- constructions paper circles (purple; one for each child)
- index cards (large)
- magazine pictures or illustrations
- marker (purple, black)
MA Standards:
Foundational Skills/RF.PK.MA.1.d: Recognize and name some uppercase letters of the alphabet and the lowercase letters in one’s own name.
Head Start Outcomes:
Literacy Knowledge/Alphabet Knowledge: Recognizes that the letters of the alphabet are a special category of visual graphics that can be individually named.
Literacy Knowledge/Early Writing: Copies, traces, or independently writes letters or words.
PreK Learning Guidelines:
English Language Arts/Reading and Literature 7: Develop familiarity with the forms of alphabet letters, awareness of print, and letter forms.
Learn About Letters Together: Letter ("p")
© Commonwealth of Massachusetts, Department of Early Education and Care (Jennifer Waddell photographer). All rights reserved.
ELA Focus Skills: Alphabet Awareness, Follow Directions, Letter Recognition, Speaking and Listening, Vocabulary
Educator Prep: Prepare word cards by drawing or glueing a small picture on a large index card. Then write the name of the picture in large lowercase letters under the picture. Prepare cards that have the letter "p" and cards that do not have the letter "p." (e.g., paint, purple, drip, puddle, mix, brush, jar, cat) Prepare a "purple" word card (purple dot; word written in purple crayon/marker) for each child.
Tell children that you are going to hold up some picture word cards and you want them to look for those that have the letter "p" in them.
Give each child a purple word card and ask children to point to a letter "p." Say, When you see me hold up a word that has a letter "p" in it, wave your purple card in the air.
- Demonstrate with two words cards: the word card "paint" and a word card that does not have a "p."
Take It Further: Once children have identified all the words with the letter "p," have them clap out the syllables in each word along with you. Tell children that each word has a different number of parts, just like their names. Review how you have clapped out parts of their names in earlier activiites. Start with one-syllable words such as paint and pull and continue with two- and three-syllable words. (pud-dle, pur-ple; pin-a-ta, sput-ter-ing)
Adaptation: For younger children, you may prefer not to use so many words. Have children identify just a few.
Educator Tip: You may want to use this opportunity to review other letters learned and create word cards with these letters. ("c," "y")
Educator Tip: Guided and independent letter, sound, and word practice continues to take place in center activities. It is helpful to set up the literacy center immediately after the direct instruction and repeat instruction before children work in the literacy center identifying letters.