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ECD 237 Preschool Learning Plan #1 Name: Taylor Villani

Activity Name: Alphabet Bingo Age of Child(ren): 3

Setting: Small Group/Individual

Developmental Focus: Language

Key Content Focus: Literacy; Alphabet Knowledge

Key Content Area Concepts: Alphabet Knowledge

Key Content Area Skills: Matching uppercase to uppercase.

Integrated Content Focus: Fine motor

Integrated Content Area Concepts: Manipulative

Integrated Content Area Skills: Grasping the bingo chip and putting it on
the letter on the bingo board that is shown on the dry erase board.

Learning Outcomes: The child will be able to match the letter on the dry erase
board to the letter on the bingo board.

Standards:
SC ELS: ELA- 3K-3.13 Recognize a few letters.
SC ELS: PD- 3K- 2.3 Explore the use of various drawing tools.

Materials to collect/prepare: Bingo boards with alphabet letters on them, dry


erase marker, dry erase board and bingo chips.

Transition/warm up/introduction: I will have the book Alphabet City by Stephen


T. Johnson with me. I will show the book to the children so they can look at the
different letters and how they look. I will say what each letter is on the page, and I
will trace over the letters and describe how they look.

Adult Procedures:
1. First I will explain the materials to the children. I will show the
children that I will write a letter on the dry erase board and they find
the match on the bingo board.
2. Next I will show the child the dry erase board so they can see which
letter is draw on there.
3. Then I will ask them if they know the letter is on the board.
4. Then I will look to see if the children have the letters correct.
5. Finally, I will erase the board and start step 1-5 again.

Child Procedures: (use as many steps as needed Must match the Adult
Procedures)
1. First the child will look at the dry erase board.
2. Next the child will look at their bingo board to see what letter matches the
letter that is on the dry erase board.
3. Then the child will put a bingo chip on the letter that is shown on the dry
erase board.
4. Then the child will tell me if they know which letter it is that is on the dry
erase board.
5. Finally the child will erase the board and start step 1 to 5 again.

Conversation to Support Learning/Talking with Children:


1. How did you know what letter it was that I put on the dry erase board?
2. What letters confused you the most whenever you were trying to figure out
which letter it was?
3. What would happen if you forgot to put the two lines on the uppercase I?
4. What makes the I different than the T?
5. What makes the B different than the D?

Observations and Assessment: I will take notes on what each child is doing and
take pictures of them doing the activity so I can do a write up later on how the
activity went. I will assess the children on a few key components.
The child can match the letter from the dry erase board to the letter on the bingo
card. ELA- 3K-3.13 Recognize a few letters.
The child can manipulate the bingo chip with their finger and thumb. PD- 3K- 2.3
Explore the use of various drawing tools.

Accommodations for individuals:


Scaffolding down: Use the most common letters first. I would show them S,
T, and X.

Scaffolding up: Write the lowercase letter on the board and see if they can
match it to the uppercase on the bingo board.

Resources:
http://crazylittleprojects.com/2015/02/alphabet-bingo-game.html
http://homeschoolroundup.com/printable-alphabet-bingo-cards/