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Dr. Seuss's ABC Lesson Plan

Updated on June 28, 2015

Dr. Seuss's ABC (my very well-used book)!

Dr. Seuss's ABC

Grade Level: Pre-K

Domain(s): Approaches to Play & Learning, Communication, Language & Literacy, Geometry & Spatial Thinking, Cognitive Development: Math, Cognitive Development: Science, Cognitive Development: Social Studies

Short lesson overview:

This lesson is a fun way to introduce, review, explore and assess letters and letter sounds. Students who are proficient in identifying letters and letter sounds can explore and discover that words are created by placing letters in a specific order. Students will be given an opportunity to work on their own level to strengthen knowledge and skill while manipulating letters.

GELDS (for all activities/learning centers covered in this lesson plan):

APL2.4a- Demonstrates eagerness to learn about and discuss new topics, ideas and tasks.

APL3.4b- Practices to improve skills that have been accomplished.

APL3.4c- Works cooperatively with others to successfully achieve a goal or accomplish a task.

CLL5.4b- Retells familiar stories.

CLL6.4a- Listens and differentiates between sounds that are the same and different.

CLL6.4c- Isolates the initial (beginning) sounds in words with adult guidance.

CLL6.4f- Manipulates and blends sounds (phonemes) with adult guidance.

CLL7.4a- With prompting and support, recognizes and names some upper/lowercase letters of the alphabet.

CLL8.4b- Understands that letters form words. Understands that words are separated by spaces in print.

CD-MA3.4c- Uses a variety of techniques and standard and non-standard tools to measure and compare length, volume (capacity) and weight.

CD-MA3.4d- Associates and describes the passage of time with actual events.

CD-MA6.4a- Recognizes and names common two-dimensional and three-dimensional shapes, their parts and attributes.

CD-SC4.4c- Describes materials by their physical properties and states of matter.

CD-SS3.4a- Creates simple representation of home, school and community.

CD-SS4.4a- Completes jobs to contribute to his/her community and communicates why it is important.

CD-SS4.4b- Describes the roles and responsibilities of a variety of occupations.

CD-SS4.4c- Describes how people interact economically, the exchange of goods and services.

Essential Question(s):

What is a letter?

What sounds to letters make?

What is a word?

How do letters help us form words?

Key Skills (students will…):

  • Be able to identify individual letters of the alphabet.
  • Be able to identify phonological sounds of individual letters of the alphabet.
  • Be able to form 3-letter words using knowledge of letters and letter sounds.

Materials and Resources:

  • Dr. Suess's ABC by Dr. Seuss (Random House, 1963)
  • Foam Alphabet puzzles (or any alphabet puzzle)
  • ASL Sign Language Resource (free from Barnard Island on TpT)
  • Alphabet Assessment Matrix (for small group or large group, free on TpT)
  • See Learning Center Suggestions for additional needed materials. Customize this lesson to your available materials and resources.

Introduction (Activating Hook):

Read Dr. Seuss’s ABC by Dr. Seuss. During reading time, allow students to identify the letters on each page. In addition, allow students to identify familiar illustrations and focus on the beginning sound of each illustration. When the story is over, allow some movement time. Stand up and sing the “ABC Song” together.

Step-by-Step Procedures:

Level 1 (introduction of letters to students who are new to identifying letters)

  1. Using letter pieces from puzzles or any other source you may have in your room, sit on the floor in a circle and place the letters in the center.
  2. Allow each student (and teacher) to choose one letter and give them time to explore the shape of the letter.
  3. Teacher leads the activity by showing the letter she/he has chosen and describe the letter. Talk about the shape of the letter (sides, corners, curves, etc), color, if there is a pattern on the letter and then share the name of the letter and the sound the letter makes. Identify a word that begins with that letter.
  4. Each student will take a turn to share her/his letter. Assist as needed by asking questions about the letter. If the student doesn’t know the name and/or sound of the letter, help out. After identifying the sound the letter makes, challenge the student to think of something that begins with that letter.
  5. If time permits, choose another letter and continue the activity.
  6. Use the Alphabet Assessment Matrix to document student progress.

Level 2 (review letter names and focus on letter sounds)

  1. If you have an alphabet carpet, this would be a fun moving activity! If not, you can use the same alphabet puzzle pieces that were used for Level 1 activities. If using the carpet, encourage students to choose a letter and stand on it. If using the puzzle pieces, form a circle and place the alphabet pieces in the center. Encourage students to choose a letter.
  2. Teacher will lead by naming the letter he/she has chosen, identifying the sound the letter makes and then naming a word that begins with that letter.
  3. Provide an opportunity for each child to do the same.
  4. If time permits, choose another letter and continue the activity.
  5. Use the Alphabet Assessment Matrix to document student progress.

Level 3 (manipulate letters to form words)

  1. Provide alphabet letter pieces (from a puzzle or any other source you have available).
  2. Give 3 students each a letter that will form a word (bat, cat, hat, mat, nat, pat, rat, sat, vat, bop, hop, mop, top, cup, sup, bar, car, far, jar, par, tar, cot, dot, got, hot, lot, not, pot, rot, bun, fun, run, sun, etc.)
  3. As 3 students are given a letter, discuss the name of the letter and the sound the letter makes. Then share that a word is formed when letters are put together in a certain order. Invite students to create a word. Assist as needed.
  4. Use the Alphabet Assessment Matrix to document student knowledge of letter sound, on the back, make notes of students who successfully create and read words.


Discuss that some people use their hands to speak. Introduce students to the American Sign Language (ASL) alphabet.

Learning Center Suggestions:


  • Alphabet Stampers
    • Alphabet stamps/sponges (you can make these by cutting kitchen sponges purchased at the dollar store)
    • Ink/paint
    • Paper
      • Use supplies to create letter-shaped art work!
  • Alphabet Stencils
    • Alphabet stencils
    • Paper
    • Pencils/colored pencils/crayons/markers
      • Encourage students to further explore letters using materials.


  • Letter-Shaped Buildings
    • Masking tape
    • Building blocks
      • Before school, form letters from tape on the blocks carpet. Encourage students to use the tape shapes to build as desired.


  • Alphabet Bakery
    • Play dough
    • Rolling pins
    • Alphabet cookie cutters
    • Baking pans
    • Spatulas
    • Aprons
    • Oven mitts/pot holders
    • Cash register and play money
    • Lunch bags/bakery boxes/etc.
    • Pad of paper and pencil/pen for orders
      • Encourage students to create “alphabet cookies” in the bakery.


  • Magnetic ABC play
    • Magnetic letters
    • Metal cookie sheet/serving pan (these can be purchased from the dollar store or use some old ones, ask parents for donations)
    • Alphabet books such as:
      • Chicka Chicka Boom Boom by Bill Martin, R. and John Archambault (Scholastic, 1989)
      • Dr. Seuss’s ABC by Dr. Seuss (Random House, Inc. 1963)
      • What Pete Ate from A-Z by Maira Kalman (Puffin Books, 2001)
      • And/or any other Alphabet focused books you may have in your library


  • Alphabet Puzzles


  • Cooking Activity: Alphabet Sugar Cookies
    • Rolling Pin
    • Alphabet cookie cutters
    • Baking pans
    • Cookie dough (store bought or homemade)
      • Ethel's Sugar Cookies is my favorite recipe: you can google it, or find it in the Betty Crocker Cookbook. For best results, keep the dough as cold as possible- I usually make the dough the day before I work it and refrigerate overnight. I also use butter flavored Crisco for a soft, buttery cookie.
      • Mixing bowls (2)
      • Mixing spoon/electric mixer
      • Measuring cups and spoons
      • Kitchen timer
        • Note: if you make your own dough, you can easily incorporate the entire standard for CD-MA3.4c by comparing the weight of equally measured ingredients such as a cup of sugar to a cup of flour. In addition, students could practice measuring length with left-over dough: give students each a small piece of dough and encourage them to form it into a rope. Who can get the longest piece? Use a tape measure or ruler to determine the longest piece.
        • Roll out the dough and cut into shapes with cookie cutters. Bake as directed and enjoy!

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