All Aboard the Name Train!

Given a letter sequencing activity on a Word document, the student will match and sequence the letters in their name into the corresponding boxes independently with 100% accuracy, for 5 consecutive data points.

  • Word document with letters of student names
  • The Little Red Caboose (Little Golden Book), by: Marian Potter and Tibor Gergely

Pre-Requisite Skills:
  • The student must be able to utilize the mouse on a computer and manipulate objects within the document.

UDL Considerations:

Procedures (Model/Lead/Test):
Initial Instruction (Model):
  1. The teacher will introduce the lesson to the children. She will say “Today, friends, we will be continuing our unit on trains. We have already learned so much already! Today we are going to be talking about the engine and the caboose, and the train cars inbetween. The engine comes at the beginning of the train, and the caboose comes at the end. The train cars in the middle carry passengers, heavy loads and cargo. Today we are going to be reading the book, The Little Red Caboose, by Marian Potter and Tibor Gergely. After we are finished reading, we will be creating trains with a very special load to carry.”
  2. Read the book. Throughout the book, the teacher will ask students to notice the different things that the train is carrying.
  3. When finished, the teacher will begin the small group lesson on the computer Word document. The teacher will have the computer facing the small group, and will also be sure that the mouse is in view of the students. The teacher will say: “Friends, during our read-aloud, we noticed many things that a train can carry. Today, our little trains will carry something very important, our names! Take a look at our computer screen. What do you see? Yes, you see a train! Take a look closer, what is at the beginning of the train? You are right! It is an engine. What is at the end? Excellent! It is the caboose. Now friends, what is our train carrying? My name! But guess what, friends? There was an accident and all of our letters fell. We have to pick up all of the letters and put them back in order on the train car. Watch as I do my name. My name is spelled, E-R-I-N. Let’s look at our letters that fell. We need to find the letter E, it looks like this (point to the letter). Oh look, here it is! Now I need to get it back on the train. Watch as I put my pointer on the letter E and drag it on top of the other E. I did it! Now what letter comes next? Hmm… Yes, an R comes next. Watch as I drag my letter R right next to the E.” I would then complete the modeling portion with the remaining two letters. “Look friends, all of the letters are back in place!”

Guided Practice (Lead):
  1. “Now, it is your turn to practice. I want you to help me get all the letters back on Cooper’s train. Cooper, come on up. Look friends, Cooper’s name is spelled C-O-O-P-E-R. What letter do you think we should look for first? Yes, the C. Here we go Cooper, we need to drag the C the whole way over here, back onto the train.” I would then assist the student in hand over hand guidance to make sure that he is able to do this task independently. I would also go through at least three more letters with each student in front of the small group.

Independent Practice (Test):
  1. “Friends, you are doing so well at matching the letters in your name in the correct order. But now, it is your turn to do it on your own.” Each student will have his or her own computer with a document already prepared for each student. After the student has placed each letter on the corresponding letter on the train, I will proceed to go around to check their work. Data will be taken as the student completes the tasks.

As the students are completing the final portion of the independent practice, I will be completing the data sheet that lists each student and the letters of their name. I will put a check in each box that they matched correctly. My goal for each student is to be able to complete the task independently and match each letter of their name correctly. To get the percentage if they miss a letter, I will divide the number of correct letters over the total number of letters in their name and multiply by 100. (See attached sample data sheet.)