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Stage 1 – Desired Results Unit Summary

Name: Mallerlyn Tejeda

Grade/Subject: Pre-K

Length of Unit:

The unit addresses the standards PK.ELAL.3. [PKRF.3.] Demonstrates emergent phonics and word analysis skills Indicators: a) Demonstrates one-to-one letter-sound correspondence by producing the primary sound of some consonants. PK.ELAL.1 [PKRF.1] that displays or exhibits the comprehension of the basic features and organization of print in home language or English. The topic of the unit is Letter recognition and sounds.

Established Goals What content standards and program- or mission-related goals will this unit address?

 To comprehend that words (phrases) are isolated via spaces within print.

 To name and recognize certain lowercase/uppercase alphabet letters, vowels, and sounds, particularly those in individual name.

 To identify that letters are congregated/assembled to build words.

These ideas throughout the criteria give opportunity for students to learn as well as apply knowledge and skills and language in a variety of situations, increasing relevance and sophistication from newborn to pre-kindergarten.

What habits of mind and cross-disciplinary goals, for example, 21st-century skills and core competencies, will this unit address?

Every student will be able to utilize their knowledge and learning to recognize instruction of learning intended to make prospects that involves a range of texts, labels and signs which will provide reasoning skills and language development.

Transfer Students will be able to use their learning to communicate effectively, follow instructions, and comprehend what they read and hear.

Meaning Understandings

Students will understand that knowing letters sounds and recognizing the alphabet will help them associate prints and

Essential Questions 1. Why is it important to

learn the letters of the alphabet?

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texts to improve their speech communication. They will have a clear understanding of how to draw parallels between their personal experiences and whatever they have learned in order to communicate more effectively with others.

2. How can you use prints to show how you feel?

3. Why do we need to know how to write each letter?

4. How can you use letter sounds to express how you feel?

5. How can you put letter sounds together to make new words?

6. What is the difference between a letter and a vowel?

7. What is the difference between lower case letters and upper case letters?

Acquisition Knowledge

Students will know that sentences are composed of different sets of words. Students will know that words are made up of different sounds that can be broken down into syllables. They will know how to be competent in building sentences from letter sounds and eventually read sentences.

Skills

Students will be skilled and acquire learning of:

Making the right pronunciation of each and every alphabet letter.

Students will master letter names and sounds.

They will know how to mix the sounds of letter to build words.

Students will be able to

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highlight the meaning of prints in signs, posters, labels, etc.

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Stage 2 – Evidence

Pre- Assessment

The Pre-Assessments for this mini-unit will be a combination of asking students questions and phonics prompt sheets.

Evaluative Criteria Performance Tasks Other Evidence

Are all desired results being appropriately assessed?

What criteria will be used in each assessment to evaluate attainment of the desired results?

1. I want my students to be able to learn new vocabulary and recognize/match words to prints.

2. I want my students to learn what a book is for, the different parts of a book, how to hold it, the purpose of the print, and why we turn the pages.

3. I want my students to understand that spaces separate words in print.

4. I want my students to understand that print conveys a message and learn the difference between letters and words.

Preschoolers will sing a song to exhibit their knowledge and abilities about the alphabet and letters sounds. They will sing both uppercase and lowercase to develop alphabet identification before matching sounds to visuals. I would then speak words and request students to recognize them when they have finished singing the song. For instance, if the practice letter is B, I will present them photos of a ball and request them to create the letter sound and offer me a thumb up or down if the visual sounds and begins with the letter B.

Graphical clues and auditory methods, in my opinion, make this a successful performance assignment. Learners will relate the letters to memorization and voice by using a mix of auditory and explicit instructions. Setting the student’s beginning point is indeed important for understanding where and how to begin while acquiring letter sounds.

Since I deal with preschoolers, the data I would gather to assist in the determination of my students’ learning and development will be formative evaluations. This form of evaluation will assist me in collecting evidence regarding their learning and making instructional choices. For instance, ongoing supervision, parental participation, and recreation. Observations all seem to be part of an early childhood educator’s daily life since it is not only about training students. It’s all about discovery, learning, and taking time patterns while playing. As their teacher, I am responsible for assisting students in meeting their developmental stages, as well as observing them.

We may observe students’ conduct and record their growth via observations and assessments throughout play. We can assist by enhancing the setting and support their learning by making observations.

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Having proof of skill progress allows us to obtain a better understanding of where the student is at academically. It is critical that we learn and monitor what students’ are interested in, as well as their specific requirements. Developing a curriculum based plan on the child’s skills and interests would benefit their growth and learning. We recognize that children are more likely to engage and participate in activities that are tailored to their preferences.

Parent participation is critical since we can cooperate with guardians by providing proof to them and dealing directly with them to ensure they are served both at the home and in the classroom. Meetings with guardians to not only explore any continuing concerns or challenges, can outline what their children’s objectives are.

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Stage 3 – Learning Plan

Code Learning Event Progress Monitoring

M and A

M and A

A and T

A and T

T

T

T

We will:

 Watch videos of the letters of the Alphabet.

 Sing song

 Play rhyming games

 Use flashcards, puzzles, pictures,

 Trace letters while reciting their sound

 Play alphabet scavenger hunt games in the classroom

 Touch and feel letters using digital tools

 Pre-assessing students’ previous knowledge by asking questions.

 Maintaining logs from observations made during lessons and throughout the day.

 Comparing what students know before and after lessons and activities.

 Using the 3 2 1 method. Students will go to a corner according to their answer to my questions. This will give e feedback on what I need to focus on when developing my lessons.

Research-Based Instructional Strategies

One research based strategy I found during my research is the show and tell model, using visuals and digital presentations and sounds. Digital devices allow users to engage with and create texts using more than one mode of communication, whether it be through sound, visuals, movement and/or layout. Users of multimodal texts are facilitated to engage in meaning making via the four domains through which the text is created. I will ask parents to participate in this activity by asking them to find and bring something from home that their child is connected to that begins with the letter of focus. For example, if we are working on the letter P, they can bring a picture of their child.

The other strategy I found is pretesting. Pretesting is an excellent strategy to teach young students letter sounds. Assessing students on what they already know, is a good way to help teachers prepare their leaning activities to better support their teaching practices. Working explicitly, intentionally, and systematically requires a well-conceptualized instructional plan that takes into account individual students’ existing letter knowledge and prioritizes meaningful connections to continuous text. I will begin using prompt sheets before I begin this mini unit to assess what students know. I will show the prompt sheet to students pointing out the letters of the alphabet and asking them to make the sounds of each letter.

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Differentiation Strategies

Differentiated instruction allows us to tailor our teaching to the needs of individual students. When teaching my mini-unit, I will be doing a lot of fun activities that focus on letter names, sounds, and formation just to build a strong foundation for my preschoolers. This way, they will not have a hard time learning to read and communicate effectively in the future. The way I would differentiate instruction for advanced and struggling students is by providing multiple reading tools and materials along with videos, songs, and games to pursue the need and interest of all learners. They will have the freedom to choose the materials while I divide them into groups mixing the different learning abilities. They will be able to choose the resources according to their intelligence and interest. The reason why I believe this is an effective strategy, is because the advanced learners can help the struggling student and this can increase the learning experience for all learners. Having blended groups of students with different learning abilities in the classroom can also create a positive classroom environment.

Reference

Bennett, C. (2016). Assessment rubrics: thinking inside the boxes. Learning and Teaching, 9(1),

50-72. https://doi.org/10.3167/latiss.2016.090104

Piasta, S. B., Phillips, B. M., Williams, J. M., Bowles, R. P., & Anthony, J. L. (2016). Measuring

Young Children’s Alphabet Knowledge: Development and Validation of Brief Letter-

Sound Knowledge Assessments. The Elementary School Journal, 116(4),

523. http://library.capella.edu/login?qurl=https%3A%2F%2Fwww.proquest.com

%2Fscholarly-journals%2Fmeasuring-young-childrens-alphabet-knowledge%2Fdocview

%2F1797546275%2Fse-2%3Faccountid%3D27965

Wiggins, G., & McTighe, J. (2011). Understanding by design guide to creating high-quality units.

Alexandria, VA: ASCD.

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Wolf, G. M. (2016). Letter-Sound Reading: Teaching Preschool Children Print-to-Sound

Processing. Early Childhood Education Journal, 44(1), 11-

19. https://doi.org/10.1007/s10643-014-0685-y

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