ABC: Writing, Reading, and Feeling
Wiki Lesson Title: ABC: Writing, Reading, and Feeling
Name of Teacher: Garrett Stanford and Yunomae Elementary School Teachers
Grade Level: 5-6, preferably students who have studied the ABCs before
Goal: Work on writing and reading the alphabet
Preparation: 1. A set of alphabet cards that can be used on the chalkboard (preferably 2), 2. each student has a mini set of alphabet cards, 3. lined paper for writing the alphabet practice
1. Warm up: YOUR CALL
2. Review the Alphabet on the blackboard, which letter is which and pronunciation with examples. “This is? F. That’s right, F-f-f-fire; F-f-f-five; F-f-f-fan… This is? G. That’s right” etc. Depending on past lessons who can review or study the appropriate number of letters.
3. Hand out the alphabet practice sheets (fun!). I find that the students are actually very diligent. Write on the board and show each stroke (I had to review myself). Each student should write the letter 3 times at least. Let them take their time. In my class we do 4-5 letters a day A~E, F~J, etc.
4. In pairs let the students practice using the “I want~” phrase to spell words. Spread alphabet sets out on the desk. One student asks for cards and the other student gives them the card. Then the students switch. “I want a C card please” “I want an A card please” “I want a T card please” C-A-T. There is a page in Hi-Friends that can be used to generate words for the students. You can introduce words. Or the students can try on their own. If you use two sets of cards they can use double letter words “book” etc. Ask the students to volunteer some words they spelled. Make them pronounce it. Made-up words are fun too if the pronunciation is “right.”
5. GAME TIME. Make standing lines of students facing the front of the classroom. Students in a particular line should be within arm length. Tell (or show using the other set of alphabet cards) all of the last students in line a specific letter. They will then proceed to “write” that letter using their finger on the next student in line’s back. The writing continues up the line until it reaches the front of the lines. From here, you can either have the students race to grab the correct letter off the board. Or for extra challenge and practice write the letter on the blackboard. Additional challenge can be introduced with lower case vs. upper case.