'G' is for Giraffe
Use the SureCut Lollipop Alphabet to create a beginning letter sound and association game to build letter recognition skills.
Phonemic awareness lays the groundwork for successes in reading and writing. Using this project, students identify beginning sounds of animals and identify corresponding letters that represent that sound. In this way, the teacher enables students to develop letter-sound recognition and inspires students to explore objects with similar sounds. Consider exploring middle and ending sounds with this activity.
Develop phonemic awareness through an interactive game exploring objects and their beginning sounds.
Supplies Used: Cardstock, Clear Plastic (Laminate Film or Overhead Projector Film), File Protector, Glue, Scissors, Stapler, Tag Board, Vinyl Placemats
The teacher will die-cut the materials for student use prior to the lesson.
- Die-cut LG shapes that begin with each letter of the alphabet. Shapes can be cut from poly foam, cardstock, paper, tag board or vinyl placemats (Figure A).
- Decorate or layer the die-cuts using glue, double-sided tape or other adhesive. To layer, leave one shape whole and cut highlights out of other colors. Stickers or colored pens could be added if desired (Figure B).
- Cut a rectangle from any clear plastic such as sheet protectors, overhead projector film or leftover clear laminate. The rectangle should fit on the die-cut shape and be large enough to hold each letter.
- Place the plastic rectangle on the decorated die-cut shape and staple on the bottom and both sides to secure (Figure C).
- Die-cut the letters of the alphabet from laminated cardstock, paper or tag board.
- Students pick a shape, say the name of the shape and pick the corresponding beginning letter to place in the pocket (Figure D).
- Figure A
- Figure B
- Figure C
- Figure D
English Language Arts: Evaluation Strategies
K-12: Standard 3
- Students apply a wide range of strategies to comprehend, interpret, evaluate and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
Standards for the English Language Arts, by the International Reading Association and the National Council of Teachers of English, Copyright 1996 by the International Reading Association and the National Council of Teachers of English. Reprinted with permission.