Unit of Study:

English Language Arts

Kindergarten

by Jordan Going

Pre-Assessment
 Letter Names and Sounds
Student Name_________________ Teacher__________________
Letter Name +/- Sound +/-
A A
B B
C C
D D
E E
F F
G G
H H
I I
J J
K K
L L
M M
N N
O O
P P
Q Q
R R
S S
T T
U U
V V
W W
X X
Y Y
Z Z
SPECIAL EDUCATION GROUP LESSON PLAN
Teacher _____________ Date____________
CCSS.ELA-LITERACY.RF.K.1.D
GENERAL
Recognize and name all upper- and lowercase letters of the
EDUCATION
alphabet.
STANDARD
BEHAVIOR GOALS Use attention getter: 1,2,3, Eyes on Me.
(IF NEEDED) Redirect/prompt students if needed to follow through with
directions.
Encourage the students to keep trying until they get it!

TIME ALLOTTED 30 min

GROUP GOAL Participate in identifying letters when called upon.

OBJECTIVES Students will be able to identify upper and lowercase letters

they are shown visually with 90% accuracy.
I can say names of the letters.

MATERIALS Paper pizza, paper letters

INTRODUCTION 1. Introduce myself with my Get to know me Bag.

2. Ask who likes pizza and their favorite kinds of pizza
(Attention Getter).

DEVELOPMENT 1. Show the paper pizza.

2. Give each student a letter or topping.
3. Have the students come to the pizza one-by-one as
called upon and put their topping on the pizza, and say
what letter they had and if it is uppercase or lowercase.
(Lowercase letters could be pineapple, and uppercase
letters could be different kinds of meat).
PRACTICE 1. After the students have put their toppings on the pizza,
have them each pick a topping (letter) back off, and
find the letter on the ABC rug.
2. Have the students return their topping and pick another
one to find on the rug.
3. Repeat #2 as needed.

PROGRESS MONITORING (and
more Practice)
1. Have the students move to sit on a specific letter on the
ABC rug, and then put their heads down/shut their eyes.
2. Spread and scatter the toppings throughout the middle
of the rug (where the letters arent).
3. Have the students open their eyes, and tell them to pick
one topping at a time, and put it where its matching
letter is on the ABC rug. Have them work on this until all
the letters are matched where they are supposed to go
on the rug.
Watch the students to monitor which letters are matched up
quickly, and which ones take more time to see what to work
on/focus on more.
 SPECIAL EDUCATION GROUP LESSON PLAN
NAME

DATE of Lesson

GENERAL EDUCATION STANDARD CCSS.ELA-LITERACY.RF.K.1.D.

Recognize and name all upper and lower cases of the alphabet.

BEHAVIOR GOALS (IF NEEDED) Use attention getter: 1,2,3 Eyes on Me.

Redirect/prompt students as needed to follow through with

instructions.

Encourage students to keep trying throughout the lesson.

TIME ALLOTTED About 30 minutes

OBJECTIVES Students will be able to identify upper and lowercase letters they are shown
visually with 90% accuracy.

I can say all the names of the letters.

I can identify if a letter is uppercase or lowercase.

GROUP GOAL Actively participate in identifying upper and lowercase letters as called upon.

MATERIALS Heart letters, big bowl & little bowl

INTRODUCTION 1. Write a letter on the board, the upper and lowercase versions of
it, and point out that that we have two kinds of letters: upper and lowercase.

DEVELOPMENT 1. Show the heart letters, and say there are upper and lowercase
letters.

2. Have the students shut their eyes/put their heads down, and lay out all
of the heart letters on the floor.

3. Give one bowl to Ms. Gould or sub, and hold the other bowl. The bigger
bowl will represent where the uppercase letters will go, and the smaller bowl
will represent where the lowercase letters will go.

4. Have the students go and grab the heart letters, one letter at a time,
and then put in the correct bowl where the letter goes, depending on if it is
uppercase or lowercase, telling the teacher what the letter is..

PRACTICE 1. Have the students stand in a line, and give each student a heart letter
when it is there turn.

2. Have the students tell you the letter they are given, and then go and
place it on the ABC rug where its matching letter is.

3. Repeat if needed.

PROGRESS MONITORING 1. Pay attention to which letters the students seem to

struggle with during both parts of the lesson.

2. Write one letter at a time on the board to review, and have the
students raise their hands to identify vocally which letter was
written.
 SPECIAL EDUCATION LESSON PLAN
NAMES DATE

GENERAL CCSS.ELA-LITERACY.RF.K.3.A
Demonstrate basic knowledge of one-to-one letter-sound
EDUCATION
correspondences by producing the primary sound or
STANDARD many of the most frequent sounds for each consonant.

BEHAVIOR GOALS Use attention getter: 1,2,3 Eyes on Me.

(IF NEEDED) Redirect/prompt students as needed to follow through
with instructions.
Encourage students to listen and keep up with the class
TIME ALLOTTED activity.
30 minutes
GROUP GOAL Actively participate in identifying letter sound as called
upon, and as done in the activity.

OBJECTIVES Students will be able to identify letter sounds they are

shown visually with 90% accuracy.

MATERIALS Bingo game boards, bingo game markers

INTRODUCTION Write the letter B on the board. Ask the students what
letter it is, and what sound it makes. Then say we are
going to talk about letter sounds today.

DEVELOPMENT 1. Pass out a bingo card to each student.

2. Give each student bingo markers.
3. Have each student mark their free space.
4. Tell the students they will have to listen closely to
all the letters called, and then if they hear their
letter called, mark that space with a bingo marker.

PRACTICE 1. Say the letter B and make sure all the students
mark the square with B if they have it.
2. Ask the students what sound the letter B makes,
and have them all say the sound together.
3. Repeat the same process for the letters R, F, H, G,
M, N, B, P, D, S, V, W, Y, Z, C, L, J, and K, or as
many letters as possible.
4. Make sure the students all say the sounds of the
letters chosen during the bingo game.
5. Play the bingo game as needed to get through as
many of the letters as possible.
PROGRESS MONITORING Pay attention to which letter sounds the students
need to focus on the most, and make note of them
to report back to _____(teacher).
Even if the students dont know the letter sounds
right off the bat, say the letter sounds aloud for
the students to hear, and then have them repeat.
 SPECIAL EDUCATION LESSON PLAN: The Hungry Mouse
Teacher Date
General Education CCSS.ELA-LITERACY.RF.K.1.D.
Standard Recognize and name all upper- and lowercase letters of
the alphabet.
Behavior Goals Useattention getter: 1,2,3 Eyes one Me
Prompt and redirect the students as needed to
keep them on task and following directions
Time Allotted 30 minutes
Group Goal Actively participate in identifying names of numbers and
quantities.
Objective Students will be able to identify letter names correctly in 4
out of 5 trials.
Materials Hungry mouse picture, eraser, dry erase markers, tape
(Tape the hungry mouse picture on the eraser).
Introduction 1. Have the students sit in a circle on the ABC rug.
2. Say: An animal is going to help us learn today!
Lets go around the circle and guess one animal
each.
3. Going around the circle, let each student guess
one animal. Option: Go around the circle again
and let the students have another guess.
4. If one of the students guesses a mouse, go
ahead and start the lesson saying a mouse is
going to help us to learn, and if it is not
guessed after going around the circle, say that
a mouse is going to help us learn today after all
the guesses have been made.
Development 1. Hold up the mouse eraser and show all the
students.
2. Using the popsicle sticks, take turns choosing
the students to come up and feed the hungry
mouse. Say the hungry mouse is fed by
erasing the board.
3. Let the students feed the hungry mouse by
writing a letter on the board, and the student
with the mouse identifying that letter and
then erasing it, feeding the mouse, also
having the students identify if it is an
uppercase or lowercase letter.
4. Use this process for as many letters as possible,
specifically for consonants:
B,C,D,F,G,H,J,K,L,M,N,P,Q,R,S,T,V,W,X,Y,Z.
Practice 1. Continue picking students from the can of
popsicle sticks to feed the hungry mouse and
identify letter names and types (uppercase or
lowercase).
2. Repeat the same process, only write two or
three letters on the board for the students to
identify instead of just one (leave enough
space that the letters dont make a word).
3. Continue to have the students identify the
letter names, and their types.
4. If the students dont know a letter, have them
ask one of their friends to help them.
Progress Monitoring Throughout the lesson of writing letters on the board, if a
certain letter is not recognized with as quick of
automaticity, then repeat that letter again and again as
needed. Watch for letters which are either incorrectly
identified or take longer to identify to focus on for the rest
of the lesson and to report to the classroom teacher,
__________.
SPECIAL EDUCATION LESSON PLAN: Pick a Letter
Teacher Date
General Education CCSS.ELA-LITERACY.RF.K.1.D.
Standard Recognize and name all upper- and lowercase letters of
the alphabet.
Behavior Goals Use attention getter: 1,2,3 Eyes one Me
Prompt and redirect the students as needed to
keep them on task and following directions
Time Allotted 30 minutes
Group Goal Actively participate in identifying names of numbers and
quantities.
Objective Students will be able to identify letter names correctly in 4
out of 5 trials.
Materials Blue bag, materials to put inside of bag (notecards with
letters on them, glove, movie, tic-tac container, marker,
pen, ect).
Introduction 1. Hold up the blue bag for the class to see.
2. Ask the students to raise their hands and guess
what they think is in the bag.
3. Give each student a turn to guess.

Development 1. Continue to hold up the bag, and tell the students

they will come up when they are called on.
2. Pick an object out of the bag and demonstrate to
the students what they will do.
3. When called up , the students will quickly pick one
object out of the bag, identify a letter on that
object, and then turn around and show their
classmates the object, and the letter they chose.
4. The class will respond repeating which letter was
chosen.
5. Then, have the students also say the sound to the
letter.
Practice Start the process presented above, and have the students
come up one by one to pick letters from the objects. Make
sure all the students participate in stating the letter
names and their corresponding sounds. Use as many
objects in the bag as there is time for. Start again with all
the objects in the bag if the time runs out.
Progress Monitoring Take note of the letters that are more difficult and not
identified with automaticity, and try and have the students
repeat saying them, and also report to classroom teacher
if needed.
 Post-Assessment
Letter Names and Sounds
Student Name_________________ Teacher__________________
Letter Name +/- Sound +/-
A A
B B
C C
D D
E E
F F
G G
H H
I I
J J
K K
L L
M M
N N
O O
P P
Q Q
R R
S S
T T
U U
V V
W W
X X
Y Y
Z Z