Description of Activity Students are given a laminated sheet that contains an outline of various letters. The students are also given play-doh. With the materials provided, the students will mold the play-doh into the given letter using the laminated guide to properly shape the letter. If the teacher provides a sheet that has both the uppercase and lowercase image of a letter, students will be able to compare the shape and structure of each.
The teacher decides how many letters the students will focus on for the activity
Depending on the students learning level, fewer or more letters may be used
Once students are introduced to this activity it can be used to practice the alphabet at home
This can be used before, during, and after learning the alphabet and its correlation with phonics
Rationale and Objective Rationale: Students use play-doh to practice their phonic awareness of the relationship between letters and their sounds Objective: To develop the students understanding of the alphabet Literacy Skills Activity Addressed Students learn early-writing skills by physically molding and interacting with each letter.
Students can manipulate the play-doh and see the differences between letters, and capital and lower case letters
Students are able to make connections between the graphemes and phonemes
Students learn eye-hand coordination by manipulating the play-doh using control to correctly create each letter This skill will later help students perform hand-based activities such as writing and drawing
Beyond Literacy Making the letters with the play-doh helps develop the students fine-motor skills because the muscles used to manipulate the play-doh are the same used to hold a pencil
Play-doh allows students to engage in meaningful and creative play (Mugurussa 2012)
Students learn spatial awareness by experimenting with the shape of letters and the space provided
Theory and Research Support
Explicit phonics instruction improves reading achievement. Phonics is important for students to learn when they are being introduced to learning to read. The play-doh activity allows teachers to teach phonics. The students physically see the letters and their sounds.
Teacher involvement in activity includes monitoring for alphabet recognition, encouraging students to see different viewpoints of learning and play, expand of student learning through additional activities or support. It is beyond just learning letters. The students are immersed through all senses. This leads to students retaining the information
Can be easily individualized to fit each students learning needs, strengths, and interests. When learning is differentiated, teachers can meet each childs needs. Students only benefit from this. When lessons include student interests, students are more engaged in lessons.
Children have choice! Children can choose their colors and how they make the letters. When children have choices they are engaged and motivated.
Vygotskys Preoperational Stage Hands-on experience is invaluable in student learning and development.
During this stage children benefit from hands-on activities with physical objects. They need physical hands on practice.
It helps the children move toward understanding conservation and two-way logic.
The play-doh activity allows the students to use their hands and manipulate the object. They are able to see the letters and make the play-doh change into the different letters.
Childrens books to accompany Play-doh activity and alphabet awareness Summaries from amazon.com While teaching upper and lowercase letters to preschoolers, Ehlert introduces fruits and vegetables from around the world. Kipper and Arnold are on an alphabet adventure! What can they find for each letter? They find ladybugs for L. And toys for T. But what begins with X? That's a hard one. Kipper and Arnold need your help! The alphabet is presented in upper and lower case letters accompanied by full color photographs that introduce farms and thing associated. Common Core Alignment (P, K-2) WS.1- Demonstrate understanding of the organization and basic features of print.
WS.2- Demonstrate an emerging understanding of spoken words, syllables and sounds (phonemes). WS.P.3- Demonstrate emergent phonics and word analysis skills.
LS.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
LS.2- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
The Bottom Line Students learn best when they are engaged in an activity that both develops their understanding of a topic and connect to their personal interests.
Using play-doh to manipulate into letters shows students how similar the various letters are to each other.
It allows students to practice awareness of phonics by sounding out the letter as they mold the play-doh into its lower and upper-case forms.
This is a cost-effective activity that can be created and reused multiple times, all the while continuing to engage students both creatively and academically every time. References Butler, A. (n.d.). Play Doh 'Alphabetica' Stop motion animation!. YouTube. Retrieved July 1, 2014, from https://www.youtube.com/watch?v=mHLsYhwBieU
Cognitive Development in Early Childhood. (n.d.). . Retrieved July 1, 2014, from http://www9.qcc.cuny.edu/socialsciences/CBluestone/PrintableNotes/CognitiveDevelopment10_10- newPrintable%20.pdf
Smith, C. B., & ERIC Clearinghouse on Reading, E. N. (2003). The Teaching of Phonics. ERIC Research Summary.
Mugurussa, T. (n.d.). Learning With Play Dough. Scholastic Teachers. Retrieved July 1, 2014, from http://www.scholastic.com/teachers/top-teaching/2012/09/learning-play-dough