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Alliteration Kira Disse Teaching of Reading Part I Dr. Alley

 1 Animalia A Sort Introduction Lesson topic: Alliteration Length of lesson: 60 minutes SOL K.4 e) Identify words according to shared beginning and/or ending sounds.

Cognitive Objectives Students will: Sort cards by their matching beginning sound Create a visual story using alliteration

Materials and Advanced Preparation Base, G. (1987). Animalia. New York: Harry N. Abrams. 5 cards with pictures of a words (alligator, apple, astronaut, alien) A set for each reading group (about 4 or 5 students) 5 cards with pictures of b words (bear, bat, brown, book) A set for each reading group Paper Pencils, markers/crayons

Teaching and Learning Sequence Introduction/Anticipatory Set Ask students what their favorite animal is. Explain that we are going to read an alphabet book with lots of animals in it. Each page will have an animal that starts with a certain letter of the alphabet. Lets see if we can look on each page and find other things that start with that same letter! Who knows what letter we will start with? After reading the book for fun, revisit the A page and ask students to find other A words within the picture. Do the same for the B page. Lesson Development Explain that we will be breaking into our groups to sort picture cards into either a A pile, or a B pile. Display the cards to ensure the students understand the pictures on each. Model the sorting procedure.

 2 Remind them that there may be a few cards that dont fit into either the A or B pile. Break students into groups. Once everyone is in their group, they may start to sort. While they are working, observe who is sorting the cards more quickly, and who is taking a longer time. Help when needed. Closure Commend students for their hard work. Call on students to help you model the proper sorting in front of the class. Tell students that since they did such a wonderful job finding A and B words, they are going to have the chance to make their own picture just like in the Animalia book. Call students back to their desks, where you will pass out paper. Students will then choose to create a picture of either A or B words. As you go around the room, ask each student questions to prompt ideas for other A or Bwords.

Homework None. But, students will keep working on written and oral understanding of A and B as they study the letter over the next week(s).

Assessment Formative-The teacher will observe students during the group work to assess his/her recognition of alliteration, paying attention to any information that may need to be re-taught or explained. During the individual work, the teacher will look to see how quick the child is to implement alliteration on his/her own. Summative-The teacher will observe the speed to which each student sorts the cards and will document findings. The teacher will revisit the topic of alliteration later, with an individual sort. After observing the work for the second time, the teacher can see if the subject is grasped.

References Base, G. (1987). Animalia. New York: Harry N. Abrams. Commonwealth of Virginia Department of Education. (2010). English Standards of Learning for Virginia Public Schools. Richmond, VA: Virginia Department of Education. Appended Materials Curriculum Framework K.4E

 3 Instructional Content Curriculum Framework: K.4E SOL K.4 The student will identify, say, segment, and blend various units of speech sounds. e) Identify words according to shared beginning and/or ending sounds The intent of this standard is that students will focus on various units of speech sounds in words. Understand that words are made up of small units of sound and that these sounds can be blended to make a word Focus on speech sound Recognize how phonemes sound in isolation Instructional Modifications to ASSIST Students Help individually to sound out the word (stressing the beginning phoneme) Have them sort with less cards Help to prompt word ideas for picture Instructional Modifications to CHALLENGE Students Have them sort individually Give them some odd-man-out cards too Give them some harder images to sort through Give them cards with words to sort Have them think of and write out other A and B words to add to the list