Upper and Lower Case Letters Lesson Pre-K

READ ALOUD LESSON PLAN
Teachers Name: Sarah George

Focus of the Lesson: Differentiation between upper and lowercase letters
Grade Level(s): pre-K
Childs Pseudonym: B
Standard(s):
Virginia Literacy Foundation Block 4
a) Identify and name uppercase and lowercase letters in random order.
d) Begin to match uppercase and lowercase letters.
Materials:
Teacher materials: Once Upon an Alphabet by Oliver Jeffers, worksheet to give child,
playdough and laminated letter sheet to give child
Student materials: pencil or marker, playdough, laminated letter sheets
Procedures:
Minutes What is the teacher doing? What is the student doing?
3 minutes Guide student in picture Child participates by
walk through the Once making observations and
Upon an Alphabet book. inferences about what the
Ask student questions about book is about/will be about.
the book: What do you see? The child points to pictures.
What do you think it will be
about? What letters do you
see?
10 minutes Read through the book, Child engages with book by
making pauses on each page looking at pictures and
to look at the letters. Can words. Child points to
you find an upper case letters in the book and
letter? Can you find a practices saying them aloud.
lowercase letter? Not only
point to the big picture with
the big letter, but have the
child find certain letters in
the text too.
3 minutes Explain the worksheet to Traces lower case letters
the student. Give tracing and says their names with
worksheet to child. together with the teacher
5- 10 minutes Introduce activity to Create letter shapes out of
student, give them a few playdough and place them
laminated sheets to start on top of the sheet.
with.
This is the book, called Once Upon an Alphabet, by Oliver

Jeffers.
This is a tracing worksheet I would first complete with the
student.
This is an example of the the playdough spelling activity.

RATIONALE
When I first worked one on one with B in the classroom, I noticed that she struggled a lot
to recognize and write lowercase letters. Therefore, I wanted to create a lesson that would help
her grow in her knowledge of these letters. The goals of this lesson were to help the child
become more comfortable with working with lowercase letters, and for her to find joy in writing.
I think, sometimes with assessments, children can become frustrated at spelling and find little joy
in it. So, I chose a fun book with vibrant illustrations and funny stories to help the child become
more engaged with the alphabet. I also chose an activity for the end of the lesson that would use
play to help the child grow in her spelling skills.
According to Words their Way, letter naming appears to be the strongest predictor the
later reading success (Bear, Invernizzi, Templeton, & Johnston, 2016, p. 107). Because of its
importance, and the fact that recognizing letters is connected to every aspect of literacy, the skill
of recognizing both upper and lower case letters is crucial for B to improve in. It is said that
children can grow in their recognition of letters when they see it in many different contexts
(Bear, Invernizzi, Templeton, & Johnston, 2016, p. 107). Therefore, in my lesson I used a book
that uses different kinds of fonts and sizes for letters. I will also have the child trace letters and
then form letters with playdough. Hopefully seeing letters and different contexts will help the
childs abstract concept of letters grow.
The lesson I have written is grounded in the 4th Literacy Foundation Block. This blocks
standard is for the child to grow in their knowledge of upper and lowercase letters and for the
child to begin to explore the relationship between the two sizes. I wanted to create a lesson that
would include activities that enhance different content areas as well. According to Foundations
of Early Literacy Development, to provide meaning and purpose, literacy activities occur and
are embedded within content areas such as art, music, play, social studies, in science (2014, p.
130). I not only focused on writing letters in the lesson, but I included a read-aloud, a hands-on
art project, and a playful activity. Hopefully, by using various activities, I would be able to keep
the child focused and interested in learning.
If I were to implement this in the classroom, I would be excited to engage with the child
more through reading a book. B is very quiet in the classroom, however, whenever we read
books, she seems to open up and engage with me through questions and making comments. I
enjoy making activities and crafts, so I think making the laminated playdough sheets would be
fun! One concern for the lesson is time and attention span. I may have created too many
activities for the child. I think for the last activity, when we use playdough, I will only pick
certain lowercase letters to focus on. The child struggled to write the lowercase letters: m, a, g, o,
q, z, j and s. Therefore, in order to save time, we can concentrate on making those letters, instead
of trying to go through the whole alphabet in that activity.
References
Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. R. (2016). Words their way word
study for phonics, vocabulary, and spelling instruction. Boston: Pearson.
Morrow, L. M. (2001). Literacy development in the early years: helping children read and write.
Boston, MA: Allyn and Bacon.

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What was the focus of the lesson plan?

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READ ALOUD LESSON PLAN

Teachers Name: Sarah George

Virginia Literacy Foundation Block 4

a) Identify and name uppercase and lowercase letters in random order.

d) Begin to match uppercase and lowercase letters.

This is the book, called Once Upon an Alphabet, by Oliver

This is an example of the the playdough spelling activity.

play to help the child grow in her spelling skills.

childs abstract concept of letters grow.

the child focused and interested in learning.

of trying to go through the whole alphabet in that activity.

study for phonics, vocabulary, and spelling instruction. Boston: Pearson.

Boston, MA: Allyn and Bacon.

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