|Instructional Decision-Making||Before Reading||During/After Reading||Letter/Word Work||Reading/Writing Connections|
How does alphabet tracing help children having difficulty learning letters?
When children know fewer than forty letters, Richardson (2016) suggests the effectiveness of tracing the alphabet with them every day. Classroom teachers and interventionists at Springfield Elementary School collaborate to successfully implement this approach.
Alphabet tracing is done one on one with the classroom teacher, assistant, interventionist or other trained personnel. We have included it in this section because of its usefulness in preparing children with limited letter knowledge for guided reading.
Supporting Document: Sample Alphabet Chart and Cards
How do we scaffold letter and sound activities to support our earliest readers in guided reading?
In the beginning stages of letter work, we focus on forming and recognizing letters, phonological awareness, and linking letters with sounds. Children’s names provide a natural starting place for games and other activities to support developing these skills. Beyond recognizing and forming letters, children need to learn to quickly distinguish between letters that are visually similar. As shown in the “Distinguishing Letters Quickly” video clip, we may need to continue working on rapid letter recognition with struggling readers long after they initially learn the alphabet.