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Lesson Plan: Alphabet Soup

Lead Teacher: Meranda Chavarria


Lesson Title/Subject: Alphabet Soup, Kindergarten
Objectives:
The Student will:
Define the alphabet and what it is and what is made up of.
Examine The songs that we sang in class and apply them to the creation of the alphabet
soup
Create a bowl of soup and all the letter in it
Analyze progress of how well they assemble the project.
Evaluate each students final project and their understanding of each letter and the sound
that it makes. As well as the word they chose to spell within their soup. Make sure the
word is spelt correctly.
Understand the concept of making words and the sounds letters make
Remember the song to help them with this assignment
Apply these sounding out letter in reading and writing

Sequence of Lesson:
Discuss the ABCs and how we create words with it
Sing some songs about the alphabet
Go over the sounds that each letter makes
Each student works independently
Cut out a circle to be their bowl of soup
Use alphabet stickers to put in the circle
Create 1 word somewhere in their bowl
Present to teacher each letter and sounds it makes. As well as identify the word they spelt.

Materials Resources:

ABCs letter
Thinking caps
Construction paper
Scissors
Alphabet stickers of different colors and sizes.
Pencil
A song to sing as a class that is catchy and easy to memorize.
Coloring pencils to make their bowls of soup unique

Modifications:
Special Needs:
Help one on one with teacher
Allow a simpler assignment, no spelling just letters
Allow them to work with a partner
Gifted/Talented:
Require more words
Require more vowel sounds and letters
Require more neat work and their words to be bigger then 4 letters.
Spelling MUST be correct
Assessment:
As the teacher I will asses the students how well and efficiently the assignment is completed:
Were they able to understand the concept?
Did each student cut out their bowls properly
Was enough letters used to fill most of the bowl?
Did the student stay on task?
Was the student able to spell their word correctly?
Were they able to say all the different letter sounds?
Also, use above criteria on a daily basis to track student success throughout project.
TEKS:
110.11 English Language Arts and Reading, Kindergarten
(b) Knowledge and skills
(1) Reading/Beginning Reading Skills/Print Awareness. Students understand how English is
written and printed. Students are expected to:
(A) recognize that spoken words can be represented by print for communication;
(B) identify upper- and lower-case letters;
C) demonstrate the one-to-one correspondence between a spoken word and a printed word in
text;
D) recognize the difference between a letter and a printed word;
(3) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters
and sounds, spelling patterns, and morphological analysis to decode written English. Students are
expected to:
(A) identify the common sounds that letters represent;
(B) use knowledge of letter-sound relationships to decode regular words in text and independent
of content (e.g., VC, CVC, CCVC, and CVCC words);
(C) recognize that new words are created when letters are changed, added, or deleted; and

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