Third Level of Transition Planning “Las Syllables”

CLASS BY CLASS PLANNING

Educator: Nursery Technician: Level: Third Transition Level Theme: Syllables Application date:

Scope and Core Learning objective Learning Experience Resources Evaluation and Indicators
Ambit: Third Transition Level Start: Organize the children in a semicircle. Materials: Procedure:
LO 7. Recognize words that Present a pet or stuffed animal from the room. Observation.
Integrated are found in various media Ask them for ideas to give it a name and explain
communication by associating some why you chose it. Let them handle and get to Indicators:
phonemes with their know the pet. Point out to the group that this -Stuffed animal or pet.
corresponding graphemes mascot will help us learn about letters and -Poster of letters and
Ob. From Learn. Specific sounds. The boys and girls will be presented sounds. OA:
LO 7. Recognize words with a video of the sounds of the letters called -Wall alphabet. -
Core: found in various media “Sounds of the letters of the alphabet” Individual alphabet. - Pronounces all the phonemes of
Transversal Objective https://www. youtube.com/watch? -Letter cards. his language.
Scope: Personal and Social v=n6_SSEJHadQ What did you learn from the -Name cards. -Sound
Verbal Language Development video? What letters did you observe in the cards. -
Core: Coexistence and video? Among other. Thus we will move on to Glue. Scotch. - Recognize letters
Citizenship the central activity. -Plastic containers or
OAT: OA 1. Participate in Development: Show, name and let you boxes
collaborative activities and manipulate some of the previously prepared
games, planning, agreeing materials (letter cards, individual alphabets,
on strategies for a common wall alphabet, initial sound cards, proper name
purpose and progressively cards, individual blackboards, magnetic letters,
assuming responsibilities in markers, leaves and pencils, among others). ). OT:
Name of the them. Explain the purpose of each one, the rules of use Humans:
activity: Ob. From Learn. Cross and where we can find/save them. Place them -Educator.
LO 1. Participate in in containers and arrange them, along with the -Technical.
“Sounds and collaborative activities and boys and girls, at their height in a permanent -Children. -Participate in group activity
letters” games, planning, agreeing place or piece of furniture in the room. Show the
on strategies for a common “Letters and sounds” poster today and daily at
purpose the beginning of the activity, highlighting that it
will notify us of the moment in which we will
work with the Letters and sounds. If possible,
accompany it with a song of your choice that
allows the children to identify this moment
within daily activities. Point out that all these
 materials will allow us to know and play with
letters and sounds, according to the rules and
regulations of the room.
Closing. Remember the pet's name, place it in
the assigned place or piece of furniture, inside
the room. Highlight that throughout the year
and every day, we will work with words, letters
and sounds.

CLASS BY CLASS PLANNING

Educator: Nursery Technician: Level: Third Transition Level Theme: Syllables Application date:
 Scope and Core Learning objective Learning Experience Resources Evaluation and Indicators
Ambit: Third Transition Level Start: Show the “Letters and Sounds” poster and Materials: Procedure:
LO 3. Discover in playful remember the name of the room mascot. Ask: Observation.
Integrated contexts, phonological How are you going to help us? What are we
communication attributes of known words, going to do now? (Play with letters and sounds). Indicators:
such as word counting, Then he will present an Educational video in -Poster of letters and
segmentation and counting relation to sounds and letters called “How the sounds. Pet. Ambient
of syllables, identification of letters sound” sounds or sounds with OA:
final and initial sounds. https://www.youtube.com/watch? objects.
Core: Ob. From Learn. Specific v=28xKeOi5jcw where then the Adult the boys -colored pencils -Discover the sound of each
LO 3. Discover, in playful and girls have to Answer some questions: What -lamina Activity syllable
contexts, phonological are the letter sounds like? Are they strong or
Verbal Language attributes of known words, soft? What letters did you see in the video? ,
such as: Initial sound With letter part of your name? Among other. -Mark the initial sound of each
Transversal Objective Development: Then the Adult will give the boys drawing
Scope: Personal and Social and girls the instructions for the activity. With
Development the help of the pet, point out that the words are Humans:
made up of letters and that each letter has a -Educator. OT:
Core: Corporality and
Movement different sound. This year we will learn a lot -Technical.
OAT: OA 6. Precisely and about letters, their shapes, usage, sounds, etc. -Children.
efficiently coordinate your What is a sound? Invite the children to pay -Take the pencil in a supine grip
Name of the fine psychomotor skills attention to the ambient sounds outside the
activity: based on your exploration room (if there are no sounds, make different
and play interests. sounds with objects, so that the children can
“Initial sound Ob. From Learn. Cross guess what the object is. (For example: sounds
mark” LO 6. Coordinate your fine with the mouth).
psychomotor skills with Closing. Let the children lead the activity by
precision and efficiency producing other sounds for the group to guess.
Then located in their workplaces, they will be
given a sheet where several drawings can be
seen where the boys and girls have to mark the
initial letter of each drawing and then color the
drawings.
 CLASS BY CLASS PLANNING
Educator: Nursery Technician: Level: Third Transition Level Theme: Syllables Application date:

Scope and Core Learning objective Learning Experience Resources Evaluation and Indicators
Ambit: Third Transition Level Start: Previously hide some simple initial sound Materials: Procedure:
LO 7. Recognize words that cards around the room, such as: SUN, BOAT, Observation.
Integrated are found in various media BEAR, BED, CAR, DICE, NAIL, SEAL,
communication by associating some FLOWER, CAT, MAGNET, EYE, CLOUD, POT. Indicators:
phonemes with their Remind children how to segment the words by -Poster of letters and
corresponding graphemes. saying the sound of each letter. Slowly say some sounds. Sound cards.
Ob. From Learn. Specific of the sounds in a word so that children can OA:
LO 7. Recognize words that hear and point to the entire word. For example:
Core: are found in various media What appears if I add: RRR/OOO/SSS/AAA? - Name and recognize upper and
by associating some (PINK). lower case letters
phonemes Development: invite the boys and girls to look
Verbal Language Transversal Objective for a sound card hidden in the room, without Humans: -Recognize some phonemes
Scope: Personal and Social showing it to the group. Ask them to sit in pairs -Educator.
Development or small groups to segment the word on their -Technical.
card into sounds and have the group or pair -Children. OT:
Core:
OAT: OA 10. Progressively guess what it is. If time allows, repeat the
recognize essential activity, changing partners or combining -Recognizes coexistence practices
requirements of democratic groups. Make sure everyone participates and/or such as listening to others
coexistence practices, such changes partners .
as: listening to divergent Closing. Play with the children to eliminate the
Name of the opinions, respect for others, initial sound of some objects in the room. For
activity: taking turns, and example, what is the initial sound of SSILLA?
majoritarian agreements. (S) What remains if we take away SILLA's SSS?
“” Ob. From Learn. Cross (ILLA), What do I have left if we change the SSS
LO 10. Progressively for MMM? (MILE) What is the initial sound of
recognize essential MMMESA? (M) What remains if we take MMM
requirements of democratic away from MESA? (ESA), What do I have left if
coexistence practices, such we change the MMM for PPP? (PESA) What is
as: listening to divergent the initial sound of PPPUERTA? (P) What
opinions remains if we take away PPP from PUERTA?
(UERTA), What do I have left if we change the
PPP for FFF? (LOUD). Let the children say other
objects in the room and lead the activity, as
often as time allows.
 CLASS BY CLASS PLANNING
Educator: Nursery Technician: Level: Third Transition Level Theme: Syllables Application date:

Scope and Core Learning objective Learning Experience Resources Evaluation and Indicators
Ambit: Third Transition Level Start: Organize the children in a circle. Remind Materials: Procedure:
LO 3. Discover in playful them how to segment words into syllables or Observation.
Integrated contexts, phonological claps. Give and ask for an example. Point out
communication attributes of known words, that today we will play to find words that Indicators:
such as word counting, rhyme or end with the same syllable/final clap.
segmentation and counting The Adult will invite the boys and girls to sing -Poster of letters and
of syllables, identification of the song of the time of the activity. sounds. OA:
final and initial sounds. Development: On a piece of kraft paper, -Sound cards. -Kraft
Core: Ob. From Learn. Specific arrange the sound cards in a row: APPLE, paper. - Produces words that rhyme.
LO 3. Discover in playful JACKET, ICE CREAM, HEART. Ask the -Pen or chalk.
 contexts, in words known children to segment the words into -Letter cards.
Verbal Language as: initial sound syllables/claps and identify which is the final -Join the words that rhyme with
Transversal Objective syllable. Then, in front of these cards, in another a line
Scope: Personal and Social row place other sound cards that rhyme with
Development the previous ones, such as: BELL, COMB, DICE, OT:
Core: Corporality and SOAP. Ask the children to say it out loud,
movement segment the words into syllables and identify Humans:
OAT: OA 6. Precisely and the final syllable. Ask What words rhyme or end -Educator.
efficiently coordinate your with the same syllable/clap? Give a volunteer a -Technical. - Takes down effectively
fine psychomotor skills marker or chalk and ask him or her to match the -Children.
Name of the based on your exploration rhyming words with a line. If time permits,
activity: and play interests. repeat a second time, using the sound cards:
Ob. From Learn. Cross IGUANA/WINDOW, RACKET/BICYCLE,
“Syllables” LO 6. Coordinate your fine ELEPHANT/DIAMOND, BRANCH/FLAME.
psychomotor skills with Closing. Show the letter cards and point out the
precision and efficiency name and sound of X, x, Z, z and any others that
need reinforcement.
 CLASS BY CLASS PLANNING
Educator: Nursery Technician: Level: Third Transition Level Theme: Syllables Application date:

Scope and Core Learning objective Learning Experience Resources Evaluation and Indicators
Ambit: Third Transition Level Start: Hide letter cards in the room (use only the Materials: Procedure:
LO 3. Discover, in playful consonant cards). Ask the children to go out and Observation.
Integrated contexts, phonological look for them. Whoever finds one must sit in the
communication attributes of known words, semicircle on a chair, say the name and sound of Indicators:
such as word counting, the letter found and leave it face down on the
segmentation and counting floor. -Poster of letters and
of syllables, identification of Development: Previously stick a sound card sounds. OA:
final and initial sounds under each chair (use only the initial vowel -Letter cards.
Core: Ob. From Learn. Specific sound cards such as: AUTO, STAR, INDIO, -Sound cards. - Combine and manipulate initial
LO 3. Discover in playful BEAR, GRAPES). Ask the children to look for phonemes.
contexts, in words known and take out the card under their chair in an
Verbal Language as: initial sound orderly manner, without showing it to their
Transversal Objective classmates, and sit down again. Ask a volunteer -Discover the syllables
Scope: Personal and Social to take one of the letter cards laid out on the Humans:
Development floor, say its name and sound, and use it as the -Educator.
first sound of your word, so your classmates can -Technical. OT:
Core: Coexistence and
Citizenship guess what your sound card is. For example: -Children.
OAT: OA 1. Participate in What sound did you take? (V) What is the initial -Associate a role in the activity
 collaborative activities and sound of your word? (A) What word is left if
games, planning, agreeing you add the VVV? (VAUTO) What card did the
Name of the on strategies for a common classmate find under his/her chair? (CAR).
activity: purpose and progressively Repeat as many times as time allows.
assuming responsibilities in Closing. Finally, say the word PINK and invite
“Initial Sound” them. the children to recognize and change its initial
Ob. From Learn. Cross sound. For example, what is the initial sound of
LO 1. Participate in RRRosa? (R) What remains if we change the
collaborative activities and RRR for the MMM? (MOSA) What remains if
games, planning, agreeing we change the RRR for the FFF? (FOSA) What
on strategies for a common remains if we change the RRR for the LLL?
purpose (LOSA) What remains if we change the RRR for
the TTT? (TOSA) What remains if we change the
RRR for the CCC? (STUFF).
 CLASS BY CLASS PLANNING
Educator: Nursery Technician: Level: Third Transition Level Theme: Syllables Application date:

Scope and Core Learning objective Learning Experience Resources Evaluation and Indicators
Ambit: Third Transition Level Start: Organize the boys and girls in a Materials: Procedure:
LO 7. Recognize words that semicircle. Remind them of the difference Observation.
Integrated are found in various media between beginning and ending sounds. Write
communication by associating some the word WATERMELTER on the board. Indicators:
phonemes with their Enclose and highlight the initial sound (SSS).
corresponding graphemes. Quickly ask a volunteer to identify the letter in
Ob. From Learn. Specific the wall alphabet and give an example with the -Poster of letters and - OA:
LO 7. Recognize words that same initial sound (SOL). Then, say out loud sounds.
Core: are found in various media and write on the board the words: PLANE, -Marker. - Combine and manipulate initial
by associating some SOAP, MOUSE, and BREAD. Ask: What is the -Board. phonemes.
phonemes final sound of these words? (NNN) Are they the -Letter cards
Verbal Language Transversal Objective same? (YES) Who can say another word that has -Recognize some phonemes in
Scope: Personal and Social the same final sound? (SONG, TRUCK). If words
Development necessary, write and repeat with another word
Core: Identity and or another example given by the children.
Development: Then write the word PINE on the OT:
Autonomy
OAT: OA 4. Express their board and mark the initial sound (PPP).
emotions and feelings by Comment that if we change one letter in this Humans:
self-regulating based on word we can change the word. Invite the boys -Educator. -Expresses their feelings at the
their own needs, those of and girls to play changing the first letter of -Technical. time of the activity
Name of the others, and the norms of PINO. Tell the story: “Once upon a time there -Children.
activity: group functioning. was a dog named PINO, but his master always
Ob. From Learn. Cross changed the first letter of his name to… (Delete
“Combine words” LO 4. Express your the first letter (P) and replace it with a G. What
emotions and feelings by did you call it? GINO!! Repeat the story
 self-regulating based on changing the first sound to: C, G, Y, R
your own needs, Closing. With the support of the letter cards,
remember the name and sound of the letters C,
G, Y, R.

CLASS BY CLASS PLANNING

Educator: Nursery Technician: Level: Third Transition Level Theme: Syllables Application date:

Scope and Core Learning objective Learning Experience Resources Evaluation and Indicators
Ambit: Third Transition Level Start: With support from the room mascot. Materials: Procedure:
LO 3. Discover in playful Show the letter cards and point out the name Observation.
Integrated contexts, phonological and sound of C, c. Point out that this letter
communication attributes of known words, sounds different or has different sounds. -Poster of letters and Indicators:
such as word counting, Comment that if we say CE and CI they have a sounds.
segmentation and counting soft sound. If we say CA, CO, CU the sound is -PPT Walk Poem.
of syllables, identification of loud. Markers. OA:
final and initial sounds. Development: Project the PPT poem “On a -Letter cards.
Core: Ob. From Learn. Specific walk” on the board. Ask What is it? Who will be - Combine syllables to form
LO 3. Discover, in playful the author? What will it be about? Read it with words.
contexts, phonological intonation and fluency. Invite the children to
Verbal Language attributes of known words, find the letters C, c in the poem, segment the
such as: identification of words into syllables and identify the difference Humans: -Recognize loud or soft sounds
final and initial sounds. between the soft or hard sound of C. To do this, -Educator.
Transversal Objective reread the first stanza, show the letter cards C, c -Technical.
Scope: Personal and Social and ask a boy or girl Where do you see this -Children.
Development letter? Let him or her underline or mark the
Core: word and say here it says WHEN How many OT:
OAT: OA 1. Communicate syllables or claps does it have? (2) What sound
to others emotions and does it start with? (CCC) Is it strong or soft?
Name of the feelings such as: love, fear, (Loud) Why? (CCCU). Then repeat with the
- Communicate your emotions in
activity: joy, anger, which are word HEAT and continue reading the second
various situations
provoked by various stanza. Work with the words: LITTLE and
“Form words” narratives or situations HIDING. Finally, read the third stanza and
observed directly or work on the words: SWAN, CAESAR.
through ICTs. Closing. Ask a child to show the letter C, c in
Ob. From Learn. Cross the wall alphabet. Ask the group What word
: OA 1. Communicate to appears if I say CA SA? (HOME). Repeat,
others emotions and clapping your hands and saying separately the
feelings such as: love, fear, syllables of: CO LOR, CE BRA, CO BRA, CIN
joy, anger, caused by CO, CA MA, CAR LOS, etc. so that the children
various situations join the syllables and say the complete word.
Highlight that all of these words begin with the
letter C, c and that the sound changes: loud or
soft.
 CLASS BY CLASS PLANNING
Educator: Nursery Technician: Level: Third Transition Level Theme: Syllables Application date:

Scope and Core Learning objective Learning Experience Resources Evaluation and Indicators
Ambit: Third Transition Level Start: Organize the boys and girls in a Materials: Procedure:
LO 3. Discover, in playful semicircle. Point out that today we are going to Observation.
Integrated contexts, phonological do a prayer train. Show and identify the parts
communication attributes of known words, of a train previously prepared with the Indicators:
such as word counting, proposed photocopiable material. Point out that -Poster of letters and
segmentation and counting the first part of the train is the locomotive sounds.
of syllables, identification of (larger) and the rest are the cars (smaller). In a -Pet. OA:
final and initial sounds sentence, the first word begins with a large letter -Photocopiable train.
Core: Ob. From Learn. Specific (Capital Letter). The sentence always ends with -Marker. -Form short sentences
LO 3. Discover, in playful a punctuation mark.
contexts, phonological Development: Ask: Who can tell me an -Recognizes familiar words
Verbal Language attributes of known words, object/word in the room? (TABLE). Model to
Transversal Objective the children how to make a simple sentence
with this word and say: “The TABLE is yellow.” OT:
Scope: Personal and Social
Development Write the 4-word sentence on each part of the
Core: Coexistence and photocopiable train and point out: “Here is my Humans:
Citizenship sentence train. It starts with a capital letter -Educator. -Participate in group activity
OAT: OA 1. Participate in (large) and ends with a period. “This is our -Technical.
collaborative activities and locomotive and this is a wagon.” Emphasize -Children.
games, planning, agreeing that there are spaces between the cars/words.
Name of the on strategies for a common Show the first and last word. Ask, How many
activity: purpose and progressively total words are there in the sentence? Read the
assuming responsibilities in sentence slowly and ask to lift one finger for
"Make sentences" them. each word. Invite a volunteer to make and say
Ob. From Learn. Cross other sentences with the same or another word,
LO 1. Participate in while you write the words of the sentence on the
collaborative activities and locomotive and each car one by one. Repeat as
games, planning, agreeing many times as time allows.
on strategies for a common Closing. Remember that there are spaces
purpose between cars/words. Emphasize that each
 sentence is made up of words, that each word is
made up of letters, and that the first letter of the
locomotive is the largest (capital letter).

CLASS BY CLASS PLANNING

Educator: Nursery Technician: Level: Third Transition Level Theme: Syllables Application date:
 Scope and Core Learning objective Learning Experience Resources Evaluation and Indicators
Ambit: Third Transition Level Beginning: The Adult will explain to the boys Materials: Procedure:
LO 3. Discover, in playful and girls what the following activity will be Observation.
Integrated contexts, phonological about. Project the poem “My relatives.” Identify
communication attributes of known words, the title, author, and other characteristics of this Indicators:
such as word counting, type of text. Read with intonation and fluency. -Poster of letters and
segmentation and counting Invite the children to repeat it out loud every sounds.
of syllables, identification of time a family member is named -PPT Poem My OA:
final and initial sounds (GRANDPARENTS, DAD, MOTHER, UNCLES, Relatives
Core: Ob. From Learn. Specific COUSINS, GODFATHER, AUNT, NEPHEWS) - Segment and combine simple
LO 3. Discover, in playful and stand up quickly. And then he will show words into syllables.
contexts, phonological you a video of a song by the relatives “family
Verbal Language attributes of known words, song” https://www.youtube.com/watch? -Identify the sounds of whistles
Transversal Objective v=Dy0msYQYzbs
Scope: Personal and Social Development: Then the Adult to continue Read
the poem again and ask: Which family members OT:
Development
Core: Coexistence and appear? Ask the children to remember one and Humans:
Citizenship say it segmented into syllables, applauding. -Educator.
OAT: OA 1. Participate in Emphasize that each syllable corresponds to a -Technical. -Plan strategies for a common
collaborative activities and round of applause. Ask How many claps did -Children. purpose
games, planning, agreeing you give? How many syllables or parts does it
Name of the on strategies for a common have? What word is it?
activity: purpose and progressively Closing. Say some names (2 or 3 syllables) of the
assuming responsibilities in children separated into syllables (PI LAR) and
“Syllabic them. ask What name is it? (PILAR) How many
segmentation” Ob. From Learn. Cross syllables does it have? (2). Congratulate them on
LO 1. Participate in their work, then we will head to the bathroom
collaborative activities and so they can wash their years and face to begin
games, planning, agreeing snack time.
on strategies for a common
purpose
 CLASS BY CLASS PLANNING
Educator: Nursery Technician: Level: Third Transition Level Theme: Syllables Application date:

Scope and Core Learning objective Learning Experience Resources Evaluation and Indicators
Ambit: Third Transition Level Beginning: The Adult will greet the boys and Materials: Procedure:
LO 7. Recognize words that girls in an affectionate manner where he will Observation.
Integrated are found in various media invite them to stand in the center of the room,
communication by associating some where they will sing the song for the time of Indicators:
phonemes with their greeting and then tell them the following:
 corresponding graphemes. Organize and seat the boys and girls in a -Poster of letters and
Ob. From Learn. Specific semicircle and invite them to play “guess the sounds. OA:
LO 7. Recognize words that letters.” Then the tambourine companion will -Lyrics card.
Core: are found in various media sing the song of the time of the activity. -Magic bag. -Recognize words that are
by associating some Development: Show the letter cards Q, q, CH, -Adhesive tape or associated with a phoneme
phonemes ch, Z, z. Review their name and sound as you headband.
Verbal Language Transversal Objective place them in a magic bag. Invite a volunteer to -Tambourine
Scope: Personal and Social take one out at random and place it on their
Development forehead (with glue or scotch) without them -Recognize the letters
Core: Coexistence and seeing it. Choose another boy or girl to stand in
Citizenship front of him/her, looking at the letter, and say
OAT: OA 1. Participate in whether it is an uppercase or lowercase letter
collaborative activities and and its sound. Finally, whoever has the letter
games, planning, agreeing stuck to their forehead must point out its name. OT:
on strategies for a common Congratulate the couple for their work and do a Humans:
Name of the purpose and progressively second round, with other volunteers. Then, take -Educator.
activity: assuming responsibilities in the letter cards out of the bag and lay down -Technical. -Participate in the activity
them. other worked letter cards, repeating their name -Children.
“Guess the syllable” Ob. From Learn. Cross and sound as you lay them down. Play as many
LO 1. Participate in times as time allows by swapping letter cards in
collaborative activities and the bag. Remember to say the name and sound
games, planning, agreeing of the cards each time you place them in the
on strategies for a common magic bag .
purpose Closing. Take several letter cards at random,
show them one at a time, and quickly ask the
group to say their name and sound.