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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