You′ll find easy–to–follow, illustrated steps for presenting each of the 26 letters of the alphabet using multisensory cues and charts, plus detailed directions and reproducible patterns of creating a variety of learning centers to give children practice in using the alphabet and connecting letter knowledge to reading and writing.
For your convenience, all materials in the Kit are printed in a big 8–1/4" x 11" lay–flat binding that folds flat for photocopying of over 200 illustrated reproducible pages and organized into the following seven sections:
Phonemic awareness explains how the many multisensory activities featured in the Kit support children in acquiring knowledge about the sounds of our language.
The holder Fastie alphabet provides auditory, visual, and tactile–kinesthetic sues that focus on directing children to attend to how and where the sounds are produces and felt. Illustrated alphabet cards clearly show the difference between sounds that can be extended when uttered ("holders" like the letters a, f, and l) and stop sounds that cannot be held ("fasties" like the letters e, g, and t).
Alphabet "tubbing" activities for learning centers contains illustrated directions for creating 31 hands–on alphabet activities for independent, partner, and small group use. These "tubbing" activities give children many opportunities to practice their new alphabet skills while having fun. Examples include ABC Sound Sticks, ABC Fishing, ABC Egg Twist, ABC Clothespin Match, and AlphaFile.
Teaching the "letter of the week" gives students intense exposure to each letter and its corresponding sound through a variety of motivating activities, including a class–created "Letter of the Week" book and individual "My Rainbow Letter Books."
Reading: developing strategy–oriented activities for beginning readers features modeled, guided, and independent reading strategies plus reproducible such as student " I can read book" and " color book" series, and story sequence and mapping pages.
Writing: developing strategy–oriented activities for beginning writers features modeled, guided, and independent writing strategies plus reproducibles such as a "My journal" page, " My Published stories," and story prompts.
Home/school partnership: getting parents involved presents games, activities, and reproducibles to enlist parents′ help in reinforcing the strategies used at school.
You′ll also find nine appendices filled with special helps such as "Strategies for Teaching High–Frequency Words," " Spatial Anchors and Supports" for children who have difficulty forming letters or writing, a Spanish version of the "Holder Fastie Alphabet," "Holder Fastie Alphabet Chart," and more.
In short, Alphabet Learning Center Activities Kit gives you research–supported practices, teaching techniques, and hands–on materials all of the effective elements of a comprehensive emergent and beginning–level literacy program needed to make your students′ introduction to alphabet letters and sounds memorable, successful, and fun!
How this kit will help you.
SECTION 1: Phonemic Awareness.
The Holder Fastie alphabet.
ABC tubbing activities.
Letter of the week.
Word warm ups.
Additional phonemic awareness activities.
SECTION 2: the Holder Fastie alphabet.
A–Z: how to present and teach the letters and sounds of the alphabet.
Visual features of the charts.
Other important features of the alphabet boxes.
Symbol guide for instructors.
Other important points.
What else do you need to know before getting started?
The Holder Fastie alphabet form A–Z.
Spanish version Holder Fastie letter/sounds.
A handy, easy reference for consonant digraphs, blends, and "expert words".
Reproducibles: English holder Fastie alphabet chart, Spanish Holder Fastie alphabet chart.
Section 3: Alphabet "tubbing" activities for learning centers.
Materials you need.
Suggested teaching points for upper–grade tutors or other assistants.
3–1. ABC pocket books.
3–2. ABC button up.
3–3. ABC Velcro match (or match us up).
3–4. ABC pencils.
3–5. ABC sock clothesline.
3–6. ABC apron.
3–7. Alphabet tablecloth.
3–8. Alpha File.
3–9. ABC purses.
3–10. Alphabet fishing.
3–11. ABC jewelry boxes.
3–12. ABC sort match.
3–12A. Chinese take–out food.
3–12B. ABC milk carton.
3–12C. ABC mini–pockets.
3–12D. ABC pocket chart.
3–12E. Plastic tubs.
3–12F. ABC Plastic tackle box.
3–13 ABC mystery can.
3–14. ABC food plates.
3–15. ABC silverware.
3–16. ABC sound sticks.
3–17. Sound puzzles.
3–18. ABC Egg twist.
3–19. ABC clothespins.
3–20. Holder Fastie chart match–up.
3–21. ABC Bingo.
3–22. ABC Circles.
3–23. Picture sort.
3–24. Alphabet book.
3–24A. ABC library book centers.
3–24B. Class letter books.
3–24C. Holder Fastie book/listening center.
Reproducibles: tub labels, blackline master for alpha file, ABC clothespin construction pictures, ABC picture sort cards.
SECTION 4: Teaching the "Letter of the Week".
My rainbow letter book, Home practice.
Reproducible: Parent letter.
"Letter of the Week" class book.
Presenting each daily page, sequences of introducing the "letter of the week", other activities for teaching and reinforcing the "letter of the week".
Reproducibles: My rainbow letter book, A to Z.
SECTION 5: Reading: Developing strategy–oriented activities for beginning readers.
How to model good reading behavior to emergent readers.
Read aloud, shared reading.
Reproducibles: picture box sequencing, butcher paper mapping, first day of kindergarten, I can read book.
Guided reading at the emergent level.
Initial stage for teaching beginning reading behaviors, the reading (story) folder, guided reading with unseen text.
Good reader buddies cueing system prompts and reference.
Reproducuibles: color books.
SECTION 6: Writing: Developing strategy–oriented activities for beginning writers.
Generating and writing the sentences, Involving students during the first step of the modeled writing process, Locating and circling information in the text.
Teaching the "Writing position", Teaching spacing, Preparing for journal groups, What happens first during a journal writing group?, What happens next?, Working with experienced writers, Working with middle/average–performing writers, Working with beginner (inexperienced) writers, What about storytelling?, Publishing journal stories, Keeping a record/portfolio of published books.
Reproducibles: My journal, Published book master, My published stories, Happy notes, Prompts for writing.
Higher–order thinking prompts for writing.
Independent writing activities with real–live emphasis.
Post office, Home center, Grocery store, Doctor′s office, Restaurant, Thematic center, Science center, Dollhouse center, Happy note board, Art area, V.I.P. book of the week.
SECTION 7: Home–school partnership: getting parents involved.
Parent communication bulletin board.
The read–at–home "bookbag" program.
Reading comprehension bookmark.
Phonemic awareness home activities.
The rhyme game, The sound game, What′s that sound?, Alphabet card decks and activities.
ABC picture book.
Reading folder introduction.
Book–handling skills and reading process cues.
Reproducibles: Parent communication board, Weekly news, Monthly calendar sample, Monthly calendar master, Food sign–up sheet sample, food sign–up sheet master, Classroom volunteers sample, Classroom volunteers master, Take–home sign–up master, Tub labels, Letter to patents, Bookmarks, The rhyme game, the sound game, What′s that sound?, Holder Fastie alphabet deck cards, Parent letters.
Appendix 1: spatial anchors and supports.
Appendix 2: alphabet lists (objects, actions, and foods).
Appendix 3: strategies for teaching high–frequency ("expert") words.
Appendix 4: tactile strategies.
Appendix 5: reading, writing, and learning positions.
Appendix 6: verbal prompts for alphabet letter formation.
Appendix 7: teaching consonant digraphs (ch, sh, th, wh, ph) and inflectional ending "ing".
Appendix 8: Spanish Holder Fastie Alphabet.
Reproducibles: Teacher chart cards, Spanish Holder Fastie alphabet chart.
Appendix 9: English Holder Fastie Alphabet.
Reproducibles: Teacher chart cards, Listening center/ wall size cards, Holder Fastie alphabet.
Sandra F. Rief is an award–winning teacher from San Diego City Schools, currently serving as a consultant in New York City Public Schools. She is a national/international speaker and author of How to reach and teach ADD/ADHD children (Center for Applied Research in Education, 1993), The ADD/ADHD checklist (Prentice Hall, 1998), and other books and videos.