Consolidated Alphabetic : The consolidated alphabetic phase, also called the Grapho-morphemic phase is when students use chunks and sequences of letters and morphemes rather than individual letters to decode. The two middle stages are where the alphabetic principle is being taught and learned. As the teacher moves into alphabetic principle work, phonemic awareness drills remain critical in laying a strong foundation for literacy. However, alphabetic principle learning will help to prepare the student for phonics instruction, reading, and writing.
Now that we understand what we are talking about and why it is important, the natural follow up question is How? What are some activities to help strengthen the alphabetic principle for young children? How can we teach this crucial skill? When helping a student that struggles with literacy, it is important to make sure that this bridge between phonemic awareness and orthographic mapping is in good working order. Struggling students may have surprising misunderstandings and gaps in their knowledge.
They may not be able to use alphabetic knowledge with ease and efficiency. Make sure the bridge has no loose boards or gaps that might trip up the reader. True proficiency and mastery can be surprisingly elusive and evade detection. If you are seeking more activities, be sure to check out the alphabetic principle resources in my store. Feature below is one of the alphabetic principle resources. The state of Pennsylvania had just become one of the first states to initiate a ground-breaking, dyslexia pilot program that was backed by state legislation.
Skip to content What is the alphabetic principle? Alphabet knowledge — the ability to identify letters in different fonts, name the letters, and an awareness of the overall alphabet order and structure. This also includes letter-sound correspondence.
The overarching concept that letters and letter patterns represent the sounds of spoken language and that there is a predictable relationship between those letters and letter sounds.
Card drills. Identifying the letter, key word, and sound is excellent practice for letter-sound correspondence as is the blending drill from the OG lesson. Another useful type of card drill is using missing letter cards. You can increase the level of difficulty by omitting the middle or initial letter. Alphabet arc activities. These activities prove surprisingly difficult for many students.
Letter Combination: A group of consecutive letters that represents a particular sound s in the majority of words in which it appears. Letter-Sound Correspondence: A phoneme sound associated with a letter.
Most Common Sound: The sound a letter most frequently makes in a short, one syllable word, e. Click here to see a list of the most common sounds of single letters. Nonsense or Pseudoword: A word in which the letters make their most common sounds but the word has no commonly recognized meaning e. Orthography: A system of symbols for spelling. Phonological Recoding: Translation of letters to sounds to words to gain lexical access to the word.
Regular Word: A word in which all the letters represent their most common sound. Sight Word Reading: The process of reading words at a regular rate without vocalizing the individual sounds in a word i. Sounding Out: The process of saying each sound that represents a letter in a word without stopping between sounds.
Stop Sound: A sound that cannot be prolonged stretched out without distortion. A short, plosive sound e. VCe Pattern Word: Word pattern in which a single vowel is followed by a consonant, which, in turn, is followed by a final e i. Go to top of page Alphabetic Principle Skills To develop the alphabetic principle across grades K-3, students need to learn two essential skills: Letter-sound correspondences : comprised initially of individual letter sounds and progresses to more complex letter combinations.
Kindergarten Skills Letter-sound correspondence : identifies and produces the most common sound associated with individual letters. Decoding : blends the sounds of individual letters to read one-syllable words. First Grade Skills Letter-sound and letter-combination knowledge : produces the sounds of the most common letter sounds and combinations e.
Decoding : sounds out and reads words with increasing automaticity, including words with consonant blends e. Sight words : Reads the most common sight words automatically e. Decoding and Word Recognition : applies advanced phonic elements digraphs and diphthongs , special vowel spellings, and word endings to read words. Reads compound words, contractions, possessives, and words with inflectional word endings.
Uses word context and order to confirm or correct word reading efforts e. Reads multisyllabic words using syllabication and word structure e. Sight word reading : increasing number of words read accurately and automatically.
The critical stages in learning to decode words. Features that influence the difficulty of word recognition. Critical differences between regular and irregular words.
Terminology alphabetic principle, orthography, grapheme, phonological recoding Sequence letter-sound correspondences to enhance word recognition. Select examples according to complexity of word type and letter sounds.
Explicitly teach letter sounds, blending, sight word, and connected text reading. Give corrective feedback. Different kids are ready at different times. He needs some preparation first, but this early introduction to letter sounds in the context of Build It acted as a great testing ground to determine his readiness.
You can do the same with your students. Check in periodically with an activity like Build It to determine if they are ready to start learning more about our code. The Build It activity encourages kids to build one word at a time using manipulatives first. In this activity, we focus on the sound of the letters, rather than teaching the letter names or letter sounds in isolation.
Build It helps students to begin learning to read in a multi-sensory way, helping them to develop these 3 most vital early concepts and skills:.
He is hearing the sound, and understanding the concept of the sound. In other words, he can segment fairly easily, and demonstrates his phonemic awareness well. This shows that he is the perfect candidate to start the Build It activity. Later on in the video, at around nine minutes in, you can see a four-year-old girl who was ready and able to engage with the Build It activity. She was picking it up, making connections, and building words with confidence!
You can see how she already knew some letter sounds, and was practicing phonemic segmentation, letter-sound knowledge, and the alphabetic principle in the activity. She demonstrated everything that the Build It activity is designed to teach early readers. She found the phonemic segmentation to be a little more difficult when it came to the middle vowel, which is typical. However, she did manage to spell the word and get the concept of the alphabetic principle and is well on her way to learning how to decode.
If your students get it, awesome! The first 2 activities suggested below will be helpful preparation for these students who are struggling with Build It. In addition, we have a video example that can be sent to parents to encourage them to practice phoneme segmentation with their child at home. This oral-only approach is another way to prepare the child for Build It and it can be done on-the-go as in the car trip game demonstrated in the video.
I also have a few other tips in this guest post at Imagination Soup. Here are 3 easy ways to build the alphabetic principle in children as young as 2 or 3 years-old to help them prep:. So, one is drawing attention to the sounds in words by exaggerating the sounds in a word, here and there. This is a painless way to implicitly hint at the alphabetic principle.
For instance, Laura Justice and her colleagues led an experiment of 23 preK classrooms of children with economic, social, or developmental risks, including 9 Head Start settings 3. The experimental group of teachers, on the other hand, added the print referencing intervention taught by the researchers. These teachers would reference print as they were already reading a storybook by:.
I had been occasionally drawing attention to the sounds of words as I read aloud to her. I would also point to some words as I read them.
One day we were together at a store and she pointed to the exit sign. She was well on her way! Phoneme Identity Matching Activities. As we see in the activity Build It above, the concept of the alphabetic principle is intertwined with phonemic segmentation ability and letter-sound knowledge.
However, very young children sometimes find it difficult to segment even a simple CVC word into its individual phonemes. Have no fear! Try phoneme identity matching tasks as a simpler version of phoneme segmentation. As early as researchers demonstrated that 4 year-olds could be easily taught phoneme identity 5. And Montessori preschool teachers have been teaching this activity for over years! Select words that begin with continuant consonants --these are sounds that can be continued or elongated allowing the adult to draw attention to that specific sound in the word.
First, teach the children to notice how your first batch of words all begin with the same sound i. Follow the same procedure as above to try to get them to attend to the first sound in these words.
Then the fun begins! Create 2 columns--one for each of the 2 contrasting sounds that have been taught so far. Sort the first object in each category for the child and then invite him to begin sorting the objects into the relevant column. If the child makes a mistake, give specific feedback, such as,. As the child succeeds at the task, continue to teach more initial phonemes. When your students are matching a few phonemes by the beginning of words, they are likely ready to begin Build It.
No need to wait to cover all of the sounds in the alphabet before beginning Build It. And the best activity for teaching the alphabetic principle is Build It. Try replacing the phoneme identity matching activity with Build It now, as Build It will accomplish more early reading developmental gains. Let me assure you that many researchers have demonstrated that young kids can handle this type of activity.
All but one of the subjects scored better than chance on some of the identity tests, and 11 reached criterion on six or more of the eight phonemes.
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