but to do so in a way that increases their desire to read” (Snow, Burns, Griffin, 1998, pg. 11).
Highly effectual approaches in accomplishing this, is by ensuring that student’s instructions are
gratifying and consistently reminding them that all printed letters have value. Teachers and
parents need to involve their children in fun filled activities emphasizing that all letters have a
specific sound and each letter has a name. Using many demonstrative, kinesthetic, pictorial, and
auditory experiences, children will learn the letter S, the alphabetic principle, and phonemic
awareness while completing projects associated with the season of spring. The children learn to
track print, amplify their skills in listening, language, print, and literature.
This week I will be introducing the children to a Spring Themed Unit. We will be
focusing on different elements that make up spring and reinforcing their ability to recognize,
sound out, and use the letter S. I will be using materials; such as picture books, poems, rhymes,
non-fiction books, and a video to enhance their growth and development with key literature
learning. I have provided a short list on another page of some of the materials we will be using.
All of which will be used to teach the children about the alphabet, phonemic awareness,
rhyming, and making new words. I am even extending this unit to teach the children about the
important elements that make up literature, including character, plot, setting, and beginning,
middle, and end of a story.