- Between the Lions alphabet chart
- highlighter (or highlighter tape)
- letter card “Mm”
- word card music
- curved
- lowercase
- straight
- uppercase
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.
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: Target Letter (“Mm”) and Word (music) #1
© Commonwealth of Massachusetts, Department of Early Education and Care (Jennifer Waddell photographer). All rights reserved.
ELA Focus Skills: Letter Recognition, Word Recognition
Educator Prep: Print out the Between the Lions alphabet chart or create an alphabet chart on chart paper.
Use the Target Letter and Word Routine to introduce children to the letter “Mm” and the word music.
Target Letter and Word Routine
Introduce children to the target letter “Mm” by showing them the letter in the context of the target word.
- Hold up the word card for the target letter. Point to the letters as you say the word.
- Talk about the meaning of the word. Say, Music is a combination of sounds that has rhythm and melody.
- Point to the first letter of the word as you say the name of the letter aloud. Highlight the letter in a different color or with highlighter tape.
- With your hand, cover all of the letters following the first letter on the word card. Focus children’s attention on the letter. Ask children what they notice about the shape of the letter. Ask, Does it have straight lines? Curvy lines? Both straight and curvy lines?
- Hold up the letter card, which shows both the lowercase and uppercase forms. Talk about the difference between the lowercase and uppercase letters.
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.