My Alphabet Book

By Jenni Cummings
Meet the Author

"Why is phonemic awareness essential to life-learning?"

  Understandings & Objectives


 At A Glance

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Oakland, CA 94605
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Core Understandings
  • Knowing why we need letters and sounds helps us to understand the value of what we are learning.
  • Learning the letters and sounds gives us a great power of communication through reading, writing and oral language.
  • Every language has it's own set of symbols/letters that are used for communication.
Learning Objectives
  • Students will write letters in proper manuscript penmanship (on white board, paper, in the air with fingers.)
  • Students will create letters using several different mediums (such as clay, string, paint, magnets, their bodies.)
  • Students will bring something from home that begins with the letters of the week. They will take pictures of their objects.
  • Students will type the words for their books (with the help of the teacher.)
California Content Standards
English and Language Arts
Strand I. Reading
ELA-K.I.1.0. Word Analysis, Fluency, and Systematic Vocabulary Development
Concepts About Print
ELA-K.I.1.1. Identify the front cover, back cover, and title page of a book.
ELA-K.I.1.2. Follow words from left to right and from top to bottom on the printed page.
ELA-K.I.1.3. Understand that printed materials provide information.
ELA-K.I.1.5. Distinguish letters from words.
ELA-K.I.1.6. Recognize and name all uppercase and lowercase letters of the alphabet.
Phonemic Awareness
ELA-K.I.1.7. Track (move sequentially from sound to sound) and represent the number, sameness/difference, and order of two and three isolated phonemes (e.g., /f, s, th/, /j, d, j/).
ELA-K.I.1.8. Track (move sequentially from sound to sound) and represent changes in simple syllables and words with two and three sounds as one sound is added, substituted, omitted, shifted, or repeated (e.g., vowel-consonant, consonant-vowel, or consonant-vowel-consonant).
ELA-K.I.1.9. Blend vowel-consonant sounds orally to make words or syllables.
Decoding and Word Recognition
ELA-K.I.1.14. Match all consonant and short-vowel sounds to appropriate letters.
ELA-K.I.1.16. Understand that as letters of words change, so do the sounds (i.e., the alphabetic principle).
Vocabulary and Concept Development
ELA-K.I.1.18. Describe common objects and events in both general and specific language.
ELA-K.I.2.0. Reading Comprehension
Structural Features of Informational Materials
ELA-K.I.2.1. Locate the title, table of contents, name of author, and name of illustrator.
Comprehension and Analysis of Grade-Level-Appropriate Text
ELA-K.I.2.2. Use pictures and context to make predictions about story content.
ELA-K.I.2.3. Connect to life experiences the information and events in texts.
ELA-K.I.2.4. Retell familiar stories.
Strand II. Writing
ELA-K.II.1.0. Writing Strategies
Organization and Focus
ELA-K.II.1.1. Use letters and phonetically spelled words to write about experiences, stories, people, objects, or events.
ELA-K.II.1.2. Write consonant-vowel-consonant words (i.e., demonstrate the alphabetic principle).
ELA-K.II.1.3. Write by moving from left to right and from top to bottom.
ELA-K.II.1.4. Write uppercase and lowercase letters of the alphabet independently, attending to the form and proper spacing of the letters.
Strand III. Listening and Speaking
ELA-K.III.1.0. Listening and Speaking Strategies
ELA-K.III.1.1. Understand and follow one-and two-step oral directions.
ELA-K.III.1.2. Share information and ideas, speaking audibly in complete, coherent sentences.
ELA-K.III.2.0. Speaking Applications (Genres and Their Characteristics)
ELA-K.III.2.1. Describe people, places, things (e.g., size, color, shape), locations, and actions.
ELA-K.III.2.2. Recite short poems, rhymes, and songs.
Physical EducationMovement Skills and Movement Knowledge
Standard 1. The student will be competent in many movement activities.
Standard 2. The student will understand how and why one moves in a variety of situations and will use this information to enhance his or her skills.