The Letter E (15 minutes)

C.C. & State Standard(s): L.K.2 Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
c. Write a letter or letters for most consonant and short-vowel sounds (phonemes).

Objective(s): SWBAT recognize the letter E, lowercase and uppercase, and the sound it
makes. SWBAT write the letter E, lowercase and uppercase.

Student Friendly Objective(s): I can recognize and write uppercase and lowercase letter
E and its sound.

Assessment: Students will practice writing the letter E by rug writing along with the
uppercase and lowercase letter E song.

Key Vocabulary: N/A

Anticipatory Set: This week we are learning about the letter E.

Recall Prior Knowledge: I am going to show an incorrect way to write both an upper-
and lower-case letter e. This will recall their prior knowledge of how to correctly write
letters.

Input/Modeling: I am going to draw model the correct way to draw an uppercase letter
on the board. I am going to be writing the letter E incorrectly both lowercase and
uppercase. I will draw an incorrect letter and ask is this the correct way to draw the
letter, I will do uppercase first then lower case second.

Check for Understanding/Guided Practice: Air write with me as I write the letter on the
board. Air write along with the song. Straight Down, Up to the top, across, across, across.
This will be repeated many times. Lowe case letter e, straight line, up, circle back. I will
be walking around while the song is being played and the children are air writing. I will
check to make sure that the students are also air writing and air writing correctly.

There will be time to also do palm partners. Students will find a palm partner and think of
a word that starts with the letter e. Once a word with the letter e has been said it cannot be
repeated.

Closure: We learned about the letter e today. We learned how to correctly write a letter
e. I will correctly and incorrectly write the letters again to check for understanding
before rug writing.

Independent Practice: Rug writing the letter E. Lowercase and Uppercase. Students
will use the white boards and lay around the whole group rug. Writing both lower-case
and upper-case letter e’s along with the letter songs.

Differentiated Instruction/Accommodations: Students who struggle correctly writing

the letters will get more individual instruction on correctly writing their e’s.
Reflection:

Did I do my best?

I did my best for it being my first time teaching a letter. I followed along with what my
mentor teacher usually does but I changed it slightly.

How do I know that students achieved the intended learning outcomes for the
lesson?

I know that the students achieved the intended learning outcomes for the lesson because
they were able to air write with the songs the letter e.

What went well?

What went well was demonstrating examples and non-examples of how to write the letter
e. The students knew that we need to write slow and neat and not fast and sloppy. When I
would write the letter incorrectly, they would all shout no and say it looks like a six or a
scribble.

What would I do differently the next time I teach this lesson?

I would do quite a bit differently. After my lesson my mentor teacher explained why she
had the structure the way she did. I would first keep the letters on the board when air
writing instead of erasing them. I had a student tell me to write the letter on the board.
This way the students can follow the letter instead of air writing randomly. For the
songs, I would have the students sit down first and then in between the break I would
have them stand up and I would give them instruction such as write with your whole
arm. I would tell students that weren’t participating they need to follow along. To
correct behavior instead of saying I need you to close your mouths. I would say you
need to close your mouths.