dangerous.
Create the letter F on the whiteboard. Walk them through how to properly make an F, showing
them how to make straight lines. Read storybook about Firefighters. Invite students to look at
the pages in the book to find the letter F. Ask students questions about the book. For example:
Why are firefighters so important? What do they do?
Divide your class up into 2 groups.Group one will be at a sink. If you don't have a sink in your
classroom, use a garbage can or large container. Fill it with water and place the the red letter
Fs in it. Invite students to use the squirt bottles filled with water to try and put the fire out. Tell
them that this is similar to how firefighters put out fires using their hoses.
Group two will line up in a straight line close to the pole that has red, orange, and yellow tissue
paper attached. Tell the students that this is a fire and that fire creates smoke. When there is
smoke, tell your students that they must get low to the ground to crawl to safety. Have them
take turns crawling under the pole. Centers should last however long you feel is appropriate.
Have your students switch.
Give your students the F Detective worksheet to complete.

Call each student up to find a letter F object around the classroom.
Differentiation
Enrichment: Instruct your students to turn their worksheets over and practice making
uppercase and lowercase letters. Have them circle their best letters and show you!
Support: Help your students with motor skills as they complete this activity, modeling how to
crawl and squeeze the bottle. Give them a letter F to look at and trace.
F Detective worksheet
The Letter H
Students will be able to identify and write the upper case letter H.
Lesson Summary :
Call the students together as a group and ask them if they can identify the letter H. Take
responses by raised hands. Inform students that H is the first letter in hat, hippo, heart, holly,
horse, and harp. Show the students pictures of a hat, hippo, heart, holly, horse and harp. Write
the words Hat, Hippo, Heart, Holly, Horse, and Harp on the whiteboard each with a capital H.
Inform the students they will have the opportunity to practice writing the letter H.
Write the letter H on the whiteboard. Inform the students that three lines are needed to form
the letter H. On the board, write each stroke of the letter H in a different color. As you write,
students can say, "vertical," "vertical," and "horizontal".
Guided Practice/Interactive Modeling / (10 minutes)
Place the students at individual desks to work. Give each student the Writing the Letter H
worksheet and a pencil.
Place the students at individual desk to work. Give each student the Practice Tracing: The
Letter H worksheet and a pencil. Instruct the students to color the letter H and all the items
that start with the letter H. Allow sufficient time for the students to complete the worksheet.
Call the students together as a group. Ask the students to recall the letter that was learned
today.
Differentiation
Enrichment: Give advanced students blank sheets of paper and ask them to write the letter H
free hand. Do not provide tracing or lines.
Support: Allow struggling students to only complete one worksheet during Independent
Working Time.
Writing the Letter H worksheet
Practice Tracing: The Letter H worksheet
Letter Writing Fun
Students will be able to identify and write the capital letters of the alphabet.
Lesson Summary :
Invite students up one by one to dig through a container of alphabet letter magnets and place
them in order on a magnetic surface. As they place the letter on the board, help them figure
out what sound the letter makes. Tell students that today they will be practicing recognizing
and writing the alphabet.
Play The Alphabet Song. Then, play it again and have students sing along. Then, play the
Alphabet Cloud Catcher game with your students by placed the various uppercase letter cards
around the class. Call out the various letter of the alphabet and have students to look for those
letter cards.
Sit each student in front of a rice tray or sand table. Call out various letters of the alphabet and
have students create the letter in the tray. Walk around the room to monitor student progress.
Pass out and have students complete the Alphabet Blocks worksheet.
To end the lesson, seat students on a rug and show them a cupcake tray. The tray should be
filled with cupcake liners that have letters written in them. Present students with beans that
have capital letters written on them. Invite students to select a bean and put it in the right spot.
Have students identify the letter that they are sorting.
Differentiation
Enrichment: Give students a blank piece of paper with 26 lines on it and have them write the
alphabet independently.
Support: For students having difficulty filling in the alphabet, write the correct letter in
highlighter or yellow crayon and have them trace over it.
Alphabet Blocks worksheet
Alphabet Fishing
Students will be able to identify and write the capital letters of the alphabet
Lesson Summary :
Tell students that today you are going fishing for letters. Hold up a few letters, one at a time,
as you pretend to "catch" them. Have students identify the letters as you place them on a
magnet board. Tell students that to fish for letters they will need the right bait.
As you are "catching" letters point out physical features of each by tracing and labeling the
shape verbally ( Example: Look at the uppercase C. It curves from top to bottom). You can
put a letter on the magnet board and then draw the letter next to it as you draw students'
attention to the features of the print. Draw or place alphabet letter magnets on the board and
say that you're trying to find a letter with a certain shape. Have your students identify the letter
you described. Invite students to find, name, or identify letters in their name or relevant letters
you have already studied.
Show students how they can form their "bait" into letter shapes with pipe cleaners.
Have students practice forming letters with pipe cleaners. Show students how to "bait their
hook" by hanging their pipe cleaner letter on the paper clip hook. Show students how to fish
for their letter. If a students catches a letter that does not match their "letter worm", tell them
to "throw it back" and try again.
Have your students work independently to complete the task, having them lower their hooks
into the container of blue filler and magnetic letters.
Tell the students that they did a great job at noting the features of print letters today. Have
students share their favorite part of today's activity.
Differentiation
Enrichment: Give students a "sound" to fish for to work on phonemic awareness. For example,
"James, you are going to catch a letter that makes the "L" sound." Have student say and then
form the letter with the pipe cleaner to use as bait.
Support: Have students use a big paper clip or a pipe cleaner hook on a string to catch a letter.
Then have them match it to the same letter on a name sample for example.
Fishing For Letters
Students will be able to match uppercase and lowercase letters.
Lesson Summary :
Tell students that today they will be reviewing uppercase and lowercase letters. Show students
the paper fish and plastic cup fishbowls. Point out that each fish has an uppercase letter
printed on it and each "fishbowl" has a lowercase letter printed on it. Tell students they will be
taking turns using the fishing pole to catch uppercase fish and then matching the letter on the
fish to the correct fishbowl.
Show students the fishing pole. Point out the magnet attached to the bottom. Show students
the fish. Point out the paper clip attached to each one. Explain how to use the magnet to catch
fish by positioning the pole over the paper clip. Demonstrate how to use the fishing pole. Tell
the students that once they've caught a fish, they must call out the name of the letter on the
fish before finding its matching fishbowl. Tell the students to pass the fishing pole to the next
student in line after they've matched their fish.
Do a practice round. Bring four students to the front of the room and have them pair up. Give
each pair one fishing pole. Mix up the paper fish and allow students to "cast" into the pile.
Remind students to call out the letter when they catch a fish. Have your volunteers place the
fish in the matching "fishbowl." When they've placed their fish correctly, students can pass the
fishing pole to their partner. Allow volunteers to complete a couple more letters.
Divide your class in half. Have the halves line up and give the first person in line the fishing
pole. Have students play the game.Assist students when needed.
Ask students what they liked best about this activity. Ask students if they now feel more
comfortable identifying matching numbers.
Differentiation
Enrichment: After students have placed all of the fish in the fishbowl, encourage students to
arrange the letters in alphabetic order.
Support: For students who have not yet mastered all lowercase letters, start with smaller
groups of letters (such as A-E). Increase the amount of letters as skills improve.
ABC Moving
Students will be able to identify letters of the alphabet. Students will be able to demonstrate
increasing gross motor skills.
Lesson Summary :
Prior to teaching this lesson, make a letter line for each student participating in the lesson.
Place long strips of masking tape on the floor to make the letter line. Write letters of the
alphabet on each strip of masking tape using a permanent marker,. Letters can be written out
of order. You can choose to write all letters of the alphabet or letters you are specifically
targeting. Ensure that the letter lines have enough space between them for students to move
around. Tell students that they will play a game that will help them review the letters of the
alphabet.
Show each student a letter line. Tell students that they will all have their own letter lines to
work with. Explain to students that when you say a letter, it is their job to find it on their letter
lines using the movement you say. Inform students that they can touch the letter with their
hands or feet. Model the movement you want students to do. For example: Walk to the letter
M and touch the letter M with your hand or foot. Tiptoe to the letter K and touch the letter with
your hand or foot.
Assign each student to a letter line. Give them commands on how you would like them to move
to the letter. Potential movement words include: crawl, drive, fly, hop, jump, march, skip, tiptoe,
and walk.
Select one student to repeat the activity with her peers. Have this student act as the teacher,
telling her peers how to move to each letter. Encourage her to use the movement words you
discussed previously.
Ask students to describe the activity. For example: We had to touch a letter on our letter line
when you said it. We got to crawl and drive to the letter. Ask students what they liked best
about the activity. Review the letters by singing the ABC song.
Differentiation
Enrichment: If your small group consists of advanced learners, have them tell you the letter
sound after they identify a letter. You can also have them tell you a word that begins with that
letter.
Support: If you are working with students who struggle with identifying letters, show them a
flashcard; then, have them find the letter.
Letter Mania
Students will be able to identify the letters and sounds needed to complete a word.
Lesson Summary :
Review the alphabet with students. Go through each letter or symbol in the alphabet
individually. Ask your class to repeat the sounds after you. Remind your students that each
letter has a special sound.
After reviewing the alphabet as a whole. Pick the letter you are teaching for that day, and
review the letter and sound with the students. Have the students tell you some words that start
with the sound you are teaching. For example, if letter D, give example words such as dog
and mad.
Make a few sample words on the board with the students. Choose CVC words such as bad
and red. Before this lesson, find a worksheet that ask students to fill in the missing letters are
especially helpful. Using that worksheet, review the first question or word on the worksheet.
After reviewing the first word on the worksheet, have your students complete the remaining
words on the worksheet.
Differentiation
Enrichment: Make a worksheet for students to find the missing letter in the middle of the word
rather then the beginning.
Support: Direct your students to draw pictures that have the letter in the word.
Review the answers on the worksheet with the whole class. Take responses to questions by
raised hands. Make sure to correct students who present wrong answers.
Missing Letters worksheet
Winning Hopscotch: Sight Words
Students will be able to recognize high frequency sight words.
Lesson Summary :
Begin the lesson with engaging questions such as: Have you ever read words from books or
comics that you did not know how to say? How can we learn about new words we find? Explain
to students that they will read and review sight words by playing Sight Word Hopscotch.
Present a list of sight words on the interactive whiteboard. Explain to students that they will
encounter these sight words when reading books, magazines, newspapers, or even looking
at television. Explain to students that knowing these words will help them to become better
readers. Show students one of the sight words. Tell the students in a clear voice what the sight
word is.
Ask students what the first letter in the word is and what sound the letter makes. Ask students
engaging questions such as, What other letters are in the word? What sounds do they hear in
the beginning of the word? What is the sound the first two letters make? What other letters
are in the middle of the word? What letter is at the end of the word? Repeat this process with
each sight word offered.
Before this activity begins, create boxes for hopscotch game out of tape. Tape a letter inside
of the box that will correspond to the sight words. Tell each student to roll a die and count the
number on the die. Explain to students that the number they count is the number of boxes
they will jump in. Tell students to count as they jump in the box. Ask students to tell you the
letter they landed on in the box. Ask students to tell you the sound that letter makes. Tell
students to pick a sight word from the basket that begins with the corresponding letter. Tell
students to tell you the word. Ask students to write the word in chalk at the end of the last
hopscotch box, under the red winning tape.
Have students repeat the activity with a peer.

Have each student choose one sight word from the basket. Ask student what letter the sight
word begins with. Ask students what sound the letter makes and tell you the word. Complete
this activity with each student until all of the sight words have been mentioned
Differentiation
Enrichment: Advanced students can be given opportunities to Extensions of learning : their

use of vocabulary words by thinking of the synonyms or antonyms of those words.
Support: Have struggling students receive peer support for learning letter and word
recognition. Peers behind them can remind them of the letter they landed on and the sound
the letter makes (through repetition).

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Your Day: Story Sequencing

Students will be able to recognize simple sequences.

Introduction (10 minutes)

Explicit Instruction/Teacher Modeling (10 minutes)

Guided Practice/Interactive Modeling (10 minutes)

Independent Working Time (10 minutes)

Explicit Instruction/Teacher Modeling (15 minutes)

Guided Practice/Interactive Modeling (10 minutes)

Independent Working Time (15 minutes)

Review and Closing (5 minutes)

Explicit Instruction/Teacher Modeling (5 minutes)

Guided Practice/Interactive Modeling (5 minutes)

Independent Working Time (20 minutes)

Assessment (15 minutes)

Review and Closing (5 minutes)

Check students' work to ensure that they followed directions correctly.

Use the work of one student to conduct a review.

Explicit Instruction/Teacher Modeling (5 minutes)

Guided Practice/Interactive Modeling (10 minutes)

Independent Working Time (10 minutes)

Review and Closing (5 minutes)

Explicit Instruction/Teacher Modeling (10 minutes)

Guided Practice/Interactive Modeling (10 minutes)

Independent Working Time (10 minutes)

Review and Closing (5 minutes) :

Duration : 1 hour 30 minutes

Introduction (15 minutes)

Explicit Instruction/Teacher Modeling (30 minutes)

Guided Practice/Interactive Modeling (10 minutes)

Independent Working Time (20 minutes)

Review and Closing (15 minutes)

Explicit Instruction/Teacher Modeling (15 minutes)

Guided Practice/Interactive Modeling (15 minutes)

Independent Working Time (10 minutes)

Introduction (10 minutes)

Explicit Instruction/Teacher Modeling (5 minutes)

Guided Practice/Interactive Modeling (5 minutes)

Review and Closing (5 minutes)

Introduction (15 minutes)

Explicit Instruction/Teacher Modeling (10 minutes)

Guided Practice/Interactive Modeling (10 minutes)

Give each student a piece of white paper. On a whiteboard, chalkboard, or interactive

Independent Working Time (5 minutes)

Review and Closing (10 minutes)

Duration : 1 hour 35 minutes

Introduction (20 minutes)

Dog and frog are rhyming words

Explicit Instruction/Teacher Modeling (20 minutes)

If you change the /k/ in Kimmy to a /b/

Independent Working Time (30 minutes)

Review and Closing (15 minutes)

Students will be able to recognize and produce simple rhymes.

Explicit Instruction/Teacher Modeling (10 minutes)

Guided Practice/Interactive Modeling (5 minutes)

Independent Working Time (5 minutes)

Review and Closing (5 minutes)

Introduction (10 minutes)

Explicit Instruction/Teacher Modeling (10 minutes)

Guided Practice/Interactive Modeling (10 minutes)

Independent Working Time (10 minutes)

Review and Closing (5 minutes)

Rhyming Words with Twinkle, Twinkle, Little Star

Students will be able to identify rhyming words.