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|Reading Lesson: Alphabet |Grade Level: 1 |

|Lesson Summary: Students will participate in a discussion about the alphabet before listening to the book Chicka Chicka Boom Boom. After listening to the book, |

|each student will be assigned one letter and will illustrate and write down words that start with his/her letter on a piece of construction paper. The pages will |

|be bound together to make a class alphabet book. For continued practice, on-level students will look at a set of coconut letters and figure out which letters of |

|the alphabet are missing. They will paste the letters in order on a sheet of construction paper. Advanced students will brainstorm three different topics to write|

|about starting with the same letter and will choose one to write 3-5 sentences. Struggling students will alphabetize a scrambled group of coconut letters and will |

|be given three different target letters to find examples of in magazines and newspapers. |

|Lesson Understandings: |

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|The students will know… |

|All 26 letters in the alphabet and their order. |

|Words are formed from letters. |

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|The students will be able to… |

|Recite the alphabet. |

|Identify letters in words. |

|Learning Styles Targeted: |

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|Visual |

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|Auditory |

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|Kinesthetic/Tactile |

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|Pre-Assessment: Have students write down the alphabet. |

|Whole-Class Instruction |

|Materials Needed: Chicka Chicka Boom Boom by Bill Martin, Jr. & John Archambault and the accompanying read-along (or go to |

| or ), 2 sheets of construction paper per |

|student, notebook paper, pencils, drawing and coloring supplies, 1 copy of Coconut Letters* per student, scissors, glue |

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|Materials Needed for Alternate Activity: scissors, glue, 1 Venn diagram* per pair of students, 1 Venn diagram* to project, document camera, magazines, newspapers |

|Procedure: |

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|Discuss the alphabet with the students. Ask students questions, such as, “How many letters are in the alphabet?” or “Do you think any of the letters of the |

|alphabet are difficult to remember?” Then, have students recite the alphabet with you. |

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|Show the book Chicka Chicka Boom Boom to the students and have them predict what they think the story will be about. |

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|Play the read-along (or the video/audio found at or |

|) and turn the pages of the book along with the audio. Point out each letter as it is mentioned. |

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|Tell the students that they are going to make a class alphabet book. Assign each student a letter from the alphabet (each student should have a different letter). |

|Give each student a piece of construction paper and tell them to write his/her letter on the top of the paper. Instruct students to brainstorm different examples |

|that start with his/her letter and write them on a separate sheet of notebook paper. Tell them to pick their favorite 5-7 words and illustrate them on their piece |

|of construction paper. Make sure students also write down the words underneath each illustration. |

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|As students finish their alphabet pages, check over their work. Then, have each student present his/her page to the class. Have the students present the letters in|

|alphabetical order. Then, bind the pages together to create a class alphabet book. |

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|For independent practice, give each student a copy of the Coconut Letters, a sheet of construction paper, glue, and scissors. Explain that each coconut on the |

|first page has a letter of the alphabet and that some letters are missing. Have students write the missing letters in the coconuts on the second sheet of paper. |

|Then, have them glue all the letters in alphabetical order on the sheet of construction paper. |

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|Alternate Activity: |

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|For continued practice with on-level students, break them up into pairs. Project a copy of the Venn diagram using a document camera. Tell students that a Venn |

|diagram is a way to compare or show a relationship between things. Explain to students that the middle part of the two circles (where they intersect) is where you |

|put the qualities that the two things have in common. Explain that outside of that section but inside of the circle will be information that is unique to the thing|

|they are describing. Demonstrate to students how to compare and contrast letters in words using a Venn diagram by writing two words on the transparency: recess |

|above the left circle and class above the right. Write “r, e” in the left circle, “l,a” in the right circle, and “c, s” in the middle. Make sure to explain to |

|students they do not have to repeat letters if they appear more than once. |

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|Give each pair of students a Venn diagram sheet. Each student will label one circle with his/her name and the other circle with his/her partner’s name (one |

|student’s name will be on the left; the other student’s name will be on the right). Tell students they must determine which letters the two names share and which |

|letters they do not share. After they have determined this, they must find examples of the letters in magazines, newspapers, etc. and cut and paste them in the |

|appropriate spots on their Venn diagram. |

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|Student pairs will also write the letters that do not appear in either of their names at the bottom of the paper (below the Venn diagram). |

|Advanced Learner |

|Materials Needed: 1 copy of the Coconut Graphic Organizer* per student, pencils |

|Procedure: |

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|Students will choose a new letter (different from the letter they were assigned in the class activity). Each student will be given a coconut graphic organizer and |

|will write his/her new letter on the top coconut. The student will brainstorm 3 topics he/she could write about that start with his/her letter and will write those|

|topics in the remaining coconuts. |

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|Students will choose which topic they want to write about and will write 3-5 sentences about it on the second page of the coconut graphic organizer. To challenge |

|students, have them write an additional paragraph incorporating all three of their topics. |

|Struggling Learner |

|Materials Needed: 1 set of pre-cut Coconut Letters for Struggling Learners*, 1 page of the Letter Identification* sheet per student, scissors, magazines, |

|newspapers, pencils, glue |

|Procedure: |

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|Review lesson with students. Ensure that each student can recite his/her alphabet. If not, practice reciting the alphabet with the student. |

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|Give each student 2-4 coconut letters (depending on ability and group size). Have students work together to put the letters in alphabetical order. If necessary, |

|write out the alphabet for students. Monitor students to make sure they put the letters in the correct order. |

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|Give each student a letter identification sheet. Each letter identification sheet will have three target letters. Have students find examples of each target letter|

|in magazines or newspapers, and instruct them to cut and paste them onto their letter sheet. |

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|For additional practice or if you want the student(s) to work on particular letters, use the last page of the letter identification resource (the letter field is |

|blank). |

* see supplemental resources

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