Using Alphabet Charts Are Ideal

Sing the "ABC Song." You may want to point to each letter on an alphabet chart as you sing. Say each letter clearly. Have children join in. When children are comfortable singing, add some variations, such as clapping each letter, whispering each letter, or giving a good cheer at the end.

What is the problem you are addressing? Students have to learn the names and sounds of the letters in order move on into more advance connections that will lead them into success in reading and writing. Traditional teaching methods in our schools allow students to make the connections between letter prints and phonemes using mostly visual and auditory learning styles. This early reading task is not easy for beginners (Ehri, Deffner & Lee, 1984, p. 880). In order to ease the difficulties young scholars might encounter while learning sound to letter graphic representation, multi sensory teaching

There are some considerations in terms of children’s intellectual development that teachers should keep in mind. First, education is exploration. This is where teachers allow children to interact with the environment by providing rich experiences and environment. Second, children do not think like adults. This is where children have

Children play an important and active role in their own learning. Most infants display an intense curiosity about the world. This leads them to make the most of opportunities to learn through play.

The book that I chose for this discussion is ABC”s by Dr.Seuss. I used to read it all the times to my kids when they were a lot smaller. This is a classic Dr. Seuss book that introduces the alphabet to its readers. And it also shows its readers the differences in capitalization and lowercase and encourages a strong sense of imagination. The book creates a detailed lesson of going through the alphabet. It starts off with the letter A and finishes with the letter Z.

Young children learn and grow everyday. Especially, young children, the ages three years to five years old, learn important skills while they play with friends and interact with their teachers. Janice J. Beaty (2014) states that for young children, “play is their way of learning” (p. 167) Thus, teachers need to observe children while they play and assess the development of the child because “Knowing the development of a young child helps a teacher to plan the curriculum, to set up activities for individuals, or to ask for special help when necessary” (Beaty, 2014, p. 3).

There are plenty of fun activities to do with children when trying to enhance their phonological awareness. Activities that involve using rhyming words, jingles, poems, and syllabus in particular can be very helpful when helping children enhance their phonological awareness.

In the video, Marty, the 1st grade instructor, talks about the extension level book for the 1st graders. His methods includes the different reading methods we went over, phonetic cue reading, true alphabetic reading and orthographic reading. At around 2:30, words written on whiteboard are held up, and the children repeat what their instructor say, the sound of orthographic patterns in the beginning and end of the word to help them pronounce the word. This practice includes the phonetic cue reading and true alphabet reading. This can easily be used for orthographic reading as well. The kids were most likely older for his extension level book to have logographic reading. Marty has focused on inflectional ending, short vowel sounds, e.t.c. The

Then go over the alphabet chart and blends chart with the class. They do this every morning so they know how to say them. Do not let students get ahead of each other make sure that they read them together!

Direct phonics instruction, word walls, word sorts, making words, manipulative letters, picture clues, songs, poems, rhymes

This website is incorporated into the all learning styles that are visual, auditory, and kinesthetic expertise that support kids to execute, perceive, review, and analyze their skills individually. For instance, by clicking on any letter, kids will distinguish between speech sounds (Phonemes) and letters forms that support to build their alphabetic intelligence. This process is called “Alphabetic Principle” which is the base of the phonics. Each letter row comprises the sounds or phonemes; children listen, recognize, and manipulate single sounds or phonemes in spoken words (phonemic awareness) and understand that the letters in a word are methodically characterized by sounds (alphabetic

This is a very important skill, as it ensures that your child can read and write. Children undergoing visual therapy may be asked to name shapes, colors, or even recite the alphabet. If you want to help your child at home, consider creating flash cards. Fruits, colors, and shapes are all great objects to include on your flash cards. While this might be simple, regular play with the flash cards will help improve their visual perception.

In the classroom, Aaron has availability to alphabet books, alphabet letters, crayons and pencils for writing, writing journal, and a desk for writing. With these learning materials Aaron is able to practice reading and writing skills on a daily basis. During writing, students are encouraged to write words to the best of their ability, and drawings are accepted as a form of communicating thoughts and ideas. When writing it is important to allow students to use resources around the room to help guide their writing. Aaron is able to locate a letter and then a word on the word wall. In addition, each day there are new sight word being introduced and anchor charts are being develop to help assist students in their writing. Sometimes during reading, students are able to see the words over the document camera as the book is being read aloud. Daily practice of reading letters and writing is essential in the learning process in kindergarten, each week students are given homework folders to take home for the week to practice saying the alphabet, reading sight words, and writing phrases. A daily schedule is composed of many literacy lessons throughout the day to help develop language, the foundation of

Goal: To gain knowledge of letters of the alphabet through sensory play during small group time in the classroom.

In the first stage, called the Emergent Stage, children are able to convey his/her message by scribbling, drawing shapes, writing mock letters, and/or random strings of letters/numbers. In some cases, one letter represents an entire word or the most salient sound of a word. Some Emergent children confuse letters, numbers, and letter-like forms and substitute letters and sounds that feel and look alike (e.g., the sounds /v/ and /f/, the letters d and b)