Enhanced Alphabet Knowledge Instruction - LCSC · Why do Enhanced Alphabet Knowledge Instruction Considerations for Teaching the Alphabet How to Plan for Teaching the Alphabet ...

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Enhanced Alphabet

Knowledge Instruction

Presentation AgendaPresenter Introductions

Comprehensive Literacy

What is Enhanced Alphabet Knowledge Instruction

Why do Enhanced Alphabet Knowledge Instruction

Considerations for Teaching the Alphabet

How to Plan for Teaching the Alphabet

How to do an Enhanced Alphabet Knowledge Instruction Lesson◦ Lesson Template, Live Model of Lesson & Video of Lesson

Comprehensive Literacy

BALANCED APPROACH INTEGRATED INSTRUCTION

AUTHENTIC PURPOSES

Comprehensive Literacy Frameworks

EAK for short

Research based

Free

Practical instruction teachers can use to organize, plan and teach the alphabet

Emphasizes specific skills in cycles of review based on factors that influence learning the alphabet

Lesson plan calls for:◦ Identifying the letter name & sound

◦ Recognizing the letter in text◦ Producing the letter form

What is Enhanced Alphabet Knowledge Instruction?

Knowledge of the names, sounds, and symbols of the letters is essential for learning to read and write.

Alphabet knowledge is consistently recognized as the strongest, most durable predictor of later achievement in literacy including decoding, comprehension, and spelling (National Early Literacy Panel 2008).

Given the significance for children to successfully gain alphabetic knowledge, it is important to consider effective practices.

Why Do EAK?

1st grade verbal student with ASD

Never learned more than 4 inconsistent letters before February 2017 during 1st grade year

Teacher did 9 weeks of EAK

Student now independently can expressively identify both upper and lower case letters with 19/26 letters

Student can produce 16/26 letters in writing when asked to write a specific letter

Why Do EAK?

Considerations for Teaching the Alphabet

1 letter a week is proven ineffective

Unfortunately, this common practice is largely based on tradition rather than empirical validation as an effective instructional practice (Justice et al. 2006)

Compare the one letter a week method with other skills taught such as how to play the piano

1 Letter a Day 1 letter a week

1 letter a Day ConsiderationsMany children are already familiar with some letters, making it unnecessary to devote an entire week to learning a letter that is already known (Treiman et al. 1998).

It will take 26 school weeks (or until about the middle of March) to learn the entire alphabet, thus further disadvantaging these students who are at-risk for reading difficulties (Piasta and Wagner 2010).

Not all alphabet letters are created equal with regard to the difficulty or ease of learning (Treiman et al. 2007b).

The purpose of learning the alphabet is for reading and writing

Alphabet instruction is a means, not an end

Spending too much time daily on a single alphabet letters steals instructional time away from other meaningful literacy & content experiences

Explicit lessons are taught in less than 12 minute periods

Brief Lessons

EAK lessons teach uppercase and lowercase letters together at the same time.

Children typically gain proficiency with uppercase letters before lowercase letters largely due to more frequent exposure to uppercase letters in environmental print and with initial uppercase letters in names. (Treiman et al 2007a).

EAK lessons which teach both forms help teachers to build on students’ prior experiences with uppercase letters to expand their overall knowledge of letters.

Uppercase & Lowercase

Simple changes in teacher language may help to avoid confusion for some children.

Use the language ‘the sound this letter represents’ rather than ‘the sound this letter makes’ (Johnston 2004).

When teaching the sound of a vowel letter, teach the short vowel sound (Jones and Reutzel 2012).

Letter Sound Suggestions

How to do an Enhanced Alphabet Knowledge Instruction Lesson

Learning in the context of reading and writing

Step 1 teaches students to identify the name and sound

Step 2 students immediately begin learning to recognize the letter contextually in books and other written text

Step 3 students learn how to produce the letter forms for use in writing

Designed for Acquisition & Application

Letter Name Identification: (1-2 minutes)

1. This is the letter ____. This is the uppercase letter ____. This is the lowercase letter ____.(Show and/or write the letter, explaining the form.)

2. Let’s practice naming this letter. What is this letter? _____.(Point to uppercase and lowercase letters in different order at least 3 times asking students to identify the letter name).

Enhanced Alphabet Knowledge Lesson Template

Letter Sound Identification: (1-2 minutes)

3. The letter ____ represents the sound /___/. When I say the sound /_/ I place my tongue & mouth like this ____. (Provide explanations/stories/key words to help students remember the sound.)

4. Let’s practice saying the sound of this letter. The letter ____ represents the ____ sound. Say the ____ sound with me ____, _____, _____. (Point to uppercase and lowercase letters in different order at least 3 times asking students to identify the letter sound).

Enhanced Alphabet Knowledge Lesson Template Continued

Recognizing the Letter in Text: (3 minutes)

5. Now, let’s see if we can find the letter _____(Students locate the uppercase and lowercase letter in text and state the letter name and sound each time the letter is located) There are a number of alternatives for student practice with recognizing the letter in text such as:◦ sorting through magnetic letters/tiles to isolate the particular

letter

◦ identifying the letter in charts of classmates’ names

◦ using a crayon to circle the letter in newspapers or magazines

Enhanced Alphabet Knowledge Lesson Template Continuted…

Producing the Letter Form: (4-5 minutes)

6. Let me show you how to write the letter _____. Here’s where I begin on the paper lines to write the letter ___. (Provide description and hints about how to write the uppercase and lowercase form of the letter).

7. Let’s practice writing the letter ___ together. Producing the letter can also use alternatives for practice such as:◦ • using a transparency and marker to trace over the letter as it is

identified in enlarged print from children’s books

◦ • producing the letter form with clay, pipe cleaners, wiki sticks

Enhanced Alphabet Knowledge Lesson Template Continued….

Builds on these two important components of effective instruction:◦ brief, explicit lessons

◦ taught through multiple distributed instructional cycles

EAK

How to Plan for Teaching the Alphabet

Explicit instruction and repetitive practice is particularly important for the more difficult to learn letters.

Multiple instructional cycles make it possible for the teacher to take note of the more difficult letters and adjust instruction through pacing and exposure frequency.

Following research-based factors of which letters have an advantage for learning; this method provides six instructional cycles to introduce and review the alphabet.

Flexible Distributed Instructional Cycles

Cycles & Rational for Learning Advantage Own Name ◦ Learning advantage for initial letter in first name

◦ Organized based on frequency of initial letters in class members’ names

Alphabetical Order ◦ Learning advantage for alphabet sequential order

◦ Organized beginning with the letter a and ending with the letter z

Letter Name-Letter Sound Relationship ◦ Learning advantage for letters that have the letter sound produced in the letter name

◦ Organized beginning with letters easier to learn proceeding to more difficult to learn

Cycles & Rational for Learning Advantage Cont. Letter Frequency ◦ Learning advantage based upon letter frequency in environmental print and other printed materials

◦ Organized beginning with letters occurring less frequently in environment proceeding to letters more frequently occurring within the environment

Consonant Phoneme Acquisition ◦ Learning advantage based upon normative, developmental order of phoneme acquisition

◦ Organized beginning with letters more frequently articulated and acquired proceeding to letters which children have less experience producing the sound

Distinctive Visual Features Letter Writing ◦ Learning advantage based upon the number of distinctive features in written letter forms

◦ Letters with similar features presented in small clusters over several days or presentation of letters with fewer distinctive features over subsequent days

EAK Planning

EAK Planning Continued

Morning Meeting◦ Letter of the day song, yoga move that starts with the letter

Word Wall◦ Find the letter on the word wall, identify it in words of the week, read all

the words that start wit that letter, use lasers or flashlights to find letter

Shared Reading◦ Print reference the letter of the day, mark it with post it notes or

highlighter tape

Writing◦ Model writing the letter and draw attention to it

Self-Selected Reading◦ Create specific letter books for your library

PCW◦ Print reference the letter, find in your sentence

EAK in Everything

Traveling word walls

Take home letter of the day

Personal Connections

Questions About Enhanced Alphabet Knowledge Instruction?

References Jones, C., Clark, S., & Reutzel R. (2012). Enhancing alphabet knowledge instruction: Research implications and practical strategies for early childhood educators. Retrieved from https://digitalcommons.usu.edu/cgi/viewcontent.cgi?referer=http://readyforlearning.net/&httpsredir=1&article=1403&context=teal_facpub

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