| |
Teaching the Alphabetic Principle:
Critical Alphabetic Principle skills
Letter-Sound Correspondences
Example:
(Teacher points to letter m on board). "The sound of this letter
is /mmmmm/. Tell me the sound of this letter."
Instructional Design Considerations
Conspicuous Strategies
- Teacher actions should make the task explicit. Use consistent and brief
wording.
Mediated Scaffolding
- Separate auditorily and visually similar letters.
- Introduce some continuous sounds early.
- Introduce letters that can be used to build many words.
- Introduce lower case letters first unless upper case letters
are similar in configuration.
Strategic Integration - Simple Before Complex
- Once students can identify the sound of the letter on two
successive trials, include the new letter-sound correspondence with
6-8 other letter sounds.
- When students can identify 4-6 letter-sound
correspondences in 2 seconds each, include these letters in
single-syllable, CVC, decodable words.
Review Cumulatively and Judiciously
Use a distributed review cycle to build retention:
| NKNKKNNKKKKN |
| N = new sound; K = known sound |
| Example (r = new sound; m, s, t, i, f, a = known sounds): r m r s
t r r i f a m r |
Video Clip Library:
| |
