Jacqueline Lumley | McGill B.Ed: Kindergarten/Elementary Y3



BACKGROUND/CONTEXTMelina Saucier Politakis (260693993) and Jacki Lumley (260807118)Title of unitAlphabet Go Fish (lowercase and uppercase letters)Cycle & Grade levelKindergartenSubject areaLanguage Arts Goal for ActivityThe goal of our activity is to help children practice matching and identifying uppercase and lowercase letters. As the students just completed a unit on uppercase letters and are slowly transitioning into lowercase, this activity will give the students the chance to review their uppercase letters as well as begin to identify lowercase letters. Additionally, this activity will allow children to develop their understanding of letters and what they look like in different situations (upper vs. lower). It is engaging for students as it requires them to communicate and work with one another, as well as practice their letters through play. Further, it is engaging as children are given the opportunity to feel competent as they match and make pairs throughout the game.Rationale for ActivityThe students just completed their unit on uppercase letters and are slowly learning lowercase letters. As the students are struggling with this change (upper to lower), the activity gives them the opportunity to practice what they are learning through communicative play. This activity gives children a chance to practice and understand lowercase letters in a way that is interactive, adding a level of comfort for children when completing this new activity. Further, our CT recommended an activity that is aimed towards lower and uppercase letters. QEP Subject Area CompetenciesCompetency 1: Students will be able to develop their fine motor skills as they pick up and match cards together throughout the game of go fish. Competency 2: Students will be given the opportunity to see themselves as competent learners as they interact and play with their peers. As students successfully match cards together, they will be given the opportunity to build self-esteem and show autonomy. Further, students will be given the chance to meet their physical, emotional, cognitive and social skills through participation as well as the completion of the activity. Competency 3: Students will be given the opportunity to interact harmoniously with others as they take turns, share materials, ask questions and respond honestly when asked questions. Competency 4: Students will be given the chance to communicate using language through asking and responding to questions, as well as reading the different letters shown on their cards. Further, students will be given the opportunity to understand and produce a message while asking their peers for letters and responding to their peers’ questions about letters.DifferentiationFor the child who is “selective mute” we will allow him to make the letter sound or show the card to his peers. As letter sounds are his method of communication in the classroom, we will continue to help him develop this method of communication by allowing him to participate in and complete the game using this method. For the students who struggle with lowercase letters, we will allow them to refer to the alphabet line on the wall, which shows both uppercase and lowercase letters. Depending on the group of students who are involved in the activity at the time, we will use uppercase letters for students who struggle with letters, lowercase letters for students who are on track with the unit, and a mix of both for advanced students. We will allow the child with ADHD to complete the game with a peer or a teacher in order to keep him on track and involved within the game. ACTIVITY PLANStudent will know/understand/do as a result of this activityStudents will know the difference between upper and lowercase letters. Students will understand that every letter has both an upper and lowercase version of the letter. Students will be able to differentiate between uppercase and lowercase letters within the game. Students will understand that uppercase and lowercase letters are different in size and appearance. Students will be able to identify and recognize lowercase and uppercase letters. Students will know how to say the name of the letter or the sound of the letter out loud to their peers. Students will understand how the game of go fish works. ProceduresStep 1: We will start this activity by telling the children that they will be playing the game of go fish. Here, we will ask the students if anyone knows how to play the game and allow students to answer. Once they have answered, we will explain the game to children using child friendly language (3 minutes).Step 2: We will demonstrate how to play the game. Here, we will ask students who have already played if they want to demonstrate with us. If nobody wants to demonstrate, both student teachers will demonstrate for the students (1 minute).Step 3: We will ask the students if they have any further questions and allow students to play a “practice round” in order to ensure that each child understands the game and how to play (2 minutes).Step 4: Here, we will play the game with the students (~8 minutes, depending how long our CT makes each station).Step 5: After the game is completed, we will ask each student to say which letters they made pairs with before moving on to the next station (ex: lowercase b, uppercase F).AssessmentWe will be able to assess the students visually and auditorily by listening to the questions that they are asking and replying to. We will be actively listening and watching students as they ask each other questions to ensure that they are saying and matching the proper letters together. Doing this will allow us to see what the students know and understand regarding upper and lowercase letters. We will also be able to see if they are able to create pairs and appropriately use their alphabet wall to guide them when needed. We will have our students reflect and rethink throughout the game as the constantly ask questions and respond to their peers. As well, at the end of the game, we will be asking each student to tell us which letter pairs they have and whether they are an uppercase or lowercase letter. Our goal in doing this is to have students review their letters once again before switching centers. This will allow us to evaluate their overall understanding of uppercase and lowercase letters, and if any additional help should be given. We will help students exhibit and self-evaluate their growing skills by asking them to share their pairs with the group and by allowing them to move up to use different decks of cards as they improve. Broad Areas of Learning FORMCHECKBOX Health & Well beingX Career Planning & Entrepreneurship FORMCHECKBOX Environmental Awareness & Consumer Rights & Responsibilities FORMCHECKBOX Media Literacy FORMCHECKBOX Citizenship & Community LifeExplanation:-Students will develop their abilities to complete a project as they match letters together through the game of go fish.-Students will work together to complete this activity as they ask and respond to questions from their peers. -Students will develop the ability to see themselves as competent and able to work with others to achieve the goal of integrating them into society through the classroom community. Cross Curricular CompetenciesX Uses Information FORMCHECKBOX Solves Problems FORMCHECKBOX Exercises critical judgement FORMCHECKBOX Uses Creativity FORMCHECKBOX Adopts effective work methods FORMCHECKBOX Uses information & communications technologiesX Achieves their potentialX Cooperates with othersX Communicates appropriatelyExplanation:-Students will use the alphabet wall in the classroom as well as their prior knowledge regarding uppercase and lowercase letters in order to complete this activity. -Students will aim towards achieving their potential as they work on their own to match the letters to the best of their abilities. -Students will cooperate with others as they ask and respond to questions throughout the game.-Students will communicate appropriately with their peers as they ask questions such as “do you have an uppercase J’s?” and “no I do not, go fish.” 60234220038700Visual representation of the go fish card decks that we created: ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download