Transcript Chapter 4 Letter Knowledge

Chapter 4
Letter Knowledge
Jennifer Balls
What?
Letter Knowledge
1.
2.
3.
4.
Letters are components of written words
Letters represent sounds of words
There are 26 upper and lowercase letters
Each letter shape corresponds to a letter
name and sound.
What?
Letter Names
1.
2.
All known letter systems are iconic (the names of
the letters contain the sounds they represent).
Factors affecting learning
–
–
–
Visual form, shape,
•
The more alike, the more likely they will confuse.
Phonological characteristics
•
The number of phonemes that pairs of letters share in
the same position.
Phonologically and Visually Similar
•
More likely to confuse letters with similar names and
well as shapes.
What?
Handwriting
1. As students are taught the names, they should also
be taught how to write those letters.
2. In the earliest grades, handwriting is linked to basic
reading and spelling achievement.
3. Young students need detailed instruction on
formation of letters.
4. All need plenty of practice!
Why?
“Knowing
letter names provides a springboard for
learning and remembering letter sound
relationships.” Allen, Neuhaus & Beckwith, 2005
1.
2.
3.
4.
5.
Letter knowledge makes it easier for students to master
the sound/spelling correspondences.
Letter knowledge helps to make sense of printed words
Letter naming leads to word-reading accuracy and
fluency, and to reading comprehension.
Handwriting practice aids in letter recognition development
Fluent handwriting leads to better composition skills
When?
When To Teach
1.
2.
By age three – learn to sing or recite at least part
of the alphabet song
Early grades – formal instruction that will help
them name, recognize, and write letters.
- No consensus on sequence for teaching
letters
- Some letter sounds need more time to be
taught and learned.
When?
WHEN TO ASSESS AND INTERVENE
1. Letter Naming Fluency – Should include the speed
and accuracy with which student identify letters.
- Kindergarten (fall, winter, spring)
- 1st grade (fall)
2. Handwriting Skills – assessment should include
observations of:
-
Execution – includes correct and consistent pencil
hold, posture, and letter formation.
Legibility – involves the readability of letters as well
as spacing within the words.
Speed of Writing – contributes to students’ ability to
complete tasks efficiently.
How?
LETTER NAMES AND SOUNDS
(UPPERCASE AND LOWERCASE)
1. In Kindergarten, it is generally recommended that
uppercase letters be taught before lowercase
letters.
2. Teach letter formation using a continuous stroke.
3. Group together letters that begin in the same place
and us the same type of stroke.
4. Teach proper handwriting posture, paper position,
and pencil grip.
5. Trace and copy letter forms with finger and pencil.
Repeat multiple times.
6. Teach letter name and sound together.
How?
STRATEGIES AND ACTIVITIES
1.
2.
3.
4.
5.
Sing the Alphabet song
Teach/Model
- finger trace the letters from top to bottom and
then back up
Alphabet Center
- Blocks, books, letter cards, stencils, stamps
Letter path
- “walk” the alphabet with cards on the floor
Guess what Game
- Identify letters by feeling their shapes
How?
STRATEGIES AND ACTIVITIES Con’t
6.
Skywrite
-
7.
Use finger or pencil to write letters in the air.
Read an Alphabet Big Book
- Read aloud first, then go back and point to target letters.
8. Letters in Your Name
- Match letters to those in his/her own name.
9. Alphabet Concentration
- Match uppercase letter to lowercase letter.
10. Guided Practice
- Student copies what teacher does, then repeats on own.
Conclusion
”Letter names supply convenient verbal labels
that uniquely identify each letter and that are
important if a child is to understand the
language of literacy.” - Share, 2004
”A child’s ability to identify the letters of the
alphabet by name is one of the best
predictors of how readily he or she will learn
to read.” - Treiman, Kessler & Pollo, 2006