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PROGRAM PLANNING & DEVELOPMENT (10 Hours) LEVEL 3-4

Creating a Comprehensive Lesson Plan


Course Menu

Page 29

What is an Instructional Strategy?


Guided Practice 
Guided Practice is the time the educator spends with the children introducing a new concept and practicing this with the children using a variety of instructional methods.

Guided Practice Activity
Objective: Matching a Letter Sound with the First Sound of a Set of Objects
  1. A basket is placed on the table or floor mat. It contains a set of phonetic letter cards printed with individual letters (lower or uppercase not both), a basket of objects who’s name contains the first letter sound that matches with one of the letters on a card, a mat to place the card and objects.
  2. A child will choose a letter card and place it on the mat. The child will point to the letter and vocalize the sound of the letter. (Teacher may assist if the child is having difficulty.)
  3. With one card in place the child chooses one object at a time and vocalizes the first sound of the object. “Pencil” – “P” sound. If it matches the letter on the card the child places the object on the card and places new card on the mat.
  4. It is best to use real looking representations of the objects for this activity instead of cartoon or stylized objects to make this activity relevant.
  5. Guided practice is just that, guided practice, it is not the assessment. An authentic assessment should be made when the child chooses to do the activity and you are close by observing their progress. 

Objective: Matching a Letter Sound with the First Sound of a Set of Objects
  1. The child will choose a letter card and place it on the mat, vocalizing the sound. If the child does not know the sound the teacher may assist.
  2. Through the process of discovery (trial and error) the child will find the object in the basket that has the same beginning sound as the letter that has been placed on the mat.
  3. Initially the teacher will work side by side with the student until a certain level of proficiency has been attained. After proficiency has been established the child will be allowed to work independently or with a partner.
  4. While the child is working independently observe the child for proficiency, and assess whether more teacher support is needed.


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  • Child Care Training
    • A-B >
      • 123 Dance with Me
      • A Directors Guide
      • A Teachers Guide to Pinterest
      • A Vaccination Conversation
      • All Aboard: Creating an Inclusive Classroom
      • Art and Sensory Experiences for Infants and Toddlers
      • Art Integration
      • Back to School Transition Tools
      • Basic Sign Language in the Classroom
      • Basic Signs for Babies and Toddlers
      • Beyond the Classroom: Engaging Families
      • Block Play for Infants and Toddlers
      • Bright Minds ​STEM Play for ​Infants and Toddlers
      • Building Community Through Circle Time
    • C-D >
      • Chicka Chicka Boom Boom in the Classroom
      • Child Abuse and Mandated Reporting in Washington
      • Children and Nature
      • Classifying and Sorting
      • Cooking Up Fun
      • Developing Minds and Bodies Tummy Time for Infants
      • Dream Team Successful Teambuilding
    • E-I >
      • Easing Separation Anxiety
      • Executive Function
      • Exploring the Magic of Harry Potter
      • Fantastic Mr. Dahl
      • Guide to Goosebumps
      • Infant and Toddler Temperament
      • Introduction to Planning Activities
    • K-M >
      • Keeping Children Safe and Healthy
      • Managing Your Time
      • Math Exploration
      • Mildred D. Taylor and Cultural Awareness​
      • Mindful Leadership
      • ​Motivating Morale Keeping Staff Around
      • Music and Movement for Infants and Toddlers
      • My Brain Craves Action
    • N-P >
      • Nap Time
      • Operation Military Families
      • Ouch Infant and Toddler Biting
      • Picture This
      • Positive Strategies for Classroom Management
    • R-U >
      • Reinforcement and Redirection
      • Simple Science
      • Spanish in the Early Childhood Classroom
      • Speech and Language Milestones
      • Supporting Families with Special Needs
      • Supporting Self-Esteem
      • Teaching with Tolkien
      • The Child's Developing Brain
      • The Infant and Toddler Classroom
      • The Infant and Toddler Teachers Role
      • The Wonderful Author of Oz
      • Theories of Child Development
      • Understanding Autism
    • V-Z >
      • Where the Wild Things Are
      • Worldwide Art
      • Yoga with Children
  • Need Help
    • About Us
    • Certificates
    • Lesson Plans for Young Learners
    • Terms of Use