voice threading lesson plan

Pre-K 4 Letter T Lesson Plan

Attached is my lesson plan! Its focused around the young age classroom so it is really simple. I didn't want to over power them with to much technology but show them how fun voice threading is and allowing them to be a part of it with their own voices!

Overall Daily Goal: Preschoolers can successfully learn to write the letter T as well as recognize objects beginning with the letter T through voice threading, and fun activities.

Status of this skill: (Indicate one)     Introduction        Extension        Re-teach          Enrichment

Standards/TEA(pre-k):

·         Child identifies the letter associated with the sound.

·         Child participates through actions to begin to develop common object names.

·         Child joins in songs and finger plays.

·         (11)  Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to:

o   (A)  publish information in a variety of media including, but not limited to, printed copy or monitor display; and

o   (B)  publish information in a variety of media including, but not limited to, stored files or video.

English Language Proficiency Standards:

·         Trace symbols or letter associated with pictures.

·         Repeat key words

Time Constraints:

Focus: _10_minutes; Input: _15_minutes; GP: _5_minutes; IP: _5_minutes; Closure: _5_minutes

Cognitive Objectives:

·         In the classroom environment, the students will identify the letter T through voice threading, make and recognize the T sound, and will be able to identify objects that begin with the letter T with 90% accuracy.

Modifications or Accommodations:

Hearing Impaired: For those students who have trouble with hearing the letter T, teacher will have student focus on the mouth area to have them see and focus on how the mouth looks like when pronouncing it. 

Language Barrier: For students who are Spanish speaking students and have trouble with the English letter T, saying T in Spanish then translating it to English. I want them to realize it’s the same letter but practice both ways for better understanding. 

Previous Knowledge Necessary:

Students should know that the letter T is part of the alphabet. They should also know that it comes after the letter S.

Community and Culture:

Teacher can begin tying this in with friend and family members talking about how Tia, Tio, Teacher begins with the letter T. Then move on to a bigger understanding that the state we live in (Texas) begins with the letter T.

Rationale:

This is important because it helps us talk to our friends and families. Without knowing what the letter T looks like or sounds like than we would never know how to read or write. Just as the letter T is important to help with reading and writing so are all the alphabets which is why we study and practice them. Voice threading is also important for our students because it helps them with their listening skills.

Materials Needed:

*         Poster Board

*         Markers

*         Glue

*         Pictures(starting with the letter T)

*         Pencils

*         Papers

*         Letter T worksheet

*      Computer

*      White Board

Multiple Intelligences:

Intrapersonal: The students will work alone during independent practice working on writing the letter T.

Interpersonal: The students will be working together making the voice thread

Verbal/ Linguistic: The students will be talking and singing with each other during the focus when together they will be singing a song.

Logical/ Mathematical: The students can count the number of pictures on the poster board and notice the pattern on the board (all pictures begin with the letter T)  

Visual/ Spatial: The teacher and the student use pictures and mouth reference for seeing things beginning with the letter T and how to pronounce it.

Musical: The students will be singing a song pertaining to the letter T.

Naturalist: The students can name things that pertain to the letter T that come from the outdoors.

Bodily/ Kinesthetic: The students actively participate as a group singing, moving and talking.

Focus (instructional steps):

The teacher will begin this lesson by having students all come to the large group carpet and take their place. She will begin by talking with the students about the different alphabet letters they have learned up until today. They will review some of the letters and their sounds. Once she feels they understand those letters, the letter T will be introduced. Write the letter T on the white board and if that can’t happen point to the letter T that is posted on the wall along with the letter list. Once they see the letter on the board the video will be played of the different students saying and pronouncing the letter T. Play again if asked by the students. Next ask the students what the classroom turtle’s name is. Once they tell you his name, explain that we are going to be singing a song about the Turtle.

There was a tiny turtle, his name was tiny Tuck.
We put him in the bathtub to see if he could swim.
He drank up all the water. He ate up all the soap.
Now he's sick in bed with a bubble in his throat. Gulp! Gulp!

Sing this with students a few times! They will want to hear it again and it gives them practice with the letter T sound and they don’t even realize. Moving around to sing the song is ok. For example, it’s okay to stand and sing, clap to the song or make hand motions with song. Once the singing is done discuss with students that this song has to do with a turtle and turtle starts with a T. If the students can get the pronunciation down, you may move on to the next event.

Teaching:
 In order to introduce the letter T, the teacher will create a poster board prior to the lesson which shows both the upper and lower case letter T. Glue a variety of pictures of objects cut from magazines that begin with the letter T. To start this off, the board will be up on the board for students to view. As teacher introduces what the letter looks like, she will have the students interact by having them draw their very own T in the sky. (Pretend to draw a T with their finger in the air) Do this a couple times still teacher sees most students understand the concept. Ask the students what the letter T reminds them of or what it looks like to them. Then discuss the poster board with the children, pointing out the variety of items that begin with the letter T. Demonstrate again the T sound and ask the children to make (repeat) the T sound. After that have them stand up and make a T with their body. (Stand straight up and extend your arms) Always watch how students do and check for their understanding. Lastly ask the children to think of objects, names, and places that begin with the letter T.

Guided Practice:

During the teaching students will have the opportunity to go up and circle or point to the picture they think starts with letter T. As teacher calls a student up (using popsicle stick names), she will observe to see if students can master on their own, or help if asked by student. The teacher will also encourage students to help each other and share with each other what pictures they think start with the letter T. If there is too much commotion, teacher will inform the students that the one student needs it a little quiet so they circle the right picture without distractions. 

Independent Practice:

On a paper the student will write both an upper and lower case T. Students can practice tracing the letter T in both upper and lower case using letter T worksheet. A letter T worksheet appropriate for preschoolers can be found on the TLS Books website. In addition, teachers can direct children to practice making upper and lowercase Ts using pencils or crayons on blank sheets of paper. Teacher will actively walk around the room observing as the students work and only participate if a student has a question.

As for the computer center the students will work on Star-fall with the letter T. Star-fall is a computer website for students learning advancement.

Extension: If students finish early with their letter T worksheet, they may get paper from the writing area and practice writing their name and different letters along with the letter T they have just learned.

Closure:

During the time when they are finishing up their worksheet and reviewing on the computer, the teacher will close by allowing some time for the students to put their things away. The timer will go off and students will sing Twinkle, Twinkle Little Star. Today as a class we have come to realize what the letter T looks like, sounds like and how it helps us in the real world.  We used pictures, body movement and verbal vocabulary to help us understand the alphabet letter T.  As a class you were given the chance to learn the letter in many different ways.