"The Kite is the Key"
Emergent Literacy Lesson Plan
Tonya Hill







· Rationale ­ The single best predictor of students' success in reading is their ability to recognize and name the letters of the alphabet. (Adams) For this reason, it is imperative that teachers effectively teach the alphabet and the corresponding phonemes.   The goal of this lesson is to introduce the letters of the alphabet.  The letter I have chosen to teach is K.  This lesson will help children to recognize the letter K and its phoneme /k/.  They will receive practice in recognizing the letter K, hearing and saying the phoneme /k/, and in writing the letter K.  It is my hope that after this lesson the students will: 1be able to recognize the letter K, and 2be able to have at least a rudimentary association between the letter symbol K and the phoneme /k/.

· Materials ­ In a Pumpkin Shell by Joan Walsh Anglund, Alphabatics by Suse MacDonald, A Was Once an Apple Pie by Edward Lear, flashcards with the alphabet (both upper case and lower case) printed neatly, two worksheets (included in this lesson), Pencils for each child, Letter strips for each child, a large picture of a kite, and a lined chalkboard or dry-erase board.

· Procedures ­
1. Begin by reviewing the letters previously taught.  I am beginning with the letter K; therefore, my students would review letters A-J.
        a.. We would begin by singing the alphabet song and students would point to each letter on their letter strips attached to their desks as we sing.  Naturally, we
             would sing slowly enough for the students to point to the letters, and we would finish the song despite the fact that the children haven't been taught all of the
            letters.
        b.  Next, we would "mix it up" by having the students identify the letters from flash cards.  Each flash card features the upper and lowercase letters in large
            black print.
2. After we have successfully reviewed A-J, introduce the letter K.  Begin by using Alphabatics by Suse MacDonald.  Open the book to the K page.  Tell students
    that this is the letter K and it makes the /k/ sound.  Have the students repeat this statement The letter K says /k/.  Then look at the picture and point out the kite.
    Show the students the picture and the written word.   Tell them that kite begins with a K.   Say Kite pronouncing it slowly so the children can hear the /k/ sound.
    Have the students pronounce the word kite, emphasizing the /k/.
3. The next activity involves A Was Once an Apple Pie by Edward Lear.  Present the K page to the children.  Ask them if they recognize the letter K.  Read the
    poem on the page, once again emphasizing the /k/ sound.  After the poem has been read, discuss kites.  Have they ever flown one?  What color was their
    kite, and did the kite fly high or get tangled in the trees?
4. Practice Writing Kk.
    a. First practice writing the capital K on the lined chalkboard or dry-erase board.  Demonstrate the moves by telling the students: Place your pencil at the roof.
        Then go straight down to the sidewalk.   We are now going to draw half of a kite.  See how the Kite goes in and then back out. As you say this
        trace the lines on the kite with your finger.   This is how we make the second part of the Letter K.  Pick up your pencil and go back to the roof.
        Draw a line that meets the fence and the first line.    Now we are going to go back out all the way down to the fence.  This is how we make the
        capital K.   Now have the children practice on the worksheet.  As they practice repeat the instructions.  Allow the students to practice the K on their own.
        When they have finished one line of capital Ks, move on to the lower case k.
    b. Once again demonstrate on the board as you instruct the students.   The lower case K is a lot like the capital K.  Once again, place your pencil at the
        roof.  Then go straight down to the sidewalk.    Now we are going to make a smaller half kite than we made with the capital K. Once again trace
        the lines of the kite, so the children can see how the lines go in and then out.  Now we are going to start our second line at the fence.  Everybody
        put your pencil on the fence. Now draw a line that goes in like the Kite and meets the first line.   Then take the line back out and down to the
        sidewalk.  Do this again ­ this time with the students practicing on the worksheet.
    c. Assessment: Have students finish the writing worksheet and then collect it.  Make certain to point out the last line of K's and the alternating capital and
        lower case Ks.
5. Read the K poem from In a Pumpkin Shell by Joan Walsh Anglund.  As you read the poem, once again emphasize the /k/ phoneme.
6. Activity:  Hold up 2 letter flash cards and ask the students which card is the K.  Do this four or five times.  As a review have the children name the other letter
    being shown.  Remember to only use letters A-J.
7. Assessment:  Give students the worksheet that details a number of letters.  Ask the students to circle all of the K's featured on the page.  It may be helpful to find
    one of the k's together.  Tell them that there are 10 letter Ks.  This will also give them practice with their counting.  After the students have circled the Ks, as a
    review have them put a box around the Ls.  Tell them that there are 5 of these.  This will also help them with their counting.
8. Ask students: What sound does the K make? Review the association between K and the Kite.  Repeat the /k/ phoneme with them.
9. As a final review, sing the alphabet song, while pointing at the letters on their alphabet strips.  Remind the students to point to K this time.

· References ­
1. Adams, Marie (1990) Beginning to Read: Thinking and Learning about Print ­ A Summary. Center for the Study of Reading the Reading Research and
    Education   Center; University of Illinois at Urbana-Champaign. 12.
2.  Musical Alphabet - http://www.auburn.edu/rdggenie/breakthroughs/obrienel.html

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Work Sheet
 

Name ____________________________________________ Date ______________
 
 

  Circle the K k and Box the L l.






    f          B          l          k            c           j

    L         d          e          h           K           D

   F          K          b          k           i            L

   K          g          E          I          D            k

   l          B          C          H          K            B

   b          d          k          F          L            j

   K          G          K         J           e            i