M5U1A2: Standards and Backwards Mapping

Grade Level Expectation: EL 1 (Ages 3 / 4)

Source: ISB Early Learning Center; Learning Goals & Outcomes

Subject / Content Area: Literacy   

Standard: READING: Word Recognition, Fluency, and Vocabulary Development

Why this standard for developing my unit?

I have chosen to work on this Literacy standard for early learning students between 3 – 4 years old, because I believe that reading and writing are two most important milestones that occur in a child’s life. Furthermore, research has also shown that reading and writing skills are two of the most important developmental skills in young children. Therefore, I find it extremely important that teachers play a significant role in teaching their young learners how to read and write properly.

Literacy Outcome 1: Students know about letters, words, and sounds. They apply this knowledge to read simple sentences

My Unit Plan

Lesson 1: Hole Punch Names

This is an art activity for students to practice learning letters in their name, identification, etc.

Objectives:

To teach students the letters in their name and to be able to recognize their name

Lesson 2: Learning Letters in Your Name: Group Time Activity

Students learn to read their names and their classmates' names.

Objectives:

•    To learn the first letter in their own name

•    To learn the first letter of other students' names in the class

•    To recognize their own name when they see it

Lesson 3:  Letter Show and Tell

As a variation on traditional show and tell, direct students to bring in a show-and-tell item that begins with a particular letter. Correlate show-and-tell with a letter-of-the-week.

Objectives:

·      Letter-sound association; vocabulary

Lesson 4:  A Rhyme a Week

Teach Early Literacy through nursery rhymes

Objectives:

•       To introduce young learners and listeners to story structure in its most basic form

•       To enrich young children's vocabularies and supply some early lessons in the ways language works

•       To provide short, simple texts and unrelenting rhythm for emerging readers to develop their concepts of what a word is

Lesson 5: Active Reading - Nature Walk, Catch the Alphabet

Conduct several outdoor activities to reinforce the alphabet using several small activities

Objectives:

•       To reinforce students' knowledge of the alphabet

Proficiencies

When students finish this unit, they will be able to demonstrate the following skills:

1.  Concepts About Print

• Identify the front and back cover of a book
• Follow words from left to right and from top to bottom on the printed page
• Distinguish letters from words

2.  Phonemic Awareness

• Listen to and repeat phoneme (sounds) when they are read aloud
• Repeat rhyming words in response to an oral prompt

3.  Decoding and Word Recognition

• Read their own names
• Understand the alphabetic principle, which means that as letter change, so do the sounds

4.  Vocabularies and Concept Development

• Identify and sort common words in basic categories (animals & colors)
• Identify common signs and symbols
• Listen to stories read aloud and use the vocabulary in those stories in oral language

Assessments

Assessments procedures that will help me / the teacher know students are meeting the standard:

1.    Anecdotal notes

2.   Narratives, story retelling:

• Nursery Rhyme Awareness

The teacher recites familiar nursery rhymes, stopping before the end so the child can supply the final rhyming word

3.    Writing folders:

• Name Writing

The teacher asks the student to draw a self-portrait and to write his/her name. Name writing is scored on a developmental continuum, ranging from scribbles to the use of mixed symbols to writing the entire name correctly

4.     Instructional conversations

5.    Emergent storybook readings:

• Print and Word Awareness

The teacher reads a familiar nursery rhyme printed in a book format and asks the child to point to various text components. In this natural book-reading context children demonstrate their awareness of print concepts such as directionality and the difference between pictures, letters, and words

6.    Informal reading inventories:

• Beginning Sound Awareness

The teacher says the name of a picture and asks the child to produce the beginning sounds for words that start with /s/, /m/, and /b/

• Rhyme Awareness

The teacher shows the child pictures and names the object depicted in each one. The teacher asks the child to point to the picture that rhymes with the first one presented

• Alphabet Knowledge

The teacher asks the child to name the 26 upper-case letters of the alphabet presented in random order. Children who know 16 or more upper-case letters also take the lower-case alphabet recognition task. Children who know 9 or more lower-case letters are also asked to produce the sounds associated with the 23 letters and 3 consonant digraphs (ch, sh, etc.)

7.    Running records

Learning Experiences

Some of the activities that I will / can use to help students meet the standard:

• Students come into the class in the morning and look for the letter that their names begin with, on the table
• Play simple alphabet matching games
• Go on an ‘Alphabet Hunt’. Students are given matching letters to identify, before they go on their hunt for alphabet letters that are hidden or scattered around the room
• In Music, use different colored beanbags when singing a color song. When a specific color is sung, students can hold up the beanbags
• In ICT, use Smartboard interactive activities and iPad applications for listening to and repeating phoneme (sounds)

References:

(Accessed on May 19, 2015)

https://www.ets.org/Media/Research/pdf/PICEARLYLIT.pdf

https://www.palsmarketplace.com/assessments/pals_prek/digital_sample/

http://www.atozteacherstuff.com/Lesson_Plans/Language_Arts/___Preschool/