Alphabet recognition lesson plans kindergarten

A is for Apple: Building Letter-Recognition Fluency

Overview

Learning to recognize letters is an integral part of most kindergarten programs. The challenge is to keep students' interest while practicing until they are fluent. This lesson meets that challenge using a variety of activities. Your students will apply their knowledge of letters and letter sounds as they play games and interact with letters online, using what they see and learn to create their own ABC book.

Featured Resources

• ABC Match: In this online interactive game, your students can match a letter to a word with or without a timer.
• My ABC Book: This handout allows your students the opportunity to visit different alphabet sites and go on a letter hunt to find different words that begin with each letter.

From Theory to Practice

Alphabet activities on the Internet (Duffelmeyer)

• Most letters' names are similar to the sounds they make, so knowing the names of letters leads to a better understanding of letter sounds.
• Understanding letter sounds helps young children with beginning reading and writing skills.
• Becoming fluent in letter recognition helps children to become more familiar and at ease with the alphabet.
• Allowing students to interact with letters in a variety of learning experiences helps to build their letter recognition fluency.

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

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Grade Select12K

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
• 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
• 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
• 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Materials and Technology

• Computers with Internet access
• Butcher or chart paper
• Cardstock
• Index cards

Printouts

Websites

Julia's Rainbow Corner

Kiddonet Alphabet

Poisson Rouge Alphabet

Preparation

1.	Before beginning this lesson, copy the Alphabet Picture Pages. Color the pictures, cut them out, and laminate them.
2.	If your classroom does not have computers with Internet access, reserve three 30-minute blocks for your class in the computer lab, one during each session of the lesson. Bookmark the KiddoNet Alphabet, Poisson Rouge Alphabet, and Julia's Rainbow Corner websites on the computers students will be using.
3.	Print out and assemble a copy of My ABC Book for each student in your class. Each page is designed to be cut in half and then stapled together so that the final book is the size of a half sheet of 8.5 x 11 paper.
4.	Make letter cards by writing one letter on each index card. Use your students' skill level to help you decide whether to use upper- or lowercase or both on the cards.
5.	Assign students a partner for sharing. Consider the needs in your class and pair students accordingly.
6.	Make copies of the Letter Cards handout for students to take home. Preview the ABC Match game and decide if you want to ask students to play the game online at home with an adult or if you would rather print off the game cards for students to take home and play.
7.	Print out enough Uh-Oh! Cards so that you have a set for each group of three or four students in your class. Copy the cards onto cardstock, laminate them, cut them apart, and place in a paper bag or small container for Session 3.

Student Objectives

Students will

• Interact with letters in a variety of settings to better understand the letter name–sound connection
• Build their letter-recognition fluency through a variety of activities including the exploration of interactive alphabet sites
• Demonstrate their knowledge of letter names and sounds by creating an alphabet book
• Practice sharing their work by participating in whole-class and partner discussions
  

Session 1

Note: Before students arrive at school, hide the letter cards you made (see Preparation, Step 4) around the room.

1.	Gather students in a group and build excitement by telling them they are going on a letter hunt. Explain that you have hidden 26 letter cards around the room and it is their job to find the cards and help you put them in order.
2.	Tell students that you will call on them three at a time to get up and search for one card. As soon as they find one letter card they are to bring it back to the group and have a seat. Then you will call on three more students to search for a letter card. Lay the cards out in the order that students bring them to you. After all the letters have been found, have students help you put them in alphabetical order on butcher or chart paper and glue or tape them down.
3.	After you have put all the letter cards in order, invite students to say the names of the letters and the sounds they make.
4.	Next, hand out the copies of My ABC Book to students. Tell them that they are going to be visiting different alphabet sites. Their job is to go on a letter hunt and find different words that begin with each letter.
5.	Before looking at the first website, model for students how to record in their ABC books. It may also be helpful to give them a goal for this session. Students will probably be excited about looking at the website and may forget to record some of the letters in their ABC books. A goal of at least five letters is reasonable. For special education students or students who don't know all of their letters, you may want to change the goal to three letters in their ABC book and only give them one page to work on at a time. When they complete a page, give them a new page to work on. It also may be helpful to have students start with the letters in their name since they will be more likely to know those.
6.	Show students how to use the KiddoNet Alphabet website. They should click on a letter and then click on the images they think start with that letter.
7.	Allow students to work independently, monitoring them while they are working. As they draw a picture in their books, ask them to tell you about their drawing. You might write the word below the picture. For students who are already writing, encourage them to write the word below the picture, listening especially to the beginning sound as they write. For kindergarten students, invented spelling is fine. Watch ELL students closely while they are working on the computer and check for understanding. You may also want to have them practice saying the letter and the picture name as they work.
8.	To end the session, have students share their books with the partners you have selected (see Preparation, Step 5). Tell students that if their partners drew a picture for a letter that they didn't get to, they can add that to their book. ELL students might like to choose a picture in their ABC book and teach the class how to say that word in their native language. However, check with them first before putting them on the spot.

Home Connection: Send home the Letter Cards handout with each student. Parents or caregivers should play this game with students by drawing a letter out of the bag and saying the name, sound, or a word that begins with that letter. Then they can work together to put the alphabet in order. (Adults might eventually time students to see how quickly they can do this.)

If necessary, give ELL students or students who may not have the opportunity to work with an adult after school time to play this game with an adult at school.

Session 2

1.	Gather students and bring out the alphabet chart that they created during Session 1. Ask them if they can think of words that begin with any of these letters.
2.	Display the Alphabet Picture Pages cards for the letters in random order.
3.	Ask students to say the name of the picture and then identify the beginning letter. Draw attention to the sound they hear at the beginning of the word.
4.	Tape the picture below the corresponding letter on the alphabet chart.
5.	Have students get out their ABC books that they started during Session 1. Briefly walk students through their book reviewing all of the letters of the alphabet and their sounds. Choose a few students to share a picture from their ABC book.
6.	Tell students that they will be visiting a new alphabet website. Review directions for recording in their ABC books. Challenge students to work on letters that they have not done yet. As you did in Session 1, you may want to give students who do not know all of their letters only a few pages of the book to work on at a time.
7.	Show students how to use Julia's Rainbow Corner. When they click on a letter, they will hear the letter name and see a picture that begins with that letter. Model for students how to click the letter, listen to the letter name, say the word for the picture out loud, and record it in their ABC book. Pair students who do not know all of their letters with a student who does or with an adult volunteer. You may also want to do the same thing with ELL students; because this site does not say the name of the picture, they may not have the vocabulary to know the name for each item. A partner can say the name out loud in English. Some students may finish adding pictures to the books quickly. Challenge them to think of more words that go with each letter or ask them to write tongue twister sentences for each letter. You may have to give them an example to get them started.
8.	Have students share their new additions in the ABC book with their partners. As during Session 1, this is a chance for students to add new pictures to their own ABC book.

Home Connection: Either send home instructions to play the ABC Match game online or the game cards. If the student is playing online, an adult should supervise and help the student decide whether to play against the timer or not. If the adult and student are playing with the cards, they should lay all the cards face down. They then should take turns turning over two cards, trying to find a letter and picture that match. The winner is the one with the most matches. For ELL students or students that may not have the opportunity to work with an adult after school, allow time for them to play the game with an adult at school.

Session 3

1.	Put the Uh-Oh! Cards in a bag and have students sit in a circle. Students should take turns drawing one card at a time out of the bag. They can either say the letter name, the sound it makes, or a word that begins with that letter. Once they say the name, sound, or word, they get to keep the card. If they draw an Uh-Oh! Card, they have to put all of their letters back in the bag. Continue passing the bag around the circle until every student has had a few chances. Once the time is up, the person who has collected the most cards wins the game.
2.	Once you have modeled how the game is played with the entire class, have students get into groups of three or four to play. To help all students feel successful, tell the class that they can help each other out if someone seems stuck and asks for help. Closely monitor your ELL and struggling students to make sure that they are feeling successful. It may be helpful to pair them with an older student or an adult volunteer. If the game seems to be going smoothly for the rest of the class, you may want to gather a small group of struggling students to play the game with you if you feel that they would benefit from extra support.
3.	After playing Uh-Oh!, have students take out their ABC books. Ask them to look through their book and find the letters they still need pictures for. Direct them to begin with those letters when completing this session's Internet activity. Continue supporting students as you have during earlier sessions.
4.	Show students the Poisson Rouge Alphabet website. Demonstrate how to navigate the site. If you roll the mouse over each letter, a picture appears that begins with that letter. Encourage students to click on the letters and then the sentences that appear.
5.	After students have finished working on the computers, have them work with their partners to share their ABC book. Like before, students can add to their ABC book if they need to complete some pages. All students may not finish within the three sessions. Allow extra time in the classroom or meet with small groups of students to help them finish before sending their book home.

Home Connection: Have students take their ABC book home to read to an adult. The very last page in the book is a comment page for parents to write a positive note about their child's ABC book. For ELL students or students that may not have the opportunity to work with an adult after school, allow time for them to share with an adult at school.

Extensions

• Use the interactive Alphabet Organizer to have students create an alphabet book. This activity can be done with the whole class or in small groups. Have students choose either Option 1 (one word per letter) or Option 2 (more than one word per letter) and type in words that begin with each letter of the alphabet. Students can then print their letter pages, create illustrations, and collate them into a book. Have students share their books with the class.
• Give students fun practice with matching beginning-letter, long-vowel, and short-vowel sounds to images using the Picture Match game. For more advanced practice, try the Puzzle Me Words game. This game has students spell words for the pictures they see and hear aloud. The beginner level has an option for practicing one short-vowel sound at a time.
• If you have Spanish-speaking students in your class, teaching cognates is a fun way to include Spanish into letter learning. Make the pages ahead of time with the letter, the English word, and the Spanish word already on the page. Ask students to help you illustrate the book. Laminate and bind the book, and keep it in the classroom for read alouds.
  

Student Assessment / Reflections

• Keep a checklist of the letters and sounds students consistently recognize. Take note of each student’s level of participation during the group activities in the classroom. Reflect on each student's ability to identify the names and sounds of letters.
• Circulate while students navigate the alphabet games. Ask students about the objects they find and their beginning letters and sounds.
• Look through each student’s ABC book noting whether or not he or she was able to draw a picture of something that began with each letter. If possible, conference with students one on one and have them read their ABC book to you.
• As an additional assessment, duplicate student copies of the Alphabet Picture Pages. Instruct each student to color the pictures then write the beginning letter in the corner of each picture square.
  

Alphabet Lesson Plan

How to teach the alphabet to different learner types?

When teaching the alphabet it is important to remember that everyone learns in different ways, so we want to cover all of these learner types (see our article on “6 different types of ESL learners”). Simply showing a flashcard of a letter and getting students to say the letter will not be enough to help a child who is, for example, a Tactile learner (learns by touching and manipulating objects). Here are some methods you can include in your alphabet teaching routine to ensure all of your students get the most out of your alphabet lessons:

• visual: show alphabet flashcards with a letter on the front and a picture on the back (e.g. a / apple). Have alphabet posters on the walls and alphabet picture books.
• listening: say the sounds of each letter clearly and repeat a few times so your students can clearly hear the sounds. Play the ABC song.
• touch and manipulation: use alphabet blocks which students can touch and pass around. They can also use the blocks to put the letters in the right order. Let students trace the shape of the letters on the flashcards and then “draw” the shapes with their fingers on the floor and doors, etc. Use play-doh to make the letters. Play the ABC song and have the students touch the letters as they are sung.
• movement: have students make the shapes of the letters with their hands and bodies. For example, for the letter “c”, students can cup their hands or bend their bodies into a “c” shape. For more difficult letters, students can make the shapes in pairs or 3s (e.g.two students can make the body shapes for “b”, “d”, “m” etc. by working together).

Notes:

We strongly advise NOT dedicating a full lesson to the alphabet – we suggest including a 10-minute section each lesson for teaching and reviewing the alphabet. The full alphabet (lowercase first, then uppercase) should be taught over a series of lessons and reviewed each lesson. The number of letters you teach each lesson depends on the ability and age of your students. We suggest teaching 3 letters per lesson for 5-7-year-olds and 5 letters per lesson for over 7s.

Lesson Procedure:

New Learning and Practice:

1. Sing the "The ABC Song"
Start this section of the lesson with the ABC song to indicate that it’s alphabet time. If possible, have the letters of the alphabet stuck around the walls of your classroom, high enough so your students can’t take the down, and point at each letter as it is sung. If not, it’s not a problem, sing along with the song and have fun.

Lyrics for "The ABC Song"

Verse 1:
A B C D E F G
H I J K L M N
O P Q R S T U
V W and X Y Z

I can sing my ABCs,
Won’t you sing along with me?

Verse 2:
A B C D E F G
H I J K L M N
O P Q R S T U
V W and X Y Z

I can sing my ABCs,
Won’t you sing along with me?

(download MP3 here)

Alternatively, play the song video and have everyone sing along with the performer.

2. Introduce the letters with flashcards
We suggest teaching 3 letters per lesson for 5-7-year-olds and 5 letters per lesson for over 7s. Start with lowercase letters and once mastered your students can move on to uppercase letters.

If you have already taught some letters, do a quick review of each letter by holding up alphabet flashcards – e.g. hold up the “a” flashcard and elicit its name, its sound and then elicit the picture on the other side. Do this for all the review letters.

For the new letters, follow this basic procedure. This section of the lesson should be fast paced and fun.

1. Have everyone gather around you so they are close – have them sit on the floor with you, if possible. You want everyone to be close enough, so you can easily pass cards back and forth with them.
2. Hold up an alphabet letter flashcard so all students can see it.
3. Chorus the letter 3 to 5 times. Then ask each student individually to say the letter.
4. Teach the sound of the letter (e.g. "A is for 'ah' ... ah - ah - ah"). Chorus again and check individually.
5. Provide an example of an object that begins with the letter. Double-sided flashcards with the letter on one side and a picture on the other are great for this. (e.g. "What's this?" (elicit "A"). "And A is for...?" (elicit "ah"). "And 'ah' is for ... (turning the card over) "apple!". Chorus the word and check individually.

   Therefore, a typical interaction for a single letter (covering points 2-5 above) would be as follows:

   Teacher: (showing a flashcard of the letter A) “A .. A .. A .. repeat A”
   Students: “A”
   T: “A”
   Ss: “A”
   T: “A”
   Ss: “A”
   T: “A is for ah .. ah .. ah. Repeat ah”
   Ss: “ah”
   T: “ah”
   Ss: “ah”
   T: “ah”
   Ss: “ah”
   T: “A, is for ah, is for (turning the card over) apple . . apple .. apple .. repeat apple”
   Ss: “apple”
   T: “apple”
   Ss: “apple”
   T: “apple”
   Ss: “apple”
   T: “Good! What’s this?” (showing “A”)
   Ss: “A”
   T: “Is for?”
   Ss: “ah”
   T: “Is for?” (turning the card)
   Ss: “apple”
   T: “Well done!” (now asks individual students)

6. Do a final check:

   Teacher: What's this? (holding up the 'A' flashcard)
   Students: 'A'
   T: And 'A' is for...?
   Ss: 'ah'
   T: And 'ah' is for...?
   Ss: 'Apple! '

7. Then move onto the next letter.
   

As you teach each letter, use a combination of the activities in 3 below to practice and reinforce each letter.

3. Do a combination of activities to practice the letters
Below are some activities you can use each time to teach a new letter. Use different activities for each letter to keep things fun and interesting.

• Give and give back: Give the letter flashcard to a student and get him/her to say the letter, sound and picture before passing back to you. Then do the same with some other students.
• Pass It: Sit with your students in a circle. Hold up a flashcard letter and say the letter (e.g. "A"). Pass it on to the next student who also says it and passes it on to the next student.
• Pick it up: Put the flashcard on the floor and ask individual students to pick it up, say the name, sound and picture and then give back to you.
• Write on the board: kids love writing on the blackboard or whiteboard. After teaching each letter, give a chalk / marker pen to a student and ask him/her to write the letter onto the board (as large as they can). You can have more than one student do this for each letter.
• Magic Finger: Hold the flashcard letter up in front of each student and let them trace the letter on the card with their 'magic' finger. Then the teacher, using his/her magic finger, traces the letter in the air and the students follow suit. The teacher and the students can then use their magic fingers to trace the letter on all sorts of fun places. For example, "Draw 'P' on your hand. Now on the floor. Now on your partner's back. Now on your cheek. Now on the wall. Now on your foot" etc.
  

4. Review letters with games
When you have finished teaching the 3-5 new letters you can play a series of games to reinforce these letters, mixed in with the letters your students have learned in previous lessons. Here are some popular games, rotate them so you have new games each week:

• Slow motion: Hold the pack of alphabet flashcards with the letters facing towards yourself. The first letter card should be turned around, so the letter is facing the students but is hidden as it is behind the pack. Slowly pull the flashcard up inch by inch so the students can only see part of the letter. As the letter is slowly revealed, students try to guess what it is. The first student to guess correctly keeps the card (for 1 point). Variation: to make it a little more difficult turn each letter flashcard upside down.
• Letter touch: Place the alphabet letter cards, face-up, on the floor. Students sit in a circle around the cards. Tell everyone to hold up their hands. The teacher then says a letter and the students must race to touch that letter first. The person who touches the letter first picks up the card and keeps it. At the end of the game, the student with the most letter cards is the winner.
• Vanishing Alphabet Flashcards: place the flashcard letters in front of your students, in the correct order. Tell everyone to close their eyes. Take away one of the flashcards and then tell your students to open their eyes again. The first student to shout out the missing letter can keep that flashcard. At the end of the game, the student with the most letter cards is the winner. Variation: to make it a little more difficult, lay the letter flashcards out in random order.
• Hold it up: Give out all the letter flashcards to students. Students can have more than one letter. Say a letter and the student holding that card must hold it up in the air. Variation: say different actions as well, which the student holding the card must do, e.g. “The student with card “D”, jump 5 times!”.
• Find It: Hold up a letter flashcard and the students search around the room for an object beginning with that letter. (e.g. A - arm, B - book, C - clock).

5. Do a letter practice worksheet
Give out a worksheet to each student to practice the new letters. As students are doing the worksheets, circulate and ask individual students questions about the letters (what is this letter? “A”, What sound is it? “ah”. And what is the picture? “An apple”.)

A note on alphabet printing
Alphabet printing exercises are an important first step in learning to write. Printing exercises don't have to be boring - they can be really fun! They should also help students to internalize the letters.

• Before the students begin printing, model each letter print showing the directions of the letter strokes.
• When printing letters, get students to call out each letter as they write it.
• If writing lower and uppercase have your students say "big 'A', small 'a'" as they write.
• Let students write letter sets in different colors and allow students to draw little pictures on their printing sheets.
• Continuously monitor the students while they print, helping with letter strokes, spaces between each letter, letter size, etc. Also, while monitoring, point to letters the students have already printed and ask them what they are.
• Encourage students to circle their best printing effort for each letter set.
• Finish by holding up each student’s sheet, asking questions ("what is this letter?") pointing out any mistakes, etc. , but above all give lots of praise and encouragement!

6. Sing “The ABC Song” again
Sing the song once again, to indicate this section of the lesson is over. Place the letter flashcards you have taught so far on the board and point to each letter as it is sung.

Review Activities for the Whole Alphabet:

1. Sing the "The ABC Song"
Start this section of the lesson with the ABC song to indicate that it’s alphabet time. Students can do various activities with the song:

• Simply have your students clap along or pat their laps as they sing the song.
• Print out our song poster and give to each student. As they sing along they point to each letter.
• Give letter shapes or blocks to students. After they have arranged them in the right order have them touch each letter as they sing the song.
• Make an A4 poster of each letter and attach them to the walls of the classroom. Make sure they go all around the 4 walls of your room in alphabetical sequence. As the song is played have your students point to each letter
• Prepare one set of alphabet flashcards. Give them out in the correct order to your students and make sure each student has approximately the same number of letters. As the song is played the student with the letter holds it up in the air (so the first student holds the letter “A” up as the letter “A” is sung, the second student “B” is held up as letter “B” is sung, and so on, down the line of students).
• Prepare flashcards of each letter of the alphabet. Give them out randomly to each student and make sure each student has approximately the same number of letters. As the song is played the student with the letter holds it up in the air (so the student with the “A” letter holds it up as the letter “A” is sung, then “B” is held up as letter “B” is sung, and so on, so letters will be popping up and down all around the class). This is fast and furious, so this activity is best done with classes who have had enough time to learn the alphabet.

2. Play an alphabet game
Here are some games you can play when practicing the full alphabet:

• Alphabet scramble: Use alphabet flashcards or plastic letters – enough for 2 or more groups of students. Mix all the letters up and put in a pile – one pile per group. Students race to put them into the correct order.
• Bingo: Make bingo cards with letters instead of numbers. The winner is the first to either get a line or full house.
• Concentration: You need 2 sets of alphabet flashcards for this game. Place both sets face down on the floor. Students take turns in turning over 2 cards (saying the letters aloud). If the cards match, then the student keeps the cards. If the cards are different the cards are turned back over again in their original places. The student with the most pairs at the end of the game is the winner.
• Hot Potato: Write a letter of the alphabet onto the board. Get a soft ball and throw it to a student. They must say a word beginning with that letter and then throw the ball back to the teacher, or to another student.
• I spy: Teacher says, "I spy with my little eye something that begins with B". Students try to guess the object (e.g. "book").
• Yell it: Have your students close their eyes and turn their backs so they can't see what you are doing. Take a letter flashcard, letter block or letter shape and hide it somewhere in the classroom (behind a curtain, on a chair seat, under a book, etc.). Then shout "Go!" and students race around the classroom looking for that letter. The student who finds it yells it out and wins a point. This can be done a letter at a time, or with a number of letters at the same time.
• Letter Shapes Race: Alphabet blocks or shapes are great for this activity. Scatter all the alphabet shapes randomly around the classroom floor. Line up all the students against the front wall and have them race to find the first letter: 'a'. The first student to find it stamps on it and shouts "A!" and wins the 'a' flashcard (picks it up). Students then race to find 'b' and once again the first student to stamp on it and shout "B!" wins the 'b' flashcard. Continue until 'z' is reached. The student with the most flashcards is the winner.
• Alphabet Boxes: You need: 26 baby wipe boxes / tissue boxes with one letter of the alphabet written on each box. Get your students to fill each box with items that begin with that letter. Some can even be pictures of items (this can be done slowly over a matter of weeks/months). Each class show the items to the students and pass them around.

3. Do a full alphabet worksheet
Before class, print off one of our full alphabet worksheets. These can be writing, tracing or matching exercises. As students are doing the worksheets, circulate and ask individual students questions about the letters (what is this letter? “A”, What sound is it? “ah”. And what is the picture? “An apple”.)

4. Read classroom reader "The Alphabet book"
Before class, download and print off the reader "The Alphabet book". As you go through each page, point to the letter and pictures and ask your students what they are, for example:

Teacher: (reading from page 2) What are these letters?
Students: A, B and C.
Teacher: Yes, that’s right! And what is this? (pointing at the tree)
Students: It’s a tree.
Teacher: Yes, good! (Reading) “a b c sitting in a tree.”

The sentences rhyme and are fun to say, so you can get the class to repeat along with you, for example:

Teacher: (reading from page 3) “d e f cooked by a chef”
Students: “d e f cooked by a chef”

After reading the story, give out a reader worksheet to each student and have them match the letters to the correct pictures from the reader. Then go through the answers as a class.

---

Alternatively, watch our video version of the reader (Internet connection required):

5. Sing “The ABC Song” again
Sing the song once again, to indicate this section of the lesson is over.

Moving onto full words:

You can judge when your students are ready to move onto reading and writing full words – often this will be before you have finished teaching the full alphabet.

1. Start teaching common letter clusters early on
Kids are surprisingly good at picking up on clusters and this will help your students when they start to read. For example, when you reach teaching the letter “h” introduce the cluster “ch” (you will have already taught “c” in a previous lesson). Teach the cluster in the same way as individual letters. Other clusters include: sh, th, ch, st, oo, ee, ou. We have letter cluster worksheets for your students to do.

2. Begin teaching simple words early on
You’ll be surprised how quickly your kids will be able to read simple words. For example, by the time you have reached the letter “O” put the flashcard letters “d – o – g” on the board. Elicit the sound of each letter and then see if the students can string the letters together to make the word. Some good early learning words are:

• bag
• bat – man (batman)
• bed
• big
• cap
• cat
• cup
• fat
• fox
• hat
• hop
• hot
• jam
• jet
• kick
• kiss
• leg
• pen
• pot
• rat
• sit
• sun
• van
• wet

Wrap Up:

Assign Homework
Always assign an alphabet worksheet at the end of each lesson to help internalize the new and previously taught letters.

SUMMARY OF THE LESSON IN RUSSIAN LANGUAGE 2 CLASS. "ALPHABET. THE ROLE OF THE ALPHABET" | Lesson plan in the Russian language (Grade 2):

LESSON SUMMARY IN THE RUSSIAN LANGUAGE

Full name student, group: Nesterova Ekaterina Viktorovna

Theme of the lesson: “Alphabet. The role of the alphabet»

Class: 2

Purpose of the lesson: to create conditions for the formation of knowledge of the alphabet for its use in everyday life

Lesson objectives:

Didactic: improve knowledge of the alphabet, develop the ability to use the alphabet, replenish the vocabulary of students.

Developing: develop students' speech, enrich vocabulary, develop self-control, memory, thinking.

Educational: to educate the spiritual and moral qualities of a person, the culture of conducting in group and individual work, to teach to negotiate, to control the emotional state, to teach how to use the rules of work in a group.

Planned results:

Subject: generalization of knowledge about the alphabet, repetition of the alphabetical order, formation of an idea of ​​the significance of the alphabet, the ability to apply the learned knowledge in practice

Meta-subject (P-cognitive, R-regulatory, K-communicative): P - to form the ability to realize the importance of the Russian language for further learning, to understand the goal; R - to form the ability to organize their educational activities in accordance with the educational task, to control the process and results of classmates and their activities, the ability to organize their cognitive activities in a group, individually; K - to form the ability to realize the importance of the Russian language for further learning, to understand the goal.

Personal: to navigate the content of the course, independently draw conclusions, form a positive attitude towards learning.

Equipment: Russian language textbook. Grade 2, part 1. Klimanova L.F., Babushkina T.V. presentation, task cards, cards in red, yellow and green.

CHARACTERISTICS OF THE STAGES OF THE LESSON

Summary of the lesson on teaching literacy on the topic "Alphabet" Lesson: Alphabet.

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To introduce children to the alphabet (alphabet), its role in people's lives; exercise in memorizing the names of letters and the order of letters in alphabet; develop the ability to use the alphabet