Assignment 1- ORAL AND WRITTEN RESEARCH PRESENTATION

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Linguistics

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Jan 9, 2024

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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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