This is a beginning literacy activity for students who are learning the alphabet. They will be able to spell and write their first name, last name and address by the end of the activity.
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How-To
Instructor Pre-Planning
Create online resources: Google Slide Deck; Google Jamboard; Google Form
Preview online resources: Learning Chocolate site for Alphabet; Zoom Chat; Zoom Whiteboard
Introductory Unit
Length of the lesson - 3 days
Skills - L, S, R, W
Objectives:
By the end of the lesson learners will be able to:
Identify the capital letters of the alphabet.
Speak, read, and write capital letters.
Spell and write their first name, last name, and street.
Teacher Tips
The google links to slides, jamboard and the Google Form are in forced copy mode. When you click on the URL, this will make your own copy to your Google Drive. Only do this once or you will have multiple copies in your drive.
Program Areas
ESL: English as a Second Language
Levels
Beginning Literacy
View Lesson Plan
Warm-up
Engagement
Assess prior knowledge by reviewing. Create an environment for learning.
Use Google Slide deck to show/say letters of the alphabet to activate students' previous knowledge. Ask comprehension questions to check for understanding (Students show thumbs up/down, say yes/no).
Introduction
Engagement
Provide an overview of content focusing on the learners’ interest and attention.
Explain the focus of the lesson to identify, speak, read, and write letters of the alphabet and later to spell their name and other words
Presentation
Engagement Enhancement
Teach new content/concepts using a variety of teaching strategies. Check for learner understanding.
Use Google Slide deck to model speaking the letters on each slide. Students repeat.
Check for comprehension (students type letters they hear in Zoom chat). Use Zoom Whiteboard to demonstrate how to put a sticky note on a frame. Model typing the first name on the sticky note to the corresponding frame that contains the first initial. Continue adding sticky notes to various frames. Students say yes/no or type yes/no in chat if the note is on the correct frame.
Use Zoom Whiteboard to model how to write each capital letter. Volunteers trace a letter with a different color pen, then write the letter below.
Practice
Engagement Enhancement Extension
Model the activity, and work together with the learners. Learners practice in groups, and individually. Create a safe environment for students to make mistakes.
Volunteers speak the letters for one slide each of the Google Slide deck. Next, vary the slide displayed so not in alphabetical order. The teacher shows one slide, says a letter, and students type the next letter in the Zoom chat.
[Engagement]Teacher shows slides in grid mode so all are visible at once. The teacher says a letter and volunteers identify the letter by saying the correct slide number or typing it in the chat. Start round-robin review activity. The teacher calls on student A, says a letter (e.g. “G, where is the G?”) and student A says the slide number or types it in the chat. Now student A calls on student B says a letter and student B says the slide number or types it in the chat. Continue until all students have had an opportunity to speak and respond.
[Engagement] In the computer lab or in class with portable computers, partners work together to complete the Learning Chocolate alphabet lesson. Using one computer, one student listens with a headset and tells their partner what they heard so that partner can complete the matching or dictation task with the mouse/keyboard. Switch roles to do the lesson a second time.
[Enhancement] Students use the Jamboard to post a sticky note with their first name on the corresponding frame with their first initial. When complete, the class spells names and rearranges the sticky notes to categorize them by each first initial.
[Extension] Students are divided into groups and assigned three letters of the alphabet. Each group uses their phones to take pictures of words on signs they see in their community that begin with those letters (e.g. H for Hours on store door). In class, groups meet to share their photos of words and generate a list. Groups add their words to the Google Slide deck on the appropriate slides. Partners spell the words to each other.
Evaluation
Enhancement
Assess learners’ performance of the skill. Include oral, aural, written, or applied assessments.
● Teacher monitors level 1 students during the practice activities and evaluates their understanding.
● Assessments also based on successful completion of the Learning Chocolate lesson.
● [Enhancement] Students complete a short Google Form to rate their understanding and indicate if they would like more practice in one or more parts of the lesson
Application
Extension
Create an activity where learners apply newly acquired skills to work situations or personal lives.
● [Extension] Students write their first name, last name, and street onto a basic form. In Zoom breakout rooms, students ask each other to spell these words as in real life. Listeners write words down as they listen and show the group using a zoom camera to check. If in the classroom, groups complete a chart and then check their understanding by comparing word
Reflection:
Learners reflect on what they have learned and how they will use it.
View Standards
Reading Foundational Skills
RF.2 - Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (Phonological Awareness)
RF.3 - Know and apply grade-level phonics and word analysis skills in decoding words. (Phonics and Word Recognition)
RF.4 - Read with sufficient accuracy and fluency to support comprehension. (Fluency)
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