Tat2 Task 3

TAT2 Task 3: Integration Product
Melissa Thompson
10/15/15
A Written Project Presented to the Faculty of the Teachers College of

Western Governors University
Overview of Instructional Unit

This is an introductory unit on alphabet letter recognition and the sound symbol
relationship. Students must be able to discern letters from other shapes and symbols to make a
connection to reading and writing.
Goal of Instruction
Given a list of alphabet letters in random order, students will be able to identify, name the
letters, and accurately produce the corresponding sound for each letter demonstrating at least a
25% growth in letter/sound knowledge.
Target Population Overview
The target population for this unit is a Kindergarten class in a Title I school. This is a
school of poverty with a large ELL population. Two thirds of the students in this class are
English Language Learners with no previous school experience.
Delivery Approach
Each lesson will be delivered with a gradual release. The lessons will begin with whole group
teacher led instruction, followed by guided practice within the large group, independent student
practice with teacher monitored assessments, and follow up.
Instructional Sequence
This unit contains seven lessons, each lesson building upon the previous. Each lesson is
approximately 30-45 minutes in length and will take seven days to cover, one lesson per day.
Basic sequencing is included in each lesson: pre-instructional, instructional, guided practice,
assessment, and follow up. The lessons are designed to build upon each other and reinforce the
previous lesson content.
Materials Needed
Alphabet Chart and Alphabet Frieze

individual alphabet charts
number chart
plastic sleeves, dry erase markers
Magnetic Letters
Letter and Number beads
Tweezers
grocery/store ads
Interactive Whiteboard
Jack Hartmann Animal Alphabet Zoo CD (Hartmann, The Animal Alphabet Cheer, 2003)
Tucker Signing Strategies for Reading (Tucker, 2001)
Lesson Overview
1. Instruction is intended to aid students in discriminating between letters and numbers,
using an interactive white board, letter and number beads. Students sort letters and
numbers on the white board with the teacher whole group, then using number and letters
charts as supports, sort letter and number beads independently.
2. Lesson is to aid students in differentiating between letters, numbers, and pictures or other
symbols. Students sort multiple symbols and pictures on the interactive white board
during whole group guided instruction. Students will then use familiar grocery/store ads
to cut, sort, and glue letters, numbers, and pictures on a sorting sheet.
3. Students will work to recognize that each letter has two forms, upper and lower case and
distinguish between the two. After completing a kinesthetic whole group activity of
acting out standing for uppercase letters and squatting low for lowercase letters, students
will use an alphabet frieze to sort letters either magnetic or beads by upper or lower case.
4. Students will practice reciting the alphabet correctly and begin using one to one
correspondence to aid in letter recognition. Students will work with teacher to recite
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alphabet pointing to each letter with one to one correspondence. Special attention is paid
to avoiding/correcting the common error of elemeno for L, M, N, O.
5. This is a lesson designed to help students to recognize that letters make up words, the
first letter of their names, and that the letters go in a particular order to make their names.
Students will play a game to identify the first letter of their name, then practice putting
the letters of their name in the correct order using magnetic letters or bottle caps.
6. Students have learned to recognize the difference between upper and lower case letters.
This lesson will help them to associate the two forms of the same letter by using
manipulatives to match the upper and lower case letters.
7. Students will begin to associate the sounds that accompany each letter. Teacher will use
music and movement to reinforce the concept of print and the letter/sound relationship.
Assessments
1. Students will be assessed informally through observation.

2. Students will be assessed on the accuracy of their cut and glue sort, based on the
percentage correct of the number of items glued to their paper.
3. Students will be assessed informally through observation and tally of the correct number
of items sorted on their mats.
4. Assessment will be observation and anecdotal notes during whole group recitation.
5. Observation and tally of correct responses, making note of whether student is looking at
letter or classmate with same beginning letter. Keep tally chart of number of times that
students are able to build name. This will be an ongoing activity, gradually removing the
model from students until mastery.
6. Students will be assessed based on the number of correct responses on the worksheet and
whether or not they needed guidance or peer support.

7. Students will be assessed through observation and tallies.
Final assessment of the Instructional Unit will be a formal summative one on one
assessment to identify, name, and produce the sound of each letter, upper and lower case.
The instructional strategies in this unit were based on the constructivism learning theory.
Students participated in multiple meaningful activities that allowed them to build knowledge
based on their experiences both from previous activities and with the current lessons (Newby,
1993). Students are given many opportunities for hands on practice, both guided by the instructor
and for individual exploration. These lessons incorporate the Dick and Carey 5 step model based
on Gagnes 9 events of instruction (Dick, 2001). Each lesson begins with a pre-instructional
activity to capture the students attention and to inform them of the objective or purpose of the
lesson. This was accomplished through participation in choral recitation or song, usually lead by
a student helper. Incorporating music and movement/motor activities is an excellent strategy to
capture the attention of the learners and applying skills to music aids in the retention of the
content. The next step is the presentation of content. In each of these lessons, the content is
presented by the teacher with guided student participation. Students answer questions, or
otherwise provide information based on preliminary learning, interacting with the manipulatives.
The teacher is then available to provide instant feedback for support or reinforcement. The third
portion of this model and the noted lessons is the learner participation. This is what the students
are going to do, either independently or within small groups, to determine whether learning of
the objective is occurring. For the majority of these lessons, I chose to give the students a large
variety of hands on activities as a strategy to facilitate learning. The physical manipulation of the
objects aids in the visual discrimination of identifying the upper and lower case letters versus
numbers and other symbols. The use of realia solidifies the acquisition of new vocabulary used
in the lessons for the ELL students. Every lesson needs to have some form of assessment, in the
majority of the lessons; the students are assessed by observation and anecdotal records or tallies
to determine if the lesson objectives have been met. Providing hands on manipulative based
assessments not only provided an immediate visual of student mastery, it allows for the students
to self-correct and practice skills until completed with 100% accuracy. This allows for the
opportunity to provide immediate feedback and to determine which type of follow-through
activities to present to the students. Follow-through activities are the fifth step in the model and
will allow the students more time to practice the new skills learned, apply previous skills to the
new learning, and /or provide opportunities for remediation or extension.
Instructional Materials
This unit of instruction calls for materials that are typical of a Kindergarten classroom such as
large chart paper and markers for reading messages and interactive writing, magnetic letters, an
assortment of letter and number flash cards, an alphabet frieze and ABC charts. In addition, The
Jack Hartmann CD (Hartmann, 2003) for listening, the Lakeshore Learning Software, alphabet
beads, and some grocery store ads will be used in this unit. Students will need to have scissors,
glue, pencils, and crayons. The classroom will need to have a pocket chart for the sorting
activities, a computer, and an interactive white board. All lesson plans, handouts, assessments,
and electronic media can be found at the website http://techteachtalk.weebly.com/ under the
Integration Product page.
Lesson Plans
Lesson Plan 1
Title: Letter/number sort
Lesson Overview: Instruction is intended to aid students in discriminating between letters and
numbers.
Resources or Materials Needed
Interactive whiteboard ( need a T frame or other sorting organizer with the headings Letters and
Numbers and several letters and numbers typed randomly so the students can manipulate them
into the correct place on the organizer. Be sure to have more than enough for each student and so
the last student is not left with one choice.) (Previously used pocket chart and flash cards.)
letter and number beads
alphabet chart
number chart
Lesson Objectives
Given a combination of letters, numbers, shapes, and other symbols, students will be able to
differentiate between each object and sort with 100% accuracy.
Time: 45 - 60 minutes
Step 1: Pre-Instructional Activities
Point to the alphabet, and tell students they are going to read this with you. Have students
say/sing the alphabet while you point to it.
Step 2: Content Presentation
When they are finished, tell them now they are going to read a different chart with you. Point to a
number chart while counting aloud to 20. Ask students what they read on one chart (ABC) wait
for responses; guide them to correct answer if necessary. What did we read on the other chart?
wait for response, and guide. How are they different? Explain how letters make up the words
we speak, read, and write and that numbers tell us how many. Allow for a few questions.
Step 3: Learner Participation

Inform students that you have some letters and numbers and they are all mixed up and you need
their help to sort them, or put them in the right place. Read and point to the organizer headings
and ask for an example of a letter and a number. Ask students where they can look if they are not
sure which is a letter and number. Wait for response and then point to appropriate charts. Call on
students to come to the Smart Board and sort letters and numbers. Provide immediate feedback.
Step 4: Assessment:
Assessment will be through observation, tallies, and notes.
Step 5: Follow-Through Activities: letter/ number bead sort in literacy stations, this lesson will
be repeated using different letters/ numbers later in the week.
Lesson Plan 2
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Title: Word, number, picture sort

Lesson Overview: Lesson to aid students in differentiating between letters, numbers, and
pictures or other symbols
Interactive whiteboard (Message written that includes words, numbers, and pictures)
several shopping, grocery ads

scissors, glue for each student
Sorting sheet for sorting numbers, letters, pictures
index cards with letters/words, numbers, and pictures on them
Lesson Objectives
Given a combination of letters, numbers, shapes, and other symbols, students will be able to
differentiate between each object and sort with 100% accuracy.
Have student helper point to alphabet while class recites it. Then ask student helper to point to
the number chart. Read and point to the chart.
Point to and read the message on the Smart Board. After reading it to the students, point to a
letter and ask them to decide if it is a letter or a number. Point to a few more letters, then point to
a number. Call on students to help answer. Then point to a picture. Ask students to name it. Ask if
they read it in the message, wait for responses. Explain how pictures help us to read a story but
they are not the words that we read and that letters make the words.
Show students the store ads and explain how the numbers, letters, and pictures help people
decided what they want to buy. The words tell us what it is, the pictures help us to know what it
looks like, and the numbers tell us how much we have to pay. Ask for someone to point to a
picture, letters/words, and number. Cut out the items pointed out and model how to glue them on
the graphic organizer after sorting them.
Step 4: Assessment
Students will be assessed on the accuracy of their sorts.
Step 5: Follow-Through Activities:
Have students in a circle and play jump in jump out with the letter, number, and picture cards.
Call out one and have students hold up their card while they jump in.
Lesson Plan 3
Title: Upper/lower sort

Lesson Overview: Students will work to recognize that each letter has two forms, upper and
lower case and distinguish between the two.
alphabet frieze
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magnetic letters or alphabet beads

tweezers
sorting mat labeled with upper/lower and a model of each
flash cards
Lesson Objectives
Given set of letters, both upper and lower case, students will be able to sort letters by case with
100% accuracy.
Time: 45 minutes
Using any alphabet song or simply reciting, say/sing the alphabet pointing to each letter with 1:1
correspondence.
Ask students if they noticed that when they point to each alphabet letter there are more than one
letters on the card/frieze. Ask if anyone knows why. Wait for response. Explain that each letter
has an upper and a lower case. Each letter has a big and little size emphasize each word. We
are going to play a game to help us remember which letter is which, upper or lower case. When I
point to the uppercase letter, stand up. When I point to a lowercase letter, squat down. Model.
Randomly point to letters, upper and lower individually. Practice a few with them, and then
challenge to see how quickly they can respond correctly.
In a small group, give each child a container of magnetic letters or alphabet beads, tweezers, and
a sorting mat labeled with upper and lower with a letter model. Have the students use the
tweezers to pick up the letters and sort on the mat by upper and lower case.
Step 4: Assessment
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Assessment will be through observation and tallying number of correctly sorted letters on the
mat.
Upper lower relay: Have students line up in two or three rows. Using the flashcards, show the
letter and the students compete to be the first person to stand or squat based on the case of the
letter. The students then go to the end of the line and the relay continues. The line with the most
correct responses wins.
Lesson Plan 4
Title: Reading the alphabet
Lesson Overview: Students will practice reciting the alphabet correctly and begin using one to
one correspondence to aid in letter recognition.
alphabet frieze or chart

any ABC/letter sound song that is slow enough to point to each letter, or own voice
Individual ABC charts preferably identical to one teacher uses.
popsicle sticks or other small pointers
Lesson Objectives
Given an alphabet chart or frieze, students will correctly recite or say the ABCs pointing to the
letters with one to one correspondence.
Time: 45 minutes
Invite children to sing the ABCs, when finished asked them where they can find the letters to
match the words they just sang and wait for responses, provide feedback.
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Present chart or frieze to be used and inform students that they are going to be reading this chart
when they sing. Invite them to sing again while you attempt to point to the letters. When you get
to elemeno stop and ask them which letter is that. Wait for responses. Go back to Kk and read
L, M, N, O. Make a point to go slow and show students that they are saying more than one letter
in a row when reading the alphabet. Point and recite/read the alphabet again.
Tell students that to read, what they say and what they point to need to match. They are going to
practice reading the alphabet like teachers do. Ask for a volunteer to lead with the large chart and
have other students use individuals alphabet charts with popsicle sticks or other small pointers as
they read the alphabet. Repeat with 3 or 4 more volunteers.
Step 4: Assessment
Assessment will be through observation and anecdotal notes during whole group recitation.
During small group instruction, ask students to find letters on the chart by starting at the
beginning of the alphabet and reading until they find the letter assigned. Play the You Tube video
of We are the Alphabet.
Lesson Plan 5
Title: Letters in my name
Lesson Overview: This is a lesson designed to help students to recognize that letters make up
words, the first letter of their names, and that the letters go in a particular order to make their
names.
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small ball
Chart paper and markers
alphabetized list of students names
individual baggies with either magnetic letters or bottle caps with letters written on them
personalized for each student with an index card with their printed names.
Lesson Objectives
Using charts and other media, students will recognize that letters make up words and identify the
first letter of their name with 100% accuracy. Using magnetic letters, alphabet stickers, or letter
beads or caps, students will be able to correctly form their names without a model 9 out of 10
attempts.
Tell students that they are going to play a game with the ball on the carpet. To play this game
they have to listen to what the teacher says and rep eat it correctly. Those students that are doing
a super job will get the ball sooner. Teacher says My name is Mrs. Thompson, Thompson starts
with T. Have students repeat, then call on a student to catch the ball, toss ball to student, student
must then say my name is _____. ______ starts with (first letter), (The first letter will have to
be told to most students), before tossing ball back to teacher. Entire class repeats (name) starts
with (first letter). Process is repeated until everyone has had a turn.
Explain that they have talked about the first letter of their names and they are going to make a
chart of all the names in the class, writing all the letters of their name. Using the alphabetized
list, call on the 1st student and have him/her stand up. Making sure to highlight or use two colors
to distinguish the first letter from the others, write their name on the chart while saying the
letters. Repeat with other students. After writing all the names, count and/or compare students
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that begin with same letter if any. Have students that begin with same letter stand up at same
time.
Have students stand up and form a circle to play jump in jump out. Teacher will call out a
letter and point to it on the chart of names. Students whose names begin with that letter should
shout out the name of the letter and jump into the middle of the circle. Teacher says what
letter? and students shout again name of letter and jump back into place on the outside of the
circle.
Step 4: Assessment
Observation and tally of correct responses, making note of whether student is looking at letter or
classmate with same beginning letter. Keep tally chart of number of times that students are able
to build name. This will be an ongoing activity, gradually removing the model from students until
mastery.

Students will use their personalized letter/name baggies to build their names, at first using the
model on the index card. They must mix it and fix it 3 times (unless student really struggles to
sequence letters in timely manner, give assistance where needed).
Lesson Plan 6
Title: Upper/Lower Match
Lesson Overview: Students have learned to recognize the difference between upper and lower
case letters. This lesson will help them to associate the two forms of the same letter.
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magnetic letters, flash cards, or other printed media

worksheet with upper/lower match
Interactive whiteboard with short message and upper/ lower case letters scattered to be matched.
Lesson Objectives
Given magnetic letters, flash cards, and other printed media, students will be able to match upper
case letters to their lower case with 100% accuracy.
Time 45 minutes
Sing the alphabet using an alphabet chart or frieze pointing with one to one correspondence.

Read the message and remind the students that they have been working on the alphabet and
know that every letter has two forms an upper big and a lower little (emphasize). We have
sorted the letters by their size, today we are going to match them up by letter. Point to a letter on
the alphabet chart and point out the upper case form and the lower case form of that letter. Point
to another letter at random and ask if it is upper or lower case. Practice writing it in the air. Show
the student the letters on the whiteboard and explain how they are not paired up and we need to
put them together. Call on students to match a pair of letters until all pairs are complete.

Show the students the worksheet. Explain that they are going to do the exact same thing on the
worksheet that they did on the board, except they have to cut and glue. Using the first letter as a
model, call on a student to name the letter, and then ask another student to point out the letter that
matches. Model how to complete that answer and allow students to begin work.
Step 4: Assessment
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Students will be assessed based on the number of correct responses on the worksheet and
whether or not they needed guidance or peer support.

Play the Lakeshore Learning Software Link-To-Learn Letter Matching Interactive Game
(Lakeshore Learning Materials, 2015) on the Smart Board. Play until each student has
participated, longer if time permits.
Lesson Plan 7
Title: Letter/Sound Match
Lesson Overview: Students will begin to associate the sounds that accompany each letter.
alphabet frieze or chart

Jack Hartmann Alphabet Zoo (Hartmann, The Animal Alphabet Cheer, 2003)
Tucker Signing Strategies (Tucker, 2001)
pictures of familiar animals or objects that make common sounds
Access to YouTube (Google, 2005)
Lesson Objectives
Listening to a recording or live voice of letter sounds, students will be able to identify the
matching letter with 100% accuracy.
Time: 45 minutes
Inform the students that they have been working hard on learning the names of the letters and
that each letter has two forms. Today they are going to work on the sound. Just like a dog has a
name, it also has a sound, have students make it. Show a picture of a cat, ask one student to name
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it, ask another student what sound it makes. Show another picture and ask students to name it
and its sound.

Choose 4-5 letters to demonstrate the Tucker signing strategy (Tucker, 2001) with while
playing the Animal Alphabet Cheer by Jack Hartmann (Hartmann, The Animal Alphabet Cheer,
2003) or any other CD or own voice while pointing to the alphabet chart. Make sure it is slow
enough that the students can see your model and perform the Tucker signing strategy that goes
with the letter. (This singing/signing of the alphabet will continue through other lessons until all
letters/sounds are mastered)
In small groups, with an alphabet chart in a plastic sleeve and a dry erase marker, ask the
students to circle the letter that makes the sound |?| Choose a letter that was modeled with the
signing strategy earlier, model the sign. If students need support, give examples of words that
begin with that sound, ending with the picture on the chart for that letter.
Step 4: Assessment
Students will be assessed through observation and tallies.

Letter tubs with objects all beginning with the same sound. Students are introduced to the letter
and the sound and then explore the objects in the tub that begin with that same sound. Play the
YouTube video of The Animal Alphabet Cheer (Hartmann, The Animal Alphabet Cheer, 2015).
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References
Dick, W. C. (2001). The Systematic Design of Instruction. Longman.
Google. (2005, May). YouTube. Retrieved from YouTube: https://www.youtube.com/
Hartmann, J. (Performer). (2003). The Animal Alphabet Cheer.
Hartmann, J. (2015, July 2). The Animal Alphabet Cheer. Retrieved from YouTube :
https://www.youtube.com/watch?v=D7gB4xCKMJQ
Lakeshore Learning Materials. (2015). Link-To-Learn Letter Matching Interactive
Game .
Newby, P. E. (1993). Behaviorism, Cognitivism, Constructivism: Comparing Critical
Features from and Instructional Design Perspective. Perfomance
Improvement Quarterly, 50-72.
Tucker, B. H. (2001). Tucker Signing Strategies for Reading. Highlands: Aha Process
Inc.
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TAT2 Task 3: Integration Product

TAT2 Task 3: Integration Product

A Written Project Presented to the Faculty of the Teachers College of

TAT2 Task 3: Integration Product

Overview of Instructional Unit

TAT2 Task 3: Integration Product

Alphabet Chart and Alphabet Frieze

TAT2 Task 3: Integration Product

1. Students will be assessed informally through observation.

whether or not they needed guidance or peer support.

TAT2 Task 3: Integration Product

TAT2 Task 3: Integration Product

TAT2 Task 3: Integration Product

TAT2 Task 3: Integration Product

Step 3: Learner Participation

TAT2 Task 3: Integration Product

Title: Word, number, picture sort

several shopping, grocery ads

TAT2 Task 3: Integration Product

Title: Upper/lower sort

TAT2 Task 3: Integration Product

magnetic letters or alphabet beads

TAT2 Task 3: Integration Product

alphabet frieze or chart

TAT2 Task 3: Integration Product

Step 2: Content Presentation

TAT2 Task 3: Integration Product

TAT2 Task 3: Integration Product

Step 5: Follow-Through Activities:

TAT2 Task 3: Integration Product

magnetic letters, flash cards, or other printed media

Step 2: Content Presentation

Step 3: Learner Participation

TAT2 Task 3: Integration Product

Step 5: Follow-Through Activities:

alphabet frieze or chart

TAT2 Task 3: Integration Product

Step 2: Content Presentation

Step 5: Follow-Through Activities:

TAT2 Task 3: Integration Product

TAT2 Task 3: Integration Product

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