Alphabetic Understanding, Phonics, and Spelling

Alphabetic

Understanding, Phonics,

and Spelling

Kindergarten Teacher Reading Academy

These materials are copyrighted ? by and are the property of the University of Texas System and the Texas Education Agency. ?2009

KTRA: Alphabetic Understanding, Phonics, and Spelling

Handout 1 (1 of 4)

?2009 University of Texas System/Texas Education Agency

KTRA: Alphabetic Understanding, Phonics, and Spelling

Handout 1 (2 of 4)

?2009 University of Texas System/Texas Education Agency

KTRA: Alphabetic Understanding, Phonics, and Spelling

Handout 1 (3 of 4)

?2009 University of Texas System/Texas Education Agency

KTRA: Alphabetic Understanding, Phonics, and Spelling

?2009 University of Texas System/Texas Education Agency

Alphabet Arc

Adapted from Neuhaus Education Center. (1992). Reading readiness. Bellaire,TX: Author. Note: This Alphabet Arc needs to be enlarged for an actual lesson.

Handout 1 (4 of 4)

KTRA: Alphabetic Understanding, Phonics, and Spelling

Handout 2 (1 of 1)

Beginning Reading Skills / Print Awareness

OBJECTIVE

The student will recognize the names of letters and sequence them correctly.

INSTRUCTIONAL CONTENT

Decoding: Letter recognition with 26 uppercase letters

INSTRUCTIONAL ACTIVITY

Alphabet Arc

Purpose: This activity teaches students to recognize, name, and sequence the 26 letters of the alphabet.

MATERIALS

Alphabet strip Alphabet arc Set of uppercase letters

DELIVERY OF INSTRUCTION

Grouping: Whole class divided into small groups of five students.

1. Review the sequence of the alphabet while students touch the letters on the alphabet strip. 2. Have students place the letters on a desk. 3. Name the first letter, , and have students find it and place it on the arc. 4. Name the last letter, , and have students find it and place in on the arc. 5. Name the two middle letters, and , and have students find them and place them on the

arc. 6. Ask the name of the second letter, . Say it and ask where it should be placed. Have

students find it and place it on the arc.

7. Prompt students to sequence the remaining letters, reminding them to "say it, find it, and

place it." 8. Finish the activity by having students examine the alphabet strip to check for accuracy.

PROGRESS MONITORING

After the lesson, chart the percentage correct of letter naming and sequencing for each student. Periodically have students name and sequence all 26 letters.

?2009 University of Texas System/Texas Education Agency

KTRA: Alphabetic Understanding, Phonics, and Spelling

Handout 3 (1 of 1)

One Example of a Sequence for Introducing

Letter-Sound Correspondences

Letter i t p n s a l d f h g o k c m r b e y j u w v x z qu

Sound /i/ /t/ /p/ /n/ /s/ /a/ /l/ /d/ /f/ /h/ /g/ /o/ /k/ /k/ /m/ /r/ /b/ /e/ /y/ /j/ /u/ /w/ /v/ /ks/ /z/ /kw/

Key Word it

table pig nest sock apple leaf dog fish house goat octopus kite cup mitten rabbit bat elephant yarn jam umbrella wagon valentine box zipper queen

This is one example of a sequence for letter-sound correspondence introductions and is based on frequency of use in reading and spelling. Sounds that are easily confused and letter shapes that are easily confused are widely separated in this order of introduction.

Adapted from Neuhaus Education Center. (1992). Reading readiness. Bellaire, TX: Author. ?2009 University of Texas System/Texas Education Agency

KTRA: Alphabetic Understanding, Phonics, and Spelling

Handout 4 (1 of 1)

Palabras que contienen las primeras once combinaciones de vocales y consonantes

Vocales: a, e, i, o, u Consonantes: m, p, s, l, t, d

mam? m?s mal mes me mi masa mata lata l?stima da de es sol tu dos a el lo los la las les pelo estado

le se pala puma pasa todo toma mesa tipo amo mami mapa papi pido tan dedo desde pato lee elote duda loma al como toma

osito maleta sapo sopa sola pesa est? sala patio paseo lima lodo saludo dime ala suma pelota miedo ola mil topo salto esto paleta dato

?2009 University of Texas System/Texas Education Agency

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