Module 7 Part 1

Teaching students letter-sound correspondences

• prepares them for decoding words

• not an important pre-reading skill

• a phonemic awareness activity

• should always occur in the context of whole words

Alphabet knowledge includes....

• Letter recognition and letter naming

• Letter formation

• Letter-sound correspondences

• All of the above

Pairing letter name, letter-sound, and letter formation supports the development of which of the following:

• Alphabet knowledge

• Phonological Awareness

• Alphabetizing

• Visual recognition

Letter _____ encompasses the ability to identify and match upper and lowercase letters.

• Naming

• Formation

• Recognition

• Sound correspondences

____________ fluency is a strong predictor of future reading success.

• Letter isolation

• Letter-tracing

• Letter sorting

• Letter-Naming

Which of the following strategies would NOT support the development of alphabet knowledge?

• Teacher has students alphabetize math words.

• Teacher frequently reads rhyming books to the children

• Teacher posts entire alphabet around the room for the students to go on a "letter hunt"

• Teacher connects letter-naming and letter formation instruction

During a small group lesson, a teacher says the word rip as she moves a chip into an Elkonin box for each phoneme. How could she adapt this activity to support letter-sound knowledge?

• Use the counters to blend and say the word quickly.

• Provide the student with multisyllabic words

• Replace the counters with letter tiles

• Have the students say the word quickly

Having children practice tracing the letters of the alphabet in sand is an appropriate scaffold that supports:

• Alphabetic principle

• Letter-formation skills

• The understanding that print carries meaning

• The understanding of the relationship between spoken and written language