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Teaching the Alphabetic Principle:
Critical Alphabetic Principle skills - Letter-Sound Correspondences
Example Instruction: Letter-Sound Correspondence
- Specific Skill: Letter sound correspondence using e as an example
| Skills taught prior to this clip were: |
- Letter-sound correspondences with high instructional utility (e.g.,
m, s, t, r)
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Things to look for in this clip:
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What the teacher does: |
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- Models each step of the activity (i.e., letter name, letter sound, how to
make the sound, and tracing the letter) using consistent wording
- Provides many opportunities for both group and individual student
responses
- Corrects errors immediately
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What the student does: |
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- Produces and practices the new skill multiple times
- Answers with highly
accurate responses in group and individually
- Participates actively during instruction
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(Click button to play video.) |
The next instructional objective for this group:
- Review previously taught letter sounds
- Introduce new letter sounds
- Blend letter sounds into 1-syllable words
Instructional Materials used in this clip:
Simmons, D. & Kame'enui, E. (1999) Optimize. Eugene, OR: College
of Education, Institute for Development of Educational Achievement, University
of Oregon.
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