This document provides instructions for a learning task using play dough to teach letter sounds to preschool children ages 4.5 to 6.5 years old. Students will make letters out of play dough, feel them to identify the sound, and match pictures that begin with that sound. The task aims to develop letter recognition and writing skills through a tactile, hands-on activity aligned with constructivist learning theory.
Lesson Plan for Art-Vegetables – Std. II by Marina Corda
A Std II language with ease lesson on Art-Vegetables. This is a fun lesson which introduces some common vegetables to the students.
Teacher will help the students to practice color recognition, decision making, and team work. The lesson plan can be modified as per your requirement.
Taught to a Std. II class at St. Dominic Savio High School, Mumbai, India.
* A special thanks to Rev. Fr. Crispino D’Souza, SDB for inspiring me.
Comments appreciated. Thanks for watching!
No copyright infringement intended! I All rights of the music, video clip & clip art are reserved to its respective owners.
Disclaimer: "Copyright Disclaimer Under Section 107 of the Copyright Act? 1976, allowance is made for "fair use" for purposes such as criticism, comment, news reporting, teaching, scholarship, and research. Fair use is a use permitted by copyright statute that might otherwise be infringing. Non-profit, educational or personal use tips the balance in favour of fair use."
The document provides guidance on teaching English, including various language teaching methods and activities for teaching reading, writing, speaking, and listening. It discusses five main language teaching methods: grammar-translation, audio-lingualism, PPP, CLT, and TBL. It also outlines extensive and intensive approaches to teaching reading, as well as over 30 specific reading activities. For writing, it discusses the writing process and lists various writing prompts and activities. Speaking activities suggested include role-plays, discussions, and student presentations. Listening activities involve using recorded materials and live listening exercises.
Fun ways to Teach English for Very Young LearnersHertiki Marsaid
Games play a central role in English lesson. They can be used to give practice in all language skills and be used to practice many types of communication. Games also encourage, entertain, teach and promote fluency. However, as teachers, we have to be aware in choosing the games for our students. Well-chosen games are helpful as they give children a break and at the same time allow them to practice language skills. To make games work in class, the teachers must have the rules, instructions, time management, praises and rewards. These are the following games that can be used to teach English for very young learners: Passing Activity, Shooting Letters, Do What I Say and Not What I Do, Find Someone Who, Miming, Memory, Snowball, Running Dictation, Blindfold, BINGO, Whispering, Guess Who, Find the Difference, Fishing, Hopscotch, Paper Airplanes, Listen-Color, Chopstick, Role-Play, and Musical Chair. All in all, games make the young learners become more active and they are willing to participate during the English lesson.
This document discusses using art, music, and drama to teach English. It provides examples of using songs, films, and interactive activities to engage students. Some key activities mentioned include miming, role plays, improvisation, readers' theater, and storytelling games. The document emphasizes using creative methods to develop students' communication skills, confidence, and fluency in a fun, learner-centered way.
Blackboard learning has evolved over time from simple chalkboards to incorporate new technologies like projectors, whiteboards, and online learning platforms. While technologies have changed, blackboard learning remains an effective visual teaching tool, especially for visual learners. New online platforms like Blackboard supplement traditional teaching methods by allowing remote and continued learning through virtual classrooms, discussions, and supplemental materials. Rather than replacing blackboard learning, technological advances have enhanced it to improve learning experiences.
Students will learn how to properly care for books by treating them with the same care and respect as stuffed animals. The lesson will begin by reading Mr. Wiggle's Book aloud and discussing how the character feels when books are mistreated. Students will then identify improper ways of handling books, such as drawing or eating while reading, and demonstrate correct behaviors like holding books gently without getting them dirty. By comparing books to beloved stuffed animals, the lesson teaches that books should be treated kindly so they can be enjoyed for a long time.
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Giáo án Tiếng Anh lớp 5 Chương trình mới học kì 1tieuhocvn .info
This document contains a lesson plan for teaching English to students. The lesson focuses on asking and answering questions about where people are from. Students will practice asking "Where's he from?" and responding with places like "Kuala Lumpur, Malaysia". The lesson includes listening activities, pair work, and a group activity where students take turns asking and answering questions about characters' nationalities.
The document discusses teaching methods for introducing letters and reading to kindergarten students. It describes activities like using an ABC chart, singing the ABC song, spelling games, making sentences, and reading simple words and sentences. The goal is to make learning letters fun through a variety of engaging exercises and build skills over time, from letter recognition to blending sounds to reading.
Here we have a work about "lexical games". You'll find many useful games you can use in your classroom with your students!!
Lexical Games are very important to motivate shy students to participate in the lesson. Moreover, it is helpful to improve skills and memory.
I hope you enjoy it!!
This document provides information for parents about their child's upcoming kindergarten year. It includes the teacher's contact information, classroom rules and behavior management system, supply lists, class schedules, subject area overviews and homework expectations. The teacher welcomes parents and looks forward to working with students.
This document contains a lesson plan for an English class. It outlines the objectives, skills, activities and timeline for 6 English lessons over 3 weeks. The lessons focus on greetings, farewells, singing songs to practice this vocabulary. Activities include asking questions about oneself, spelling names, identifying objects by color, and playing games while singing. The goal is for students to practice conversational English and learn related structures.
This document introduces a textbook for teaching English to nursery students in the Philippines. It provides information about the author and consultant of the book, and outlines the table of contents which covers 4 units - "I Am Special: Everything About Me", "My Family", "My School", and "My Community". The lessons in each unit aim to develop students' listening and speaking skills in English.
This document provides guidance for teaching writing skills to primary students. It outlines activities for different age levels, from pre-primary to high-level writing. In pre-primary, activities focus on practicing letter formation through tracing, painting and songs. Medium-level activities include unscrambling words and ordering words in a sentence. High-level activities allow more free writing, such as making storybooks, describing photos or dictation. Tips are given to give students control over their writing and encourage autonomy.
1. The document discusses techniques for teaching English to children, including using visual aids, realia, pictures, and gestures to introduce topics.
2. Sample activities described are having children describe objects using "a" and "an", playing online grammar games to practice articles, and creating a classroom board game to practice articles and verbs.
3. Tips for creating classroom games emphasize using simple words, prompts, examples, images, and mystery to engage children.
Class room activities general reg classKerry Allen
The document provides a list of non-academic games and activities that can be used in the classroom during break times or integrated into lessons. These include using magic tricks, having student talent shows, keeping an "assorted activities box" of interesting objects, various drilling techniques like catchball drilling, and games like musical chairs that reinforce vocabulary or concepts. Additional suggestions are flashcard games, roleplaying games, mind mapping, substitution tables, and blackboard races to review material in a fun, competitive way.
The document provides examples of how to use various teaching materials and props to enhance language lessons in creative ways. It describes using a blackboard to introduce new language and check understanding, using flashcards for vocabulary practice and guessing games, and using real-life objects like scissors, a corkscrew, and a stapler to illustrate grammar points through metaphorical demonstrations. Pictures, photos and other visual materials can be used for descriptions, information gap activities, and developing storytelling skills.
Using Drama Techiniques and ActivitiesYee Bee Choo
This document discusses 18 drama techniques and activities that can be used in the classroom, including role play, improvisation, miming/pantomime, mirroring, freeze frames, hot seating, puppetry, and storytelling. It explains that drama activities help develop children's language skills, social skills, confidence, and understanding of different concepts across various subject areas in an engaging way. The techniques provide opportunities for multi-sensory and kinesthetic learning through embodied experiences.
The document describes a learning activity where students independently arrange cut-out felt body parts on a felt board. The goal is for students to correctly place each body part in relation to the others. While some parts may already be in the right spot, students work to arrange the remaining parts. Upon completion, students should be able to name each body part and describe its basic function.
This document provides instructions for creating a sandpaper letters learning task to help young children develop letter recognition and formation skills. Students trace letters cut from sandpaper and glued to cards to learn letter shapes through touch. The activity allows independent, self-guided practice and development of fine motor skills. Assessment involves observing students matching traced letters to models and providing feedback to support letter mastery.
Analisis faktor digunakan untuk mengurangi jumlah variabel asli menjadi beberapa faktor utama tanpa kehilangan informasi penting. Terdapat dua jenis analisis faktor yaitu eksploratori dan konfirmatori. Teknik statistik seperti Bartlett's test, matriks korelasi, dan eigenvalue digunakan untuk menganalisis data.
This activity helps children develop fine motor skills by having them squeeze clothespins from a cup using two fingers and clip them onto a colored box to match the clothespin color. It strengthens hand muscles and coordination. The teacher starts with a few clothespins and adds more as the child's skills progress. This activity prepares children for skills like writing by practicing proper pencil grips. It allows children to learn through hands-on manipulation of materials as recommended by Montessori methods.
The document describes a learning task for children ages 4-6 to practice counting and matching numerals to quantities by arranging star cards in order and counting the stars on each card in both English and Arabic. The task aims to help children understand number quantities and involves skills like number recognition, one-to-one correspondence, and self-correction. Observation and questioning are suggested for assessing children's understanding as they complete the task.
This activity teaches children vocabulary by having them match pictures of farm animals to their names through an oral communication game where one child reads the name and the other child passes the corresponding picture while separated by a barrier. The goal is for the children to learn and practice farm animal names through listening, speaking, and matching pictures with names in an interactive game that develops both vocabulary and social skills.
James Lunsford is seeking a senior IT management position. He has over 15 years of experience in system administration, network administration, virtualization technologies, and IT leadership. He is Microsoft and A+ certified and has administered various operating systems including Windows, Linux, and MacOS.
The document describes a learning task for children ages 4-6 to practice counting and number recognition by matching numbered cards to the correct number of yellow star cutouts, with the goal of helping children understand number quantities. The task can be done individually in both English and Arabic and provides opportunities for drill and practice of basic number skills.
Reader's Theater is a strategy that allows students to practice their oral reading skills by reading a script aloud without memorizing, blocking, costumes, or additional props. Students read from a script to bring the story to life for an audience through vocal expression.
Supporting your Child with Literacy and Numeracy, October 2012avgee
This document provides information for parents on how Dobcroft Infant School teaches literacy and numeracy skills. It explains that literacy involves speaking, listening, phonics, reading and writing. Phonics is taught using a multi-sensory approach with the Jolly Phonics program. It provides ideas for parents to support their child's literacy and numeracy development at home, such as reading rhyming books, practicing phonics actions and games, and counting activities. The document also outlines the numeracy topics and skills children will learn in school.
This document provides instructions for introducing sandpaper letters to children based on Montessori principles. It discusses how sandpaper letters integrate touch and movement to help children learn letter formations and sounds in an engaging way. The presentation involves sensitizing children's fingertips, having them trace 3 different letters' textures and say their sounds, and using a 3-period lesson to reinforce learning. Record keeping tracks each child's progress with letters. The goal is for children to link sounds and movements to help prepare their hands and minds for writing.
This document provides guidance for teachers on developing students' reading and writing skills in English. It discusses reading and writing as receptive and productive macroskills and emphasizes the importance of meaning. Several activities are suggested to help students connect sounds and letters, recognize words and phrases, develop reading independence, and enjoy the writing process. The document stresses linking reading and writing to students' existing knowledge and creating purposeful opportunities for communication.
This document provides guidance for teachers on developing students' reading and writing skills in English. It discusses reading and writing as receptive and productive macroskills and emphasizes the importance of meaning. Several activities are suggested to help students connect sounds and letters, recognize words and phrases, develop reading independence, and enjoy the writing process. The document stresses linking reading and writing with speaking and listening, allowing student choice and creativity, and praising all student efforts to build confidence.
This document provides details of 11 weekly activities for an English Language Society. The activities include committee meetings, creating a literature scrapbook from magazines and newspapers, drawing a story, making mini sandwiches from a recipe, writing poems, labeling pictures with words and phrases, singing songs, creating captions for pictures, making scrapbooks on literature and personalities, analyzing news items by identifying parts of speech, and displaying chosen adjectives to describe themselves. The document also provides materials needed and notes for teachers for each activity.
Here I gave emphasis on practicing good handwriting for the junior classes as well as for the adults those who really tries to overcome their nightmare on writing. I hope everyone will be benefited with this
GCU College of EducationLESSON PLAN TEMPLATEKindergarten SiMatthewTennant613
GCU College of Education
LESSON PLAN TEMPLATE
Kindergarten: Sight Words Guided Reading Lesson Plan
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Kindergarten
Date:
March 1, 2020
Unit/Subject:
ELA
Instructional Plan Title:
Dr. Seuss
Lesson Summary and Focus:
Students will easily read high frequency words: am, it, and the –at family.
Classroom and Student Factors/Grouping:
National/State Learning Standards:
RF.K.3.C Read common high frequency words by sight.
RF.K.3.D Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Specific Learning Target(s)/Objectives:
Review: I can read the sight words am and it with 90% accuracy.
Review: I can write the sight words am and it with 90% accuracy.
Lesson Target: I can identify words from the –at family in my reading and writing with 80% accuracy.
Academic Language
Key vocabulary:
Word Family - The patterns in words help you read and write them. Today we are going to look at the pattern -at.
Function:
Students will demonstrate understanding by reading am, it, and –at family words within print in texts and around the room. Students will also show understanding by writing those same words.
Form:
Students will be given think time to demonstrate knowledge in classroom discussions. Students will also be able to demonstrate understanding through their writing.
Resources, Materials, Equipment:
Easel, sentence strips, markers, picture cards, pocket chart, reading books, magnet letters, pens, paper, ABC chart, individual books
Technology:
Section 2: Instructional Planning
Anticipatory Set
· This lesson builds on the introduction of the –at family. Students are aware they can make additional words using –at.
· Students will be excited to sing and rhyme identifying –at family words.
Time Needed
10 mins
Multiple Means of Representation
Small Group:
· Focus: High Frequency Word Fluency
· Word Work: Students will be given the letters a, t, i, and s. Then they will be asked to spell the words it, is, and at.
· Next, we will see how we can take the word hat and change the first letter to make new words in the –at family.
Book Intro Cat in the Hat:
· Have you ever had a really silly friend?
· Have you ever made a big mess in your house?
· What are some rules you should follow when you visit someone’s house?
· Do a book walk and identify the H sound in hat//has. Also, look for –at sounds like in cat and hat.
· Children will then read independently with teacher listening in a round robin format.
· After reading: What was the Cat in the Hat like? What color was his hat? What was your favorite part?
· Writing task for second half of guided reading group (This may occur on the next day.) If you could do anything you wanted, what would you do?
Explain how you will differentiate materials for each of the following groups:
· English language learners (ELL): Repetition of words and letter sounds. Allow for pointing o ...
- First Part: Despite its importance, teaching speaking has long been undervalued, often taught through repetition of drills or memorization of dialogues.
- Second Part: To effectively teach speaking, teachers should create a classroom environment with real-life communication, authentic activities, and meaningful tasks. Some activities that promote speaking are discussions, role-plays, simulations, interviews, and storytelling.
- Third Part: When teaching speaking, teachers should provide maximum opportunities for student speaking practice and reduce their own speaking time, while giving positive feedback and not overly correcting pronunciation mistakes. A variety of in-class and out-of-class speaking activities can help improve students' skills.
Arts in the Preschool Curriculum: A Hands On ExperienceHope Wilson
Engaging Preschoolers in Transdisciplinary Arts Education that is developmentally appropriate and engages them in process, while producing a product that can build self-confidence.
This document provides a lesson plan for a 40-minute English class for elementary level students. The lesson focuses on revising pronouns and the verb "to be". It includes a variety of activities like warm-up games, presentations of new vocabulary, reading and coloring activities, and listening exercises from the textbook. The plan aims to develop students' listening, speaking, reading and writing skills through repetition and practice of target grammar and vocabulary. Group work and hands-on activities are incorporated to encourage interaction and participation. The teacher evaluates students through observation and checking comprehension.
FUNDATIONS HOME SUPPORT SLIDES Grade Kinder and First Grade.pdfOrsiFo
This document provides information about the Fundations literacy program for parents of students in kindergarten and first grade. It explains that Fundations teaches foundational reading, writing, and language skills using multisensory techniques. For kindergarten, the purpose is to learn letter sounds and formations, read CVC words, and retell stories. For first grade, the focus is on word structures, reading and spelling more advanced words, and applying punctuation and capitalization rules. It outlines resources available to support home learning, such as tapping, scooping, and marking up words, as well as trick word lists and how to access online materials.
This document provides guidance for setting up and running a writer's workshop. It recommends starting with oral storytelling to build confidence before writing. The workshop structure involves a short mini-lesson, status of the class check-in, individual writing time with teacher conferences, and then sharing. Preparing materials, choosing mini-lesson topics, and conferencing techniques are also discussed. The goal is to make writing engaging and help students improve through practice and feedback.
This lesson plan is about doubling numbers from 1 to 10. The 45 minute lesson will introduce doubling through rolling a die and writing equations. Students will then work in groups with dice, recording doubling equations. Patterns in doubled numbers will be discussed. Formative assessment includes observing students during discussion and modeling. Summative assessment over 8 days reviews colors through daily themed activities.
Early childhood literacy lesson planningmurielrand
This lesson plan teaches early childhood students about colors and letter recognition through the story "Mouse Paint". The objectives are for students to show interest in the story by mixing play dough colors, and to identify the letter M. Materials include the story book, laminated story characters, play dough, and art supplies. The teacher will read the story, stopping to engage students by asking questions. Afterwards, students will practice mixing colors through guided art and writing activities, allowing the teacher to check their understanding of letter recognition and colors.
The document provides guidance for teachers on effectively planning and teaching English in the classroom, including maintaining proficiency in English, using a course book and other resources to supplement lessons, and planning lessons with clear routines, sequencing of activities, and opportunities for students to practice listening, speaking, reading and writing skills.
This document provides details for a learning task called "Animals on Parade - Ordinals" where students independently create a parade of animal cards and place ordinal number cards above the animals to indicate their position. The task aims to teach students about ordinal numbers while accommodating different intelligences and ability levels. Extensions, variations, assessments, and teaching points are suggested to further support students' understanding of ordinals and cardinals in a self-directed activity.
This document describes a learning task where students match laminated picture cards of real and imaginary objects under the corresponding headings, with the goal of helping students distinguish between real and imaginary things by recognizing patterns in images from stories, television and movies. The task accommodates different abilities and can be made easier by using subsets of the cards or more advanced by mixing all cards.
This document describes a learning task where students match laminated picture cards of real and imaginary objects under the corresponding headings, with the goal of helping students distinguish between real and imaginary things by recognizing patterns in images from stories, television and movies. The task accommodates different abilities and can be made easier by using subsets of the cards or more advanced by mixing all cards.
This document provides information about a learning task called the One Hundred Board. Students place colored shapes or highlight numbers on a laminated one hundred board to identify patterns. They can follow provided patterns or create their own. The task helps students develop skills in spatial sense, counting, and pattern recognition. It is designed for students ages 5-7 years old and can accommodate different learning styles. Suggestions are provided for introducing, supporting, extending, and assessing the activity.
1. Sultan Qaboos university
Education College
ECED4080
REPORT ABOUT:
Sample Album of Learning Task
Documentation Entry
ASILA SAID ALMAMARI
82942
2032011
2. Sample Album of Learning Task Documentation Entry
رLearning Task:
س
Play dough letters sounds
Learning task adapted form:
http://www.kinderplans.com/content.cfm?pageid=165
Description:
Focus letter would be made out of modeling clay (preferably
one that hardens). The children would feel the letters and
find the pictures that begin with the letter sounds. After, the
letters would be placed in a container. One child is
blindfolded and the other child chooses a letter to give to that
child. They must guess what letter they are feeling. After, the
roles are reversed.
Age group:
4.5 to 6.5 years
Subject area:
Language
Subject strand:
Reading and Writing
Subject Topic:
Letter sound
Background information:
3. Children need many experiences working with letters of the
alphabet before they can actually begin to print letters using a
pencil or marker. Understanding can begin in a receptive
manner with activities such as having children move their
fingers over the shapes of clay letter. In this learning task, clay
letters are rolled and put on colored cards. Once student can
recognize and name letters, they could attempt to match
letter and pictures of the first sound. Letter combinations can
placed on cards as letter chunks.
Student Learning Outcomes:
Reading & Vocabulary:
Names the pictures and pronouns the first letter.
Writing:
Moves their hand over the shapes of clay letter.
Prerequisite concepts, Skills, &Values:
• Follows class routines for selecting, using and returning
individual learning task
• Adopts class routines for obtaining teacher support to
demonstrate learning tasks and to obtain assistance
• Small muscle control to trace the clay letters
• Recognizes and names letters
• Recognizes tactile shapes from work with three
dimensional shapes
Learning Theory & Instructional Strategy:
4. • The activity follows the constructivist theory of learning
in that the child learns about letter formation by
actually tracing the letters themselves
• The instructional strategy is independent learning with
self-correction
• The teacher demonstrates the learning task for the child
initially, and then the child works on its own perhaps
working with the same task for several days to reach the
mastery level.
Student Characteristics Accommodated:
• Accommodating both bodily kinesthetic, spatial,
and naturalistic intelligences underlie the design of
this activity as student enjoy the texture, and sight
of the clay and observe the shapes and patterns of
letters.
• The activity provides concrete experience leading
to the more abstract recognition and formation of
printed letters.
• Visually impaired students are aided with the
tactile feel of the letters and their large size.
• Children only engage in this activity when it is
developmentally appropriate for them and are not
force to move along with the entire class or
through the forced progression inherent to printed
workbooks.
Introduction of the Learning Task:
5. • Show the child how to remove the activity tray from the
shelf noting the placement of each item.
• Take the learning task to an open space at a table
• Demonstrate how to trace the shape of a letter while
saying the sound that the letter makes.
• Show the child how to trace the shape of letters while
saying the sound, which they represent.
• Feel the letters and find the pictures that begin with the
letter sounds. After, the letters would be placed in a
container.
• Choose one child who is blindfolded and the other child
chooses a letter to give to that child. They must guess
what letter they are feeling and then bring the pictures
of sound letters. After, the roles are reversed.
• Say that letters can be models to use while a thick pencil
or paintbrush.
• Each week, the student should do five letters only
according to the easiest sounds.
• Show the child how to move the play dough to the tray.
Preparation:
6. Print out enough pictures of the first five letters ((،ن،ف،س،ع
2) رpictures for each letter). Cut out these pictures and glue it
on the cards. Laminate the cards. Roll the clay to make the
letter shapes. Put the letters to the laminated and colored
paper which using as background
Play Dough Recipe:
• 250 ml flour
• 125 ml salt
• 250 ml water
• 30 ml vegetable oil
• 30 ml cream of tartar
• Food colouring
• Empty plastic containers
• Parchment paper
Instructions:
Mix the flour, salt, cream of tartar, and oil together in
saucepan. Slowly add the water mixture. Cook over
medium heat, stirring until the dough becomes stiff.
Pour your dough onto a sheet of parchment paper. Set
aside to cool. When the dough is cool, knead it with your
hands until it is pliable but not mushy. Add a few drops
of food coloring and knead again to add colour to the
dough.
Tools and equipment needed:
7. • 2 Pictures of each letter
• Clay
• 5 colored cards according to the number of letters.
• 2 containers
• Scissors
• Super Glue.
Laminated Letter Sheets:
• File of Arabic letters
• Computer printout each of the pages of the file
• Pages glued to card
• Pictures laminated
Checklist of Tray items:
1. Tray
2. Container of Arabic letters
3. Container or bag of pictures
4. Laminated sheets of letters
Extension Activities:
1. Students roll the play dough to make the letters by
molding the printed letters.
2. Students could go on to use paintbrush strokes to form
letters of their names.
8. 3. Students could use a wet sponge to form letters on
concrete or a chalkboard.
4. Students could use a large, thick pencil to form letters
and print their names.
Enrichment Activities:
1. Students could be provided with specific letter
combinations chunks to address specific phonics skills
(such as pronounced and no pronounced letters).
2. Students could be provided with all letters combinations
as an aid to the letter of place value with double-digit
numbers.
Assessment Techniques:
• Student compares play dough letters with the pictures
sound and self corrects.
• Instructor observes student while working and provides
formative feedback.
• Instructor examines and analyzes finished product.
Feedback Suggestions:
• How you match the pictures as the letters?
• Please read the clay letters and its pictures.
• Give me two examples of things or names that are
started with same sound?
• How can you write this letter?
Alternate Play Dough Letter Activity:
9. Students can look at a sheet of laminated letters and
attempt to form various letters using play dough.
Evaluation Rubric:
1. Has difficulty keeping finger on the clay letters and
names the sounds. Transfers only a few letter strokes
to paper and remind him about the sound.
2. Forms letters with reversal and/or missing strokes
and names some of pictures.
3. Forms most letters and matching the sounds of
pictures.
4. Forms all letters correctly matching the sounds of
pictures.
Vocabulary:
Letter, sound, play dough, print, model, & trace
References:
http://www.kinderplans.com/content.cfm?pageid=165
Images from: http://images.google.com/
Comments, Hints, &Suggestions:
• Remember to make play dough letters before and
store it in the container.
Key Words: