Assignment 1- ORAL AND WRITTEN RESEARCH PRESENTATION
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Prairie View A&M University
Prairie View, Texas
RDNG 3362 P01 Linguistics in Reading Instruction
Assignment 1: ORAL AND WRITTEN RESEARCH PRESENTATION
Alphabet Knowledge
by
Jahkayla Lee
Fall Semester 2022
1
Alphabet Knowledge
Educator Standard III:
Alphabetic Principle: Teachers of young students understand the
importance of the alphabetic principle to reading English, know the elements of the alphabetic
principle, and provide instruction that helps students understand that printed words consist of
graphic representations that relate to the sounds of spoken language in conventional and
intentional ways.
http://www.tea.texs.gov/
Competency 001 (Oral Language):
The teacher understands the importance of oral language,
knows the developmental processes of oral language, and provides students with varied
opportunities to develop listening and speaking skills.
http://www.tea.texs.gov/
International Literacy Association:
STANDARD 2: Curriculum and Instruction
Effective teacher educators know and can demonstrate the following:
Understanding the quality and effectiveness of programs and curricula currently used in
schools.
https://www.literacyworldwide.org/
Texas Essential Knowledge and Skills (TEKS):
2.B(i)
(2) Developing and sustaining foundational language skills: listening, speaking, reading, writing,
and thinking--beginning reading and writing. The student develops word structure knowledge
through phonological awareness, print concepts, phonics, and morphology to communicate,
decode, and spell. (B)The student is expected to demonstrate and apply phonetic knowledge by
identifying and matching sounds that letters represent.
http://www.tea.texs.gov/
2
Alphabet Knowledge
KEY POINTS
Students must learn letter names, letter sequence, letter sounds, and upper and lowercase
forms, as well as directional orientation (Bear, Invernizzi, Templeton, and Johnson, 2020,
p. 104).
Emphasize the difference between b and d, S and Z, E and F, h and n, as well as other
letters with similar print because it is easy to confuse at that age (Bear, Invernizzi,
Templeton, and Johnson, 2020, p. 104).
Children must be able to recognize a letter in various prints and sizes (Bear, Invernizzi,
Templeton, and Johnson, 2020, p. 104).
Learning the names of letters is a vital first step to learning the sounds of letters. Some
letters have sound that can be recognized at the beginning of their names such as, B (bee),
K (kay), and Z(zee). On the other hand, some letters have sounds that can be recognized
at the end of its name such as, F(eff), L (ell), and S(ess) (Bear, Invernizzi, Templeton, and
Johnson, 2020, p.104).
The best way to share five years of accumulated alphabet knowledge with children who
have not had these experiences is to teach it directly, in as naturalistic, fun, and game-like
a manner as possible in Pre-K and Kindergarten classrooms (Bear, Invernizzi, Templeton,
and Johnson, 2020, p.104).
Ensure letters, ‘LMNOP’ do not become jumbled into one word and students can recite
the letters individually. When singing the ABC song, children tend to sing the five letters
as one (Bear, Invernizzi, Templeton, and Johnson, 2020, p.105).
3
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Alphabet Knowledge
Activities that can be used to develop alphabet knowledge and enhance uppercase and lowercase
letter recognition (Bear, Invernizzi, Templeton, and Johnson, 2020, p.106).
Chicka Chicka Boom Boom Sort
ABC song
Using tiles, cards or linking letters to put the letters in alphabetical order
Alphabet Scrapbook with each page dedicated to a letter of the alphabet
Alphabet Eggs- write the upper and lowercase of a letter on an egg, cut it in half, and
then have the children match the halves correctly.
Alphabet Spin Game
Activities that can be used to develop letter-sound knowledge (Bear, Invernizzi, Templeton, and
Johnson, 2020, p.137).
Alphabet books
Busy Bee Kids printable ABC
Make associations between letters and words the students already know through
pictures
Picture dictionaries
Create a sound-line using string/rope, clothespins with consonants on them, and
laminated pictures with a picture that begins with each letter and have the students
match them
Letter Spin for sounds
4
Examples
Some letters take longer to learn so teachers must link alphabet instruction to meaningful
print such as (Bear, Invernizzi, Templeton, and Johnson, 2020, p.105).
Children’s names
Environmental print
Picture books
Alphabet books
Big books
Charts
The easiest letters for children to learn are in their names so teachers should begin
instruction with activities using the children’s name such as (Bear, Invernizzi, Templeton,
and Johnson, 2020, p.105).
Name of the Day
Name Puzzles
Often refer to children’s names when writing
Lowercase letter that looks like the corresponding capital letters (Cc, Ss) are easier to
learn than those that are different so teacher should expect to spend more time teaching
lowercase letters that do not match capitals through: (Bear, Invernizzi, Templeton, and
Johnson, 2020, p.105).
Font sorts
Alphabet Eggs
5
References
Bear, D.R., Invernizzi, M., Templeton, S., & Johnston, F. (2020).
Words their way: Word study
for phonics, vocabulary and spelling instruction
(7th ed.).
Hoboken, NJ: Pearson.
Digital Resources
The Letter A
https://www.education.com/worksheet/article/color-the-a-s/
Beginning Letter Sounds
https://www.education.com/worksheet/article/dinosaur-review-beginning-sounds/
6
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