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Letter Name Recognition – Aa
Lesson Objective
The student will be able to identify, name, and write the capital and lowercase letters Aa.
Background Information for Teacher
Display the mnemonic card for Aa for reference throughout the lesson. All words in bold will be said aloud by the teacher.
Student Prior Knowledge
Aa mnemonic card or complete mnemonic alphabet poster
Student Page 1 (Step 3)
Step-by-Step Guided Lesson
Step 1: Start Video
(Tips: Interact with the video by pausing, to ask questions or discuss information viewed with student.)
Step 2: Teach Lesson
Take a look at this letter. It is the letter A. Say it with me this time: A. Point to the capital letter A and say: This is the capital
letter A. Capital letters are tall letters. Look at the capital letter A (point to the capital A mnemonic). Does it have straight lines
or curved lines? Remind the student of the difference between straight and curved lines if necessary, and confirm that the capital A
contains only straight lines.
That’s right. The capital A has straight lines. I see two tall lines that make a point at the top, like an anthill. I can picture the
ants coming out of the top of the anthill to help me remember. Notice that there is a short straight line across the middle of
the capital A. Point to this.
Point to the lowercase letter a
and say: This is the lowercase letter a. This lowercase letter is a short letter. The lowercase a
looks very different from the capital A, but they are the same letter. Let’s talk about how the lowercase a looks different from the
capital A. Can you tell me a way that the capital A and lowercase a look different? Pause for the student to response. (The
lowercase a is shorter; the lowercase a is round; the capital A has only straight lines, while the lowercase a has a mix of straight and
curved lines.) Affirm correct student response.
Since the lowercase a is round, it reminds me of an apple. That helps me remember what the lowercase a looks like when I
write it. Now I will show you how to write the letter a. Let’s start with the capital A. Watch me first. Demonstrate how to write
capital A on the board or on paper while indicating start points and directionality. Then lead the student in tactile/kinesthetic ways to
write the A, such as air writing or on the palm of their hands. It is suggested that you have lines already on a board or piece of paper
to indicate the baseline, midline, and top line.
1. To write capital A, I start at the top line. I pull my pencil diagonally down left and stop at the baseline.
2. I pick up my pencil and go all the way back to where I started at the top. Now I pull my pencil diagonally down
right and stop at the baseline.
3. I pick up my pencil and put it on the first line I wrote at the midline. You may need to explicitly point this area out
to the student. This is the little line that goes across the capital A. I just push my pencil straight across on the
midline until it touches the other side of the A.
4. Remember, we always read what we write: A. Touch under the letter to demonstrate one-to-one.
5. Now I have written capital A!
This time, you will practice writing a capital A with me, but we will write it in the air. Remember to look at the A I wrote if you
need help. Turn your back to the student to air-write the letter, or write it backward if you face the student.
1. If you model air-writing the letter facing the student and do not start on the left, then students may learn to form the
letter with the wrong directionality.
2. As you are modeling the air-written letter, narrate the movements clearly as you are doing them. Use the same
language each time so the student can create an internal monologue of the letter formation.
The student may hold the pencil to air-write.
1. Get your pencils ready to air-write capital A! Model how to hold the pencil in the air.
2. Where should we start when we write capital A? Do we start at the top or the bottom? (top) Get your pencil
ready at the top of your air-paper.
3. Pull diagonally down left and stop at the baseline. Pick up your pencil and go back to where you started.
4. Pull diagonally down right and stop at the baseline.
5. Go to the midline and across.
6. Let’s read the letter we wrote: A. Touch under the letter when reading it.
7. You’ve written a capital A!
Repeat this process a couple of times. Repeat the process with the student “writing” with their pointer finger on the palm of their
other hand while iterating the steps to engage tactile modality.
Repeat the modeling, air-writing, and palm-writing with lowercase a.
1. To write lowercase a, I don’t need to start at the top line because lowercase a is a short letter. It is also a
curvy letter, so watch carefully while I model how to write it.
2. I start on the midline. Then I pull left and around like a circle back up to where I started and stop.
3. I pick up my pencil and put it at the midline on the right side of the circle.
4. Pull straight down to the baseline and stop.
5. Now I need to read the letter I wrote: a. Touch under the letter to demonstrate one-to-one.
6. Now I have written a lowercase a!
Have the student complete the Student Practice Page
Step 3: Complete the worksheet attached below.
Worksheets needed to complete the lesson
Step 4: Start the next lesson with the game or activity attached below for review so the student can
demonstrate understanding of this lesson before moving forward.
Noodle and Yarn Writing: Provide the student with uncooked straight noodles that have been broken to the appropriate lengths. The
student will use glue to glue the straight noodles onto paper to make a capital A. The student will glue shorter straight noodles and
yarn onto the paper to make a lowercase a
. Once the letters are dry, students can trace the letters with their finger.