1. Lesson Topic: __ABC’s___ Grade level:__K__
Length of lesson: __3 days__
Stage 1 – Desired Results
Content Standard(s):
ELAKR1 The student demonstrates knowledge of concepts of print. The student
a. Recognizes that print and pictures (signs and labels, newspapers, and informational books) can inform,
entertain, and persuade.
ELAKR3
The student demonstrates the relationship between letters and letter combinations of written words
and the sounds of spoken words. The student
a. Demonstrates an understanding that there are systematic and predictable relationships between print and
spoken sounds.
b. Recognizes and names all uppercase and lowercase letters of the alphabet.
c. Matches all consonant and short-vowel sounds to appropriate letters.
d. Blends individual sounds to read one-syllable decodable words.
ELAKR5
The student acquires and uses grade-level words to communicate effectively. The student
a. Listens to a variety of texts and uses new vocabulary in oral language.
ELAKR6
The student gains meaning from orally presented text. The student
a. Listens to and reads a variety of literary (e.g., short stories, poems) and informational texts and materials
to gain knowledge and for pleasure.
Understanding (s)/goals
Students will understand:
*Each letter has a name.
*Each letter has a sound.
Essential Question(s):
* Why should I be able to identify
letters and their sounds?
Student objectives (outcomes):
Students will be able to:
*recognize all upper and lowercase letters in the alphabet
*match letters to corresponding sounds

2. *recognize consonant and short vowel sounds
*match a picture’s beginning sound with the corresponding letter
*find a picture that has the same beginning sound as every letter in the alphabet
Stage 2 – Assessment Evidence
Performance Task(s):
*Students will make their own alphabet
book and then will have to work with their
3
rd
grade buddy to scan their pictures and
make their alphabet book come alive using
the program, photostory.
Other Evidence:
• I will ask questions as we read the
alphabet books to make sure
everyone has a deep understanding of
the letters and their sounds.
• I will walk around and observe the
students as they are working on their
alphabet book draft and then their
photostory.
Stage 3 – Learning Plan
Learning Activities:
Introduction: Begin by playing alphabet soup. Make sure that every students gets a
turn and that they all repeat the letters back to you as they pull them out of the pot. Ask
the students to look around the room and find an object that begins with the letter they
pulled out. Ask the students how many of them think that learning about the alphabet
can be fun? Tell them that since they have already learned their letters and sounds, this
will be an easy and fun lesson that will be like a review. Tell them that for the next few
days, we will be doing a unit that is all about reviewing our alphabet, and we will even be
making a video for the whole class to watch.

3. Lesson:
Day 1: Have the students gather at the carpet. Show them the Alphabet Book by P.D.
Eastman. Talk about the title, author, and illustrator. Have them predict what they think
the book will be about. Tell them to pay attention to each letter and the picture that goes
along with it because they are going to be making their own alphabet book! Begin
reading the book and showing the pictures. After reading the book, discuss it. Tell the
students that today, as a review, that they will be playing some alphabet games on the
computer and in groups. Split the students into groups and have them go to 1 of the 3
stations. The three stations will be as follows: Alphabet matching game where they
match the letter with a picture that has the same beginning sound, Go Fish for Letters
where they fish for a letter and say the name and sound of the letter, and the computers
where they use the links on the wiki to play alphabet games. As a closing, bring them
back together and close the lesson. Tell students to make sure that they bring in their
pictures for their alphabet books tomorrow (These are pictures that they were to go
around their house or town and take pictures of objects that began with a certain letter.
They were split into groups and each students had to find 13 pictures each.).
Day 2: Have the students gather at the carpet. Play alphabet splash. Read the book
Dr. Suess’s ABC: An amazing alphabet book. Discuss the letters and pics on each page
when reading. Tell the students to get into their pairs and find a spot in the room to work
on the draft for their alphabet books. The books have already been made with each
letter and they just have to glue the picture under the correct letter.
Day 3: Read Richard Scarry’s Cars and Trucks from A to Z. Have students get into
pairs and then have them get with their third grade buddies to work on their photostory.
Today will just be loading their pics onto the computer. The parents were aware that
they photos needed to be on a cd, so that has already been done.
Day 4: Students will get with their partners and third grade buddies today to begin
creating their photostory. Today will be longer because we were able to use our elective
time to finish the photostory’s. Students will upload and create the photostory and then
choose a song that they want. We will then go back and add the sounds to each letter
later.

4. Day 5: The parents have been invited today to the media center for the students to
present their photostory. This is a big accomplishment because they have never worked
on any project like this or with the program that was used. The students will get with
their partner and tell about their book and then show everyone their draft. Once they
have finished, they will then present their photostory on the projector screen.
Reflection: This was an awesome lesson!! The students loved it! It was done with the
Kindergarten gifted class at the end of the year. They really surprised me at how much
they knew about computers and how much they could do! Their third grade buddies
have used this program many times, so they were a big help! The students were dying
to create another project, so they began working on one with rhyming words when we
finished.