ABC Classroom Quilt
- Students will be able to sequence alphabet letters and create a letter quilt piece that demonstrates letter identification and sound understanding.
- Show students an example of a quilt.
- Explain that a QuiltIs a kind of blanket that is pieced together from squares. Hold up the quilt and point out the squares.
- Describe how quilt makers must put the squares of the quilt in order, from left to right.
- Ask students if they can identify which squares were the first, second, and third. Explain that this order is a Sequence.
- Direct attention to the letter quilt model hanging on the board. Tell students that they will make their own quilt, but the squares will each represent a letter and they will be in order.
- See if students can identify other items that are in order around the room. Great examples include: cubbies, alphabet banners, number banners, etc.
- Bring students' attention to the numbered index cards on the floor.
- Explain that words in songs, like the ABC song, also have a certain order.
- Lead the class in singing the ABC Song. You could also lead the class in singing along to a video version of the Alphabet Song.
Explicit Instruction/Teacher modeling(10 minutes)
- Hold up the first row of previously colored and taped letter pages as a model.
- Point out that each letter has a number: 1 is for A, 2 is for B, and 3 is for C.
- Ask the class what the OrderOf the first row is. They should respond with, "1, 2, 3."
- Follow this up by asking for the Sequence. They should reply with, "A, B, C."
- Repeat until students understand the difference between order and sequence.
- Explain that ABC order is important for putting the pages of the ABC letter quilt together.
Guided practise(5 minutes)
- Pass out the pages in ABC order and direct students to stand behind its number on the floor in letter sequence.
- Ask the class how many students are lined up, and then ask if there are extra numbers and letter pages or students without numbers and pages.
- How you proceed depends on how many students are in class that day. If there are no numbers and no students left, tell students that there are exactly 26 students in the class. If there are extra letter pages, allow early finishers to colour more pages. If there are students left who do not have letter pages, give them extras from the second set to decorate.
Independent working time(10 minutes)
- Direct students back to their seats to explain procedure for crayons and glue sticks.
- Pass out construction paper.
- Using an extra letter page, model how to glue page to construction paper and write name on the back.
- Encourage students to do their best to produce a beautiful quilt.
- Give students tape to use in the next step during this time.
- Enrichment:Students who need more of a challenge can draw additional pictures that start with their letter. Alternatively, allow students to create their own sequence from 1–10 with drawings.
- Support:Students who need extra help can sit with a child with a strong understanding of the lesson for assistance and encouragement. Giving struggling students the first letters of the alphabet allows you to give them extra help during their presentation. Depending on the maturity level of your entire group, you may choose to omit the “taping together” portion of the assessment and finish taping the quilt yourself afterwards for display.
An interactive whiteboard could be used to watch an alphabet song video.
- Gather your students to the front of the room, starting with A and moving in alphabetical order.
- Have your students come to the front of the room and say the sound of their letter.
- Ask the students to attach their page to the quilt. Remind them to work in rows of three, and to keep the letters in order.
- If there are extra pieces of blank construction paper, pass a crayon around the class and have each student come up to the quilt and write their first initial on the blank paper.
Review and closing(10 minutes)
- Hang newly created quilt up on a wall for display and secure any loose pages.
- Have students partner up and discuss what they learned today in class.
- Have a group discussion where students can point out other things that they'd like to learn.