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How to Write the Alphabet: Ll Jj Yy

Updated on February 8, 2016

Mary Has a Baby Lamb

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Writing Lesson Plan: Ll Jj Yy

Whether you are teaching young students to write in their native tongue, or teaching the English alphabet to your English learning students, this lesson can help you.

Lesson Target: Beginners at reading and writing the English alphabet

Prior Lessons Needed: Letters sitarmgnubedcohfvp. To start with the first lesson, Ss Ii Tt, go here. To learn more about teaching the alphabet, go here.

Lesson Focus: writing and reading

  • Learn letters: Ll, Jj, Yy
  • Practice writing with writing worksheet
  • Practice reading with story

Note: Pay attention to the 'prior knowledge'. While each writing worksheet can stand alone, the reading lesson builds on previously learned letters. To start with the first writing lesson, Ss Ii Tt, go here. After all, there's not much your students can read on their own with just the letters ljy.

Writing Worksheet

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Learning the Letters: Ll, Jj, Yy

Continue to teach the new letters just as you have taught the old. Treat 'y' like the other vowels; teach both sounds it makes. It might help to show that it makes the 'ee' sound when it comes at the end of words and the consonant sound at the beginning of words.

L may need extra attention depending upon where you teach; many Asian languages, for instance, don't have the sound 'l' or at least not in the same way as it is pronounced in English. Compare the sound to 'R' and show how it is different. Perhaps let your students practice 'r' and 'l' by showing flashcards or objects that begin with each letter; say the word out loud and let your students try to identify if it should be an 'l' word or an 'r' word.

Other letters you might review include 'i', 'g', and 'v' because of the similarities between these letters and the new letters. This will both refresh your student's memory on these letters and ensure that your students won't mix these letters up.

Writing Worksheet

You can find a copy of the writing worksheet here. To use it, simply print the worksheet and give it to your students. You should be able to print by right clicking with your mouse on the document and selecting 'print' or there may possible be a print icon at the top of the page. The worksheet includes writing practice for each of the letters, instructions on how to write the letters, and a picture illustrating a word that begins with each letter.

Let's Read!

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Reading Ll Jj Yy

This reading lesson builds on already learned letters: S I T A R M G N U B E D C O H F V P. It can also stand alone but your students will not be able to read any words in this story on their own unless you have already taught them some other letters or sight words.

You can find the story worksheet here.

There are two ways to use the story worksheet:

  1. Have your students find and identify the target letters. You can also use this as review time and have your students identify previously learned letters. I advise against reviewing every letter, considering how many your students have learned at this point. Last lesson's letters and a few from earlier should be enough to refresh memories without becoming tedious. Make a special note of similar letters to the target, like i and g and v.
  2. Pre-teach a few of the words, particularly words that don't follow the normal rules (the b in 'lamb' is mostly silent, 'love' does not have a long o or even a short o sound, 'you' doesn't follow the normal 'ou' rules and just has to be remembered, 'says' does not sound like 'say' with an s). Pre-teaching doesn't have to mean you tell them the word; write the words on the board or point to words in the story and ask your students to try reading them first. Don't have a picture of a lamb? The story does; use it. Before you read the story, read the title together. Look at the pictures. Ask your students what the story is about.
  3. Read the story together. By this point, your students should be able to read the majority of the story themselves. In this story, the only words you should read for them are where and likes. And by this point, some of your students may already be able to identify those words. Of course, some letter combinations may not yet be known to your students; 'oo' in 'too', for instance. 'says' and 'love' do not sound how one might guess if sounding them out. Let them try to read what they can, and if they stumble, help them. Smile when they get things right. Do not frown when they get things wrong. Smile and say 'almost' or 'good try'. The less your students fear making mistakes, the more they will be willing to try to read, and the more they will learn.

Conclusion

Now that your students know Ff Vv Pp, what's next? Keep going through the alphabet!

Go back to Ff Vv Pp

Go on to Kk Qq Ww

Like Mir Foote's writing? Try her books!

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