- letter card “Hh”
- word card house
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 (“Hh”) and Word (house)
© Commonwealth of Massachusetts, Department of Early Education and Care (Jennifer Waddell photographer). All rights reserved.
ELA Focus Skills: Alphabet Awareness, Letter Recognition, Word Recognition
Tell children they are going to review the letter “Hh” and the word house. Use the Target Letter and Word Routine to help children review the letter and learn the word.
Target Letter and Word Routine
Introduce children to the target letter by showing them the letter in context of the target word house.
- Hold up the target word card. Point to the letters as you say the word.
- Talk about the meaning of the word. Say, A house is a building where people live.
- Point to the first letter of the word as you say the name of the letter aloud. Highlight the letter in a different color.
- Cover all of the letters following the first letter on the word card. Focus children’s attention on the letter. Ask 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. Talk about the difference between the lowercase and uppercase letters. Have children find the letter on an alphabet chart and in environmental print around the room.
- Introduce children to the sound the letter makes. Emphasize the sound at the beginning of the target word house.
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.