No More Letter of the Week

We cannot write or read without knowing what a letter is and its corresponding sound. Knowing letters, the sounds AND that they hold meaning to form a word are critical skills to learn during the early childhood years. The National Early Literacy Panel 2008 informs us that students who demonstrate phonemic awareness and alphabet recognition are more likely to become successful readers. Teaching alphabet knowledge concurrent with phonological awareness has a significant impact on early development of the concept of language (National Reading Panel 2000; National Early Literacy Panel 2008).
​Although there are many different ways to teach the letters of the alphabet that are successful, letter of the week is NOT one them. Children need repeated, varied and meaningful exposure to the letters. Research by Jones and Reutzel also shows us that the teacher should only provide experiences and practices with no more instruction than needed.
​When using the letter of the week approach, we are expending our valuable learning time on only a handful of children. Some of the children already know the letter and others will not learn it that week since it does not yet hold meaning for them. Exposure to all of the letters in fun, hands-on, meaningful activities allows for a natural differentiation of learning and as well as builds the concept of language and meaning of written print.
​Some suggestions for teaching the letters of the alphabet include using students names each day in various chants, counting of the letters, comparing them, etc.; pairing letters with phonological awareness instruction in shared reading or writing activities; creating predictable charts with alliterations, reading lots and lots of fun ABC books, including letters in all learning centers such as foam letters in dramatic play to become the pancakes or cookies.
​What strategies have you found to be most successful for teaching of the letters in a fun, holistic, engaging, meaningful way?

Author: DHonegger

Debra S. Honegger has worked in multiple areas of education- both general education and special education- as teacher, consultant, administrator and instructional coach- with ages from birth through adult. However, no matter where she is or what her title, she holds a firm belief in meeting the needs of each individual child while coming together as a community of learners.

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