Letter Targets

Overview

Children practice recognizing the letters A, B, C, D, and E when named, using hands-on sorting, a group game, and a short review recording. The lesson connects alphabet knowledge to beginning speaking and listening through a routine of naming, pointing, and matching.

Learning intentions

• Students will recognize letters A, B, C, D, and E when a teacher names them.
• Students will identify the correct letter from a small group (visual set).
• Students will respond verbally or nonverbally to show their choice.
• Students will participate in a short discussion by listening and taking turns in group activities.

Success criteria

• I can point to (or say) the correct letter when my teacher names it.
• I can match a letter card to the matching letter target on the board.
• I can take turns and listen while others practice.

Curriculum links

• CCSS.ELA-LITERACY.SL.3.5: Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace (adapted here as a short letter-naming “recording” task with clear, repeated pacing).
• CCSS.ELA-LITERACY.SL.3.1: Engage effectively in collaborative discussions, building on others’ ideas and expressing their own clearly (adapted as turn-taking and listening during the letter game).
• CCSS.ELA-LITERACY.SL.3.4: Report on a topic or recount with appropriate details, speaking clearly at an understandable pace (adapted as students naming letters clearly during practice).
• CCSS.ELA-LITERACY.W.3.2a: Introduce a topic and group related information together; include illustrations (adapted as students create a simple “letter set” visual using pictures and letter cards).
• Focus objective from your plan: Recognize some letters when named (e.g., shown a group of letters, accurately identify the named letter verbally or nonverbally).

Lesson structure (45 minutes)

1. 0–5 min · Warm welcome and routine. Teacher shows the “letter target” display (A–E cards in view) and says today’s goal in a chant; students repeat the goal and sit facing the chart.

2. 5–12 min · Letter naming mini-introduction. Teacher holds up one card at a time (A, then B, C, D, E), models pointing to the letter and saying its sound/name clearly; students point with two fingers to match the card as it’s shown.

3. 12–20 min · Letter group sorting (guided). Teacher gives each child a pocket chart or small tray with 5 letter cards (A–E mixed). Teacher calls a letter name (“Show me B!”) and students point to the correct letter; teacher checks accuracy by scanning quickly and praising correct identification.

4. 20–28 min · Whole-group “Bullseye” game. Teacher places five large letter targets on the floor or board (A–E). Teacher calls a letter and students either: (a) walk and touch the correct target, or (b) place a sticky dot on it. Teacher repeats each letter 2–3 times with quick feedback.

5. 28–35 min · Turn-and-talk practice (listening focus). Teacher models: “I hear /I see… I choose…” Students do a partner turn (or teacher-led in pairs): one child names a letter, the partner points to it from a small set of cards. Teacher circulates to ensure listening and taking turns.

6. 35–42 min · Picture-to-letter match (product). Teacher shows a picture card (e.g., apple for A, ball for B, cat for C, dog for D, egg/elk for E) alongside a letter choice set. Students place the correct letter card under the picture (nonverbal response allowed). Teacher confirms by saying the letter while students point.

7. 42–45 min · Quick closure and check. Teacher asks 5 fast prompts (“Point to D… Point to A…”) and students respond. Teacher records who meets the criterion (verbal or point) for A–E accuracy.

Resources

• Letter cards for A, B, C, D, E (small and large versions)
• Pocket charts or trays with mixed letter sets (5 letters each)
• Floor/board “bullseye” targets (large letters A–E)
• Sticky dots or small tokens for placing responses
• Picture cards for A–E (apple/ball/cat/dog/egg or similar)
• Teacher checklist for A–E identification
• Optional: tablet/phone for a very short teacher-led audio capture of repeated letter naming (for pacing practice)

Assessment

• Ongoing observation during sorting and bullseye game: correct letter chosen when named.
• Quick teacher checklist at the end (5 prompts) noting verbal or nonverbal accuracy for A–E.
• Informal check during turn-and-talk: students listen, wait, and respond to the named letter.

Differentiation

• Content: Use consistent letter sets (A–E only) and reduce visual clutter; if needed, start with 3 letters (A–C) before expanding to 5.
• Process: Offer two response options for every prompt: point (nonverbal) or say the letter; allow extra time for students who need slower processing.
• Product: Students demonstrate learning by pointing/touching (most students) or placing letter cards under pictures (for those ready for an extra step). No writing required.
• Learning environment: Seat students close to the targets for easier viewing; create a small “quiet practice corner” with a mini tray for students who need fewer distractions. Use clear visual cues (teacher pointing to the letter name area).
• ELL/SEN support: Repeat each prompt with the same phrasing (“Show me B”), use gestures, and pair pictures with letters; provide a visual model (“pointing to B”) before calling the letter.

Extension (optional)

• Add letter-in-the-air: after choosing the letter, students “trace” it in the air with a finger while saying the letter name to build memory.