Chicka Chicka ABC Fun!!!

I. Objectives:

· Students will identify letters and match lower case and capital letters.

· Students will identify accurate letter sounds.

· Students will make words using letter sounds and letters.

II. Length of lesson (number of days):

The technology lesson will be integrated into my Chicka Chicka Boom Boom theme unit. This unit will review letters, letter sounds, and word play using the alphabet. The unit will last two to three weeks in the classroom. The technology lesson will probably require two to three computer lab visits. If students are not familiar with the Kid Pix program then you will need to allow for additional lab times for the students to learn using the program.

III. Summary description:

Students will be split up into three groups depending on their readiness and prior knowledge. The students will be using the “KidPix” computer program. They will be using pre-made templates that will help them complete the tasks. The first group of students will match capital and lowercase letters. The second group will be working with letter sounds. They will match a picture that begins with each letter of the alphabet to the appropriate letter. The third groups of students will use their letters and sounds to make a word that begins with each letter of the alphabet. The final products will be used as part of a Chicka Chicka Boom Boom display in the classroom at open house.

IV. Method of differentiation:

The student will be grouped by their readiness in the area of literacy, letter identification, and letter sound knowledge.

V. Technology equipment needed:

· Computer

· Printer

VI. Supplemental resources needed (web sites, books, etc.):

· Kid Pix Computer Program

· Chicka Chicka Boom Boom (children’s book)

· Pre-made templates in Kid Pix for each group to work with.

VII. Pre-assessment (if needed):

Students will be assessed on their knowledge of letter identification, letter sounds, and beginning reading levels. This will be done through the teacher’s traditional assessment used to obtain information for quarterly report cards.

VIII. Procedures:

1. Get students acquainted with the Kid Pix program. I suggest making a checklist of the different areas of Kid Pix and buddying up with an older grade level class letting the older students teach and show the different aspects of the program that you want them to know.

2. Assess the student’s knowledge of letters and letter sounds.

3. Work with the book Chicka Chicka Boom Boom in class along with other activities integrating the book across the curriculum. Activities should be fun and exciting getting all students involved using music, hands on activities, reenactment of the book, and manipulative.

4. Split the students into three groups depending on their readiness levels.

5. While in the computer lab have the lab assistant, the district technology specialist, and the teacher each take one group of students to work with their different projects.

A. The first group will be using the “Chicka Chicka Boom Boom” template in Kid Pix having to type in the capital letters to match the lower case letters already listed on the template.

B. The second group will use the letter template and the stamp pads in Kid Pix to come up with pictures that begin with the same sounds as the letters shown.

C. The third group will work in pairs or individually to “make” words for each letter of the alphabet using the letter template and “ABC” section of Kid Pix. (This could also be done in Microsoft Word.) Students should be given support in helping to “stretch out” the words but the actual spelling should be done with developmental spelling independently.

6. The students will print out their finished product.

IX. Post-Assessment:

Teacher will assess whether the students were able to complete the given task by their finished product. The teacher may also wish to do a post-assessment using the traditional assessment used in the pre-assessment stage to see if the students have improved in their letter identification, letter sounds, and early reading readiness.