DECODING
Alphabetic Principle
Florida Center of Reading Research Alphabet Arc Activity: http://www.fcrr.org/Curriculum/pdf/GK-1/P_Final_Part1.pdf
Apps to support
Letter sounds
Research: Teaching letter-sound relationships is critical (Florida Center for Reading). Letter-sound correspondences should be taught one at a time. As soon as the learner acquires one letter sound correspondence, introduce a new one.
We suggest teaching the letters and sounds in this sequence
a, m, t, p, o, n, c, d, u, s, g, h, i, f, b, l, e, r, w, k, x, v, y, z, j, q
This sequence was designed to help learners start reading as soon as possible.
Reading rockets recommends:
Encoding and Decoding
Interventions
Reading Rockets states that to develop reading fluency, i.e. not only do they need to recognize phonemes/words they need to recall them quickly.
Letter Cube Blending Recording Sheet (see website)
Sight Word Recognition
INTERVENTIONS
The Flash Fast Method
Intervention Central Sight Words: Flashcards: Single-Response Activity
Flash Fast Method Article
Apps to support:
Alphabetic Principle
- Research: Kindergarten teachers in a study from the University of Washington found that children who could recall (with no abc sample visible) and print letters of the alphabet (first lower case, then upper case) at 40 letters per minute were all very successful with first-grade reading and writing tasks. In fact, there were virtually no reading failures among such children and normal functioning kindergarten children can all reach this level if they are properly taught. “Children who write the alphabet at over 40 letters per minute can always name randomly presented letters at least at that rate too.
Florida Center of Reading Research Alphabet Arc Activity: http://www.fcrr.org/Curriculum/pdf/GK-1/P_Final_Part1.pdf
Apps to support
- Alphabetical: learn the alphabet in order by sight and sound, forwards or backwards by Kyle Reed
- Two parts to this app:
- 1. Learn your letters /level-medium: students tap on floating letters in order as they appear on the screen. Time is given at the end of the activity. Get baseline, then continue to collect times weekly to monitor progress.
2. Alphabet Challenge/3 levels: students must identify which letter comes first in the alphabet out of two letters to choose from-all levels record completion time. Record baseline, collect data weekly to monitor progress - Alphabet Order by ABCYa.com
Letter sounds
Research: Teaching letter-sound relationships is critical (Florida Center for Reading). Letter-sound correspondences should be taught one at a time. As soon as the learner acquires one letter sound correspondence, introduce a new one.
We suggest teaching the letters and sounds in this sequence
a, m, t, p, o, n, c, d, u, s, g, h, i, f, b, l, e, r, w, k, x, v, y, z, j, q
This sequence was designed to help learners start reading as soon as possible.
Reading rockets recommends:
- Use manipulatives to help teach letter-sound relationships.
- Have students sort pictures and objects by the sound you're teaching.
- Develop reading fluency, i.e. not only do they need to recognize phonemes/words they need to recall them quickly.
- Activity (Florida Center for Reading Research) Letter Sounds: http://www.fcrr.org/Curriculum/pdf/GK-1/P_Final_Part2.pdf
- Magnetic Alphabet Lite for Kids
- Talking ABC's
- WordWizard
- Bitsboard (letter and picture match)
- Cambugs Letter Sounds (developed by psychologists)
- Video Link: https://youtu.be/zbltMVnEhWw
- Brown Bag It (Florida Center for Reading Reasearch)
- Objective: The student will match initial phonemes to graphemes.
- Materials: Small brown paper bags, Label each of 26 bags with one letter of the alphabet, Scissors
- Print resources (e.g., magazines and catalogs) Review the print resources to ensure the information is appropriate for young children.
Encoding and Decoding
Interventions
Reading Rockets states that to develop reading fluency, i.e. not only do they need to recognize phonemes/words they need to recall them quickly.
- Letter Cube Blending: http://www.interventioncentral.org/academic-interventions/general-academic/letter-cube-blending
- App: Make Dice Lite
- DESCRIPTION
- MATERIALS:
Letter Cube Blending Recording Sheet (see website)
- PREPARATION: Here are guidelines for preparing Letter Cubes (adapted from Florida Center for Reading Research, 2009):
- Start with three (3) Styrofoam or wooden blocks (about 3 inches in diameter). These blocks can be purchased at most craft stores.
- With three markers of different colors (green, blue, red), write the lower-case letters listed below on the sides of the three blocks--with one bold letter displayed per side.
- - Block 1: t,c,d,b,f,m: green marker
- - Block 2: a,e,i,o.u,i (The letter I appears twice on the block.): blue marker
- - Block 3: b,d,m,n,r,s: red marker
- INTERVENTION STEPS: At the start of the intervention, each student is given a Letter Cube Blending Recording Sheet. During the Letter Cube Blending activity:
- Each student takes a turn rolling the Letter Cubes. The student tosses the cubes on the floor, a table, or other flat, unobstructed surface. The cubes are then lined up in 1-2-3 (green: blue: red) order.
- The student is prompted to sound out the letters on the cubes. The student is prompted to sound out each letter, to blend the letters, and to read aloud the resulting ‘word’.
- The student identifies and records the word as ‘real’ or ‘nonsense’. The student then identifies the word as ‘real’ or ‘nonsense’ and then writes the word on in the appropriate column on the Letter Cube Blending Recording Sheet.
- The activity continues to 10 words. The activity continues until students in the group have generated at least 10 words on their recording sheets.
Sight Word Recognition
INTERVENTIONS
The Flash Fast Method
Intervention Central Sight Words: Flashcards: Single-Response Activity
Flash Fast Method Article
Apps to support:
- Fry Words
- Fry Words PRO - Read It, Build It, Trace It, Write It
- Flashcard Elite: proven memory algorithm for flashcards
- Caution: Some studies suggest that students could work on an area of need independently during center times. This may lessen the burden of finding time to work with low students. This has a low success rate. Apps need to be used under the supervision of a certified or highly trained teacher