CCSS.ELA-LITERACY.RF.K.3: Know and apply grade-level phonics and word analysis skills.
CCSS.ELA-LITERACY.SL.K.1: Participate in collaborative conversations with peers and adults.
Success Criteria:
Students can correctly name and say letters of the alphabet.
Students can read and respond to short, simple sentences.
Students can write missing letters and complete simple sentences independently.
Students can use “It is a …” in conversation and writing.
Challenging & Open-ended Questions:
Can you make a sentence with this letter?
What happens if we add “s” to this word?
Can you think of another object that starts with this letter?
Date: Day:
Learning Objectives:
Say and recognize letters of the alphabet.
Term:
Week: 1
Ask and answer simple questions using familiar vocabulary.
Read and understand short sentences.
Trace and write letters of the alphabet.
Write missing letters and form simple sentences.
Use “It is a …” in affirmative and interrogative forms.
Form plural nouns by adding “s.”
Assessment for Learning:
Oral questioning during alphabet review.
Observation of reading short sentences.
Checking tracing/writing worksheets.
Mini whiteboard responses to plural nouns.
Cross-curricular Links:
Math: Counting letters and words; sequencing letters; comparing number of letters in words (short vs. long words).
Science: Observing and naming objects in nature beginning with target letters (e.g., leaf, sun); sorting living/non-living things by name.
Art: Drawing and coloring objects that start with given letters; creating alphabet posters.
ICT: Using the online interactive LMS and computer.
Social Studies: Recognizing names of family members, friends, and community helpers; identifying familiar places labelled with letters (e.g., Bus stop, Shop).
Physical Education (PE): Alphabet movement game – children form letter shapes with their bodies or jump when their letter is called.
Music: Singing alphabet songs and clapping rhythms to match syllables in words.
Moral Education/Values: Using polite phrases in Q&A practice (e.g., “What is it?” Use “It is a…” and listen respectfully to peers during speaking practice.
Language Development (integrated): Speaking, Reading, Writing, and Listening across all activities.
SUGGESTED WEEKLY PLAN
DOK Skills:
Recall (alphabet and vocabulary)
Apply (use “It is a …”)
Identify missing letters
Create (write and read simple sentences)
Local and Real-life application:
Recognizing letters and words in classroom signs, books, and daily life (e.g., “Bus,” “Cat”).
Engage 10 mins Explore 10 mins
Begin with the Alphabet Song (A–Z) using body movements (clap, jump, or hand actions for each letter).
Show an alphabet chart and point to letters as the class sings together.
Ask simple Q&A to involve students: “What letter is this?” → Students answer together. Pass a soft ball around; when a child catches it, they must say one letter of the alphabet aloud.
Conduct a Letter Hunt in the classroom: hide letter flashcards around the room and let children find them. When they bring a card, they must say the letter aloud.
Use missing letter flashcards: show “A, B, , D” and ask “What letter is missing?” → Children respond. Pair work: one student shows a flashcard, the other guesses and says the letter.
15 minutes
Teacher introduces the sentence structure “It is a …”. Example: Hold up a book and say, “It is a book.”
Use questioning: “Is it a ball?”
Class answers “Yes, it is.” or “No, it isn’t.”
Show how to make plurals:
“One cat → two cats” (write on board). Repeat with objects in class.
Practice with students: call on individuals to hold an item and say, “It is a …” or “They are …”
Critical Thinking:
Comparing singular and plural forms.
Using context to predict missing letters.
Parental Involvement:
Encourage children to say the alphabet at home daily.
Practice writing missing letters on paper or whiteboards.
Read short sentences together from storybooks.
Students complete a worksheet: tracing and writing missing letters of the alphabet.
Pair activity: Give each pair 3 flashcards with letters/words. They must create a simple sentence together, e.g., “It is a bag.”
Advanced learners can be challenged to form plural sentences, e.g., “These are bags.” Teacher circulates, guiding and supporting weaker learners.
Students complete a worksheet: tracing and writing missing letters of the alphabet.
Pair activity: Give each pair 3 flashcards with letters/words. They must create a simple sentence together, e.g., “It is a bag.”
Advanced learners can be challenged to form plural sentences, e.g., “These are bags.”
Teacher circulates, guiding and supporting weaker learners.
Emerging learners: Focus on tracing letters with dotted guides. Provide alphabet charts for reference.
Work in small groups with teacher support. Developing learners: Write missing letters in short words (e.g., “c_t → cat”). Complete “It is a …” worksheets with word banks provided.
Practice reading 2–3 simple sentences aloud.
Advanced learners: Create their own sentences using “It is a …” and plural forms.
Write and share sentences with peers (“It is a cat. It is a dog. They are cats.”). Encourage use of adjectives: “It is a big ball.”
SUGGESTED WEEKLY PLAN
Daily Lesson Distribution
Day 1
Alphabet Scavenger Hunt: Divide the class into teams. Give each team a list of letters from the alphabet (e.g., A, B, C, D) and have them find objects in the classroom that start with those letters. This makes letter recognition an active and engaging game.
Trace the letters, Ex 1, page 4, Bright Stars Book A
Missing Letters Worksheet: Write the missing letters, Ex 2, page 5, Bright Stars Book A, where students fill in the missing letters of the alphabet in a grid. This assesses their knowledge of letter order.
Day 2
"What's Missing?" Game: Use flashcards with uppercase and lowercase letters. Show a sequence of letters, then remove one. Ask students to identify which letter is missing. This strengthens their memory and alphabet sequencing skills.
Say the word, Ex 3, page 6-7, Bright Stars Book A
"Say and Write" Initial Sounds:
Provide a worksheet with pictures similar to the one on pages 6-7. Students will say the word for each picture (e.g., duck, van) and then write the first letter in the box below.
Day 3
Singular to Plural Musical Chairs:
Play a song and have students walk around chairs. When the music stops, a student sits down. The teacher shows a flashcard with a singular noun (e.g., "cat"), and the student must say the plural form ("cats"). This makes learning plurals fun and active.
Write the sentences, Ex 5, page 910, Bright Stars Book A
Sentence Tracing and Writing:
Create a worksheet where students trace simple sentences, like "It is a cake," and then write the same sentence on a blank line. This improves handwriting and sentence formation.
Write the sentences, Ex 4, page 8, Bright Stars Book A
Day 4
Object Naming Relay: Place various objects around the room, such as a pen, bed, or cake. Divide students into teams. The first person from each team runs to an object, says its name, and then returns to their team. This reinforces vocabulary and teamwork.
Day5
"It is a..." Storytelling: Use a toy or picture. Start a sentence with "It is a..." and have students complete it. For example, show a picture of a house and ask them to say, "It is a house." This helps them practice sentence structure in a fun, interactive way.
Write the plural form, Ex 6, page 11, Bright Stars Book A
"Yes/No" Question Practice:
Develop a worksheet with simple questions and pictures, such as "Is it a bike?" or "Is it a bird?" Students must circle or write "Yes, it is." or "No, it is not." This assesses their ability to answer simple questions correctly.
Plural Form Worksheet: Create a worksheet with a "singular" and "plural" column, similar to the one on page 11. Students will write the plural form of given singular nouns, such as "car" or "tree." This reinforces the concept of plurals.
