1. The Alphabet and Beyond Jael Penn Burnett Elementary

2. Alphabet Review Alphabet Letter-sound correspondences Word Study Spelling patterns Syllables and Affixes

3. Decoding v. Encoding Decoding is the ability to apply knowledge of letter-sound relationships, including knowledge of letter patterns, to correctly pronounce written words. Ex. symbol to sound; blending sounds Encoding means to translate spoken language into written symbols. Ex. spelling a word

4. Phonics Explicit and systematic phonics instruction teaches students a carefully selected set of letter-sound correspondences and spelling patterns that are organized into a logical sequence.

5. Order of Lessons Short vowels: a, i, o, u, e Final blends: ck, ng Digraphs: sh, th, ch/tch, wh Initial blends: bl,cl,fl,gl,pl,sc,sm,sl,sn,sp,st,sw Final silent “e” Single long vowels: Ex. she, cold, kind R-controlled vowels: ar, er, ir, ur, or Vowel teams:ai/ay,ee/ea,ie,oa/oe,oo Dipthongs/Digraphs: ou/ow, oi/oy, au/aw,ew Others:silent letters, ph,-sion, -tion, -le,-ed

6. Alphabet Arc

7. Alphabet Arc Activities Match uppercase and lowercase letters. Match letters to the arc; a few each week. Put the letters in sequence. Touch the letters and say the sounds and/or key word. Play “find the letter”. Focus on a set of letters and build words; change the initial, medial, or final sound etc.

8. Alternative Learning Mats At some point, the students who are progressing will need to move on from the alphabet arc. Look at the different mats on your tables. Discuss how they could be used with your elbow partner.

9. Visual Drill Material: deck of alphabet cards Steps: 1.Recognize the symbol. 2.Notice the key word/picture. 3.Say the sound.

10. Auditory Drill Materials: pencil, notebook, dry erase board/markers, alphabet cards Steps: 1.Say the sound. 2.Student repeats the sound. 2.Student writes the sound.

11. Blending Drill Materials: Letter decks divided into 3 piles Steps: 1.Place the piles in front of the student. 2.The student taps each card; then sweeps their finger under all 3 and blends. 3. Turn over the cards that you used.

12. Spelling Drill Materials: notebook, pencil Steps: 1.Teacher says word and the student repeats the word. 2.Students may tap the sounds. 3.Students write the sounds they hear. 4.Students complete word sort activities.

13. Red Flags Spatial disorientation Confusion w/ sequence of letters Difficulty w/ spelling, reading, writing Illegible handwriting Difficulty retaining info

14. Resources

15. Questions & Comments We will extend our learning in the next session by addressing oral language (as part of vocabulary development) in the primary grades. If you are coming to that session, go to: www.jpenn1.com. Click on the curriculum tab and look at the integrated units. www.jpenn1.com