Alphabet Sequence for Healthy Me by bwIjXO


									                          Alphabet Sequence for Healthy Me
                                        Jade Ratliff
                                Arizona State University
Week One : Sounds - Letter D
Day One Oral Language: Use Inquiry Questions (“What did you notice?” “What do
           you think?”) to initiate discussion of the poster. Then read the poem on the
           back and ask other inquiry questions (“What did you learn?” “What did you

Day Two     Oral Language: Use the inquiry questions (“What are you reminded of…?”
            “What does this remind you of in your life?”)
            Phonological Awareness: Ask questions using poem format and using
            words that begin with the sound (“I wonder if a doctor met a dentist on the
            dock one day?” “I wonder if a donkey ate a donut on the dock one day?”)
            Emphasize the alliteration words in these questions (have clipart pictures of
            these words to show as you ask the question.)

            Oral Language: Use clipart and Words Their Way picture cards. Ask: “What
   Day      is this?” “Do you have __?” “Have you ever played with ___?” “Have you
  Three     ever seen ___?” “What do you use this for?”
            Phonological Awareness: Using clipart and WTW picture cards, emphasize
            alliteration production. Ask: “Can you look around the room and find any
            other words that begin with /d/ sound?” “Do you know anything from home
            that begins with /d/ sound?” Make note of these and try to find examples (or
            have kids bring in) or clipart of these items later.
            Phonemic Awareness:
            Practice/Apply: Using poster use think aloud strategy: I’m thinking of a
            picture that has feathers and a bill and it waddles, it starts with the /d/? What
            is it? Whole class answers duck. When have the kids say sound and then the
            words again.

Day Four    Phonemic Awareness:
            Phonological Awareness: choose a few of the /d/ sound pictures from poster,
            WTW picture cards, etc. (dock, rock; dice, mice; drill, spill, door, floor) and
            find clipart of the other rhyme. Point out that the words rhyme (sound the
            same at the end of the word).
            Practice/Apply: From above rhyme pictures, add 1 other picture that doesn’t
            rhyme (one for each set of rhymes). Hold up each card and ask what is it?
            Then ask which two pictures rhyme? Whole class repeats rhyming words.
            Another game: Review a few picture cards from m, f, and d (m and f were
            taught in previous unit). Ask kids, “What is this?” “What sound does do
            you hear at the beginning?” Then choose one picture from each letter (put in
            pocket chart, also have a letter next to the picture). Go through each picture
            and have kids come sort the pictures into the 3 letter categories.
Week Two: Alphabet Knowledge
Day Five Writing: Using poster, WTW picture cards, letter tubs, etc., have kids
          choose their 2-3 favorite items that begin with the letter. After practicing
          writing the letter, they can draw their favorite item. (Keep this for Day 6
          Practice/Apply: Different print styles. Have kids sort uppercase and
          lowercase letters. Use a model D and d letters to sort from.

            Word Wall: Ask kids for the words (from the poster, song, clipart, etc) that
 Day Six    THEY want to know how to spell. Use think aloud strategy here: as you
            write the words they ask for, demonstrate how you sound out the word to
            write it.
            Poster: Each time you point to a word that begins with the emphasized letter,
            demonstrate how to form the letter on a sticky and place over the letter on the
            Writing: Using writing from day 5, allow kids to practice forming letter and
            drawing picture of favorite thing. Teacher walks around asking “What is
            your favorite item on their page?” Then take a sticky note and demonstrate
            how to sound out the words and form the letters to make the word. Kids can
            put sticky on their paper next to their picture. (Display these works of art!)
            Practice/Apply: Make die-cuts of the letter (enough for each kid to have a
            upper and lower case letter). When kids find their item, they hold up their
            letters, say what it is they found, then say the beginning sound.

            Word Wall:
   Day      Poster: Introduce Inchy and Ears. Inchy says words slowly (he’s a worm)
  Seven     and Ears says them fast (he’s a rabbit). Inchy sounds out words slowly as
            well as segments them into onsets and rimes (d-og, d-ock) and Ears repeats
            them twice quickly.
            Writing: Make a class book (see handout). Kids choose two items that begin
            with letter, they draw pictures of each on the dock. Then you walk around
            writing in the words. Kids can practice tracing the words and or they can
            write the practice letter on the back. Share the book whole class.
            Practice/Apply: See above

  Day       Review: Also 3 or 4 letter sort (m, f, d, )

To top