Letter sounds recognition
The Alphabetic Principle | Reading Rockets
Not knowing letter names is related to children's difficulty in learning letter sounds and in recognizing words. Children cannot understand and apply the alphabetic principle (understanding that there are systematic and predictable relationships between written letters and spoken sounds) until they can recognize and name a number of letters.
Children whose alphabetic knowledge is not well developed when they start school need sensibly organized instruction that will help them identify, name, and write letters. Once children are able to identify and name letters with ease, they can begin to learn letter sounds and spellings.
Children appear to acquire alphabetic knowledge in a sequence that begins with letter names, then letter shapes, and finally letter sounds. Children learn letter names by singing songs such as the "Alphabet Song," and by reciting rhymes. They learn letter shapes as they play with blocks, plastic letters, and alphabetic books. Informal but planned instruction in which children have many opportunities to see, play with, and compare letters leads to efficient letter learning. This instruction should include activities in which children learn to identify, name, and write both upper case and lower case versions of each letter.
What is the "alphabetic principle"?
Children's reading development is dependent on their understanding of the alphabetic principle – the idea that letters and letter patterns represent the sounds of spoken language. Learning that there are predictable relationships between sounds and letters allows children to apply these relationships to both familiar and unfamiliar words, and to begin to read with fluency.
The goal of phonics instruction is to help children to learn and be able to use the Alphabetic Principle. The alphabetic principle is the understanding that there are systematic and predictable relationships between written letters and spoken sounds. Phonics instruction helps children learn the relationships between the letters of written language and the sounds of spoken language.
Two issues of importance in instruction in the alphabetic principle are the plan of instruction and the rate of instruction.
The alphabetic principle plan of instruction
- Teach letter-sound relationships explicitly and in isolation.
- Provide opportunities for children to practice letter-sound relationships in daily lessons.
- Provide practice opportunities that include new sound-letter relationships, as well as cumulatively reviewing previously taught relationships.
- Give children opportunities early and often to apply their expanding knowledge of sound-letter relationships to the reading of phonetically spelled words that are familiar in meaning.
Rate and sequence of instruction
No set rule governs how fast or how slow to introduce letter-sound relationships. One obvious and important factor to consider in determining the rate of introduction is the performance of the group of students with whom the instruction is to be used.
Furthermore, there is no agreed upon order in which to introduce the letter-sound relationships. It is generally agreed, however, that the earliest relationships introduced should be those that enable children to begin reading words as soon as possible. That is, the relationships chosen should have high utility. For example, the spellings m, a, t, s, p, and h are high utility, but the spellings x as in box, gh, as in through, ey as in they, and a as in want are of lower utility.
It is also a good idea to begin instruction in sound-letter relationships by choosing consonants such as f, m, n, r, and s, whose sounds can be pronounced in isolation with the least distortion. Stop sounds at the beginning or middle of words are harder for children to blend than are continuous sounds.
Instruction should also separate the introduction of sounds for letters that are auditorily confusing, such as /b/ and /v/ or /i/ and /e/, or visually confusing, such as b and d or p and g.
Instruction might start by introducing two or more single consonants and one or two short vowel sounds. It can then add more single consonants and more short vowel sounds, with perhaps one long vowel sound. It might next add consonant blends, followed by digraphs (for example, th, sh, ch), which permits children to read common words such as this, she, and chair. Introducing single consonants and consonant blends or clusters should be introduced in separate lessons to avoid confusion.
The point is that the order of introduction should be logical and consistent with the rate at which children can learn. Furthermore, the sound-letter relationships chosen for early introduction should permit children to work with words as soon as possible.
Many teachers use a combination of instructional methods rather than just one. Research suggests that explicit, teacher-directed instruction is more effective in teaching the alphabetic principle than is less-explicit and less-direct instruction.
Guidelines for rate and sequence of instruction
- Recognize that children learn sound-letter relationships at different rates.
- Introduce sound-letter relationships at a reasonable pace, in a range from two to four letter-sound relationships a week.
- Teach high-utility letter-sound relationships early.
- Introduce consonants and vowels in a sequence that permits the children to read words quickly.
- Avoid the simultaneous introduction of auditorily or visually similar sounds and letters.
- Introduce single consonant sounds and consonant blends/clusters in separate lessons.
- Provide blending instruction with words that contain the letter-sound relationships that children have learned.
5 Fun And Easy Tips
Letter sounds are one of the very first things your child will encounter when they begin to explore reading.
By recognizing the phonetic sounds that alphabetic letters make, your child will take their first big step toward associating words with their individual sounds, an essential tool for, when the time is right, sounding out words.
Most new readers start from the same place — by learning their letters! And no matter where your child is on their reading journey, working with them on their letter sounds is a great way to help strengthen their fundamental skills.
Here are five fun and effective tips for working on letter sounds with your child.
5 Fun And Easy Ways To Teach Letter Sounds
1) Touch And Feel Letters
Humans are tactile creatures, and we depend on touch to tell us a lot about the world around us. This is especially true of kids when they’re learning!
Although most traditional reading curriculums focus on auditory and visual cues for letters and their sounds, touch can be helpful, too. We have five senses, after all, so we might as well take advantage of them!
As opposed to relying solely on how a letter looks when it’s written (and flat), adding in a physical sensory element can help your child build a stronger connection to the letter sound they’re trying to learn.
Doing this engages an extra part of their brain while they learn. Not only will they know what the letter looks and sounds like but also what it “feels” like. Associating the “feel” of a letter with its pronunciation may help them gain a better understanding of letter sounds more quickly.
There are plenty of options for exploring reading through your child’s sense of touch. The best part? Your child will get to do one of their favorite things — make a mess! Letting them get messy with letters provides a great incentive to learn.
If you’d like to try this tactile learning style, you can get started by grabbing a few blank pieces of paper. Using a thick, dark marker, write out the letters you want your child to work on.
Then, you can simply grab whatever you have around the house that is malleable enough to form into letters. PlayDoh or kinetic sand are both great options.
We recommend saying the associated letter sound as your child looks at and forms the written letter with the PlayDoh or kinetic sand.
You can also encourage them to shape their material over the outlined letter on the page if they need some extra guidance.
Feel free to also brainstorm words with them that share the letter sound they’re practicing. This could help them make even more connections to the letter and its sound!
If you don’t mind a little extra clean up, shaving cream can also be a great option! Simply spread out the shaving cream on a flat surface. Trace out the letter for them in the shaving cream, then ask them to do the same while you repeat the letter sound.
2) Connect Letter Sounds To Familiar Symbols
Letters and their sounds might be unfamiliar to your child. By making a connection between letter sounds and items or symbols your child might already be familiar with, you can help bridge the gap between what they don’t know yet and what they do!
Utilizing things that your child already knows and loves may encourage them to get more engaged with learning their letter sounds.
Familiar ideas will also make them feel more confident and comfortable while learning.
For example, if you want to start with the letter “T,” consider printing out pictures of things that start with “T” that your child loves, such as trucks and tigers. Let your child choose which pictures to use, and then help them create their very own alphabet book with those images!
Working with your child to construct their personal letter-sound alphabet — a mixture of the specific picture you want them to learn to associate with a particular letter sound — is an easy and fun craft project that will pay off in the long run.
The more personalized you can make the learning process the more fun your young learner will have!
Familiarity can also help your child beyond simply learning the letter sound: it helps them build confidence! The more your child feels like they understand and know what they’re reading, the more likely they’ll be to develop an enthusiasm for learning.
3) Repetition, Repetition, Repetition
This technique focuses on repetition, which is great for getting your child familiar with their letter sounds.
By consistently repeating the same letter sounds to them, you can help your child more easily pick up on them.
A great idea might be to focus on introducing your child to one letter sound at a time. You could make a “letter of the week” jar for your child. Place an empty jar on your counter labeled with the letter sound for the week.
Every time your child points out a word they’ve heard that starts with the letter sound of the week, they earn a “ticket” or “point” in the letter sound jar (you could also use stickers on a poster if you don’t have a jar handy).
Challenge your child to gain three or four points (or more!) during the day. You’ll want the jar to be somewhere your child sees it often — maybe in the kitchen so you can prompt your learner to think of a word while you’re making dinner or washing dishes!
They don’t have to rely on only the things they hear or see in real life, especially when it comes to those trickier letter sounds (like x, q, or z). Consider using some of your daily reading time to flip through magazines or books and point out the letter sound whenever you come across it.
Emphasizing repetition this way really gives your child the chance to focus intensely on a single letter and explore the primary sound it represents!
Giving them ample amounts of time, practice, and exposure to one sound at a time may help them with their learning longevity.
4) Digital Letters In The 21st Century
Technology is a huge new factor in modern-day learning. Not only do children learn how to read and write texts, but now they also have to learn how to use a keyboard at a very young age.
While too much media time can be bad for your child, there are ways to be mindful about media consumption and incorporate media into their letter-sound learning. Especially for busy families, media can be a really useful asset to add to your parenting tool belt.
If you’re looking for a safe, personalized, and reliable place for your child to work on their reading and letter-sound skills, our online learning center has tons of playful games and exercises!
Your child can also use a simple keyboard to engage their letter-sound skills.
For this activity, you can call out the sound of a letter and ask your child to hit or point to the letter it matches on a keyboard.
This exercise is easy and versatile, as you can use any keyboard you have around — on your phone, your computer, or a device designed for kids. And your child will probably love pretending to be a grown-up just like you!
5) Bingo
Classics are classics for a reason. And Bingo is a time-tested, kid-approved game!
If you’d like to take a shot at this activity, draw or print out a Bingo sheet that has pictures of things your child is familiar with (remember tip #2!). We recommend sticking to things they see daily, like apples (for the “a” letter sound), bikes (for the “b” letter sound), and so on.
To play, call out a letter sound and instruct your child to mark off the picture that begins with the same sound. If your child has siblings or neighborhood friends, consider inviting them to play along (it makes for a great virtual game, too).
The first to make it to bingo wins!
Making Letter Sounds Fun And Functional
We hope these tips were helpful and gave you some creative ideas for how to get your child engaged with letter sounds (while having a blast along the way!).
We always want to leave you with a reminder that on the journey toward helping your child become a confident, enthusiastic reader, it may take some time to discover what learning strategies are the perfect fit for them. That’s OK!
If you ever need a little extra help or want to switch up your child’s learning routine, our learning center is always open and full of engaging and effective exercises for your emerging reader!
Author
Recognition of vowels, consonants and letters
- Petrova Galina Mikhailovna
Sections: Primary school
Objectives:
- to develop the ability to recognize vowels and consonants by their essential features;
- develop the ability to observe the pronunciation of speech, conduct their sound analysis; develop a love for nature.
Lesson progress
I. Org. Moment
Music is playing. "Voices of Birds".
- What do we hear? (voices, sounds)
- What is written on the blackboard? (sentence, letters)
II. Lesson topic message
On the board: Recognition of vowels and consonants and letters.
- Queens of Voice and Concord and their assistants - sounds are present at the lesson.
Glasa and her assistant (percussive sound).
Queen Consent and her assistants (voiced soft, voiced hard, voiceless hard, voiceless soft)
III.
Calligraphic letter
A strong wind blew and the flower bent. Why?
We write AND in uppercase and and in lowercase.
IV . Observation of consonants and vowels and letters
Thread Gossamer brought us in an envelope - what?
(y, a, i, s, l, k)
(Letters - y, a, i, s, l, k)
- What groups can they be divided into? (vowels, consonants)
- Name the sounds, ([u], [a], [i], [s], [l], [k])
Poems about sounds (learned by students)
- Vowels stretch in a ringing song,
Can cry and scream,
They can cradle the baby in the crib,
But they do not regret whistling and grumbling. - A consonants agree
Rustle, whisper, creak,
Even snort and hiss,
But they don't want to sing. - A lot of trouble with letters,
They are such a people .
..
But when it's smart
Build them in a clear row -
Letters will turn into a word
And they will talk to you!
- Let's make words from these letters and write them down.
(fox, bow, varnish, power)
- There is something else in the envelope! (frogs)
V . Fizminutka
Two girlfriends, two green frogs
Washed early in the morning,
Rubbed with a towel.
Paws stomped,
paws clapped,
Right, left leaned
And they returned back.
VI . Continuation of work on the topic of the lesson
A) Filling in the crossword puzzle.
- What is in the pictures?
How to call in one word? (trees)
What kind of trees are these? Name and show.
B) Work in a notebook.
- Let's write down the names of trees in a notebook: oak, aspen, pine, birch.
- How many letters and sounds are in each word?
- How should trees be protected? What needs to be done for this?
C) Reward for a difficult task:
Who will correctly name - how many letters and how many sounds in the word TREES ?
The result of the lesson
- What did you do at the lesson?
- Which task did you like the most? Why?
Let the trees grow, flowers bloom,
And we listen to the birds singing!
| Oral work | |
| - Where did the difficulty arise? (when denoting the first syllable, sounds [yu]) - What should we learn? (what letter to designate these sounds) - Who guessed what new letter we will meet today at the lesson? - How to determine the topic of our lesson? (letter Yu) - What are the goals for the lesson, what should we learn about this letter?
What is the letter U? (Let's fantasize) *so that about did not roll, tight to the column of the bail. Oh, look what happened: It turned out ... the letter Yu . Letter Y in a notebook? Writing with a wet brush on a blackboard, writing in the air - This letter is special, who guessed why? (denoting two sounds) - Do you think the letter u always stands for two sounds? -Today we must find out what secrets a letter has when the letter u stands for two sounds. - Where is the letter u in the word "yula"? (at the beginning of a word) - This is the first secret of the letter. Primer with 58 Letter Yu. Reading syllables with the letter Yu Reading words with the letter Yu. What are the words that begin with the letter Yu? Dictionary work Yurt? How do you understand this word? (Yurt - (turk.) - a portable dwelling made of felt) Jung? How do you understand this word? (a teenager acting as a sailor on a ship and studying seamanship. Sound analysis of words Yurt, stick, July, sew. Stick Sports equipment in the form of a stick with a curved end for playing hockey, golf - This is the second secret of the letter y. How to formulate it? (the letter u in the middle of the word indicates the softness of the preceding consonant sound) - What month is shown in the picture if it is considered the middle of summer (July) - The third secret of the letter: denotes two sounds after another vowel. Conclusion : What sounds does the letter Y stand for? In what cases 2 sounds? Let's make a sentence with the word yurt. (on the picture) A white yurt stands in the steppe. Write the sentence in a notebook. (Recall the rules for writing a sentence) What does this sentence say? What does a yurt do? Where is the yurt located? What color is the yurt? Let's draw up a sentence scheme, find the words objects, signs, action words? (remember the rules) After guessing the riddle, will you find out what animal lives in the desert? He lives a long time without water, Camel is a ruminant artiodactyl mammal with one or two fat humps. What words would best describe this animal? The camel is called the "ship of the desert". Their body is adapted to the harsh conditions of the desert. They can go without water for a long time, and also drink salt water, unsuitable for other animal species. Camels feed on wormwood, camel thorn, and saxaul. You probably guessed who the work we are going to read will be about? What is the name of a baby camel? (calf) Satellite work b. With. 69 “Bul-bul camel) Georgy Yudin was born on September 27, 1943 in Turkmenistan. He was just a children's artist when two daughters, Anya and Dasha, were born, and the torment began under the name: "Dad, read a fairy tale!" It was then that Georgy Nikolaevich wrote his first book, The Primer, from which children can learn to read on their own. There will be words in the text, the meaning of which may not be clear to you. Match these words with their lexical meaning. small metal rattle (bell) | |
| CAMEL THORN | apricot, small fruit |
| JELL | plants growing in deserts | Listening to the work, determine what genre it belongs to. |
| 3. Conversation 4Reading by roles 5. Working on the idea of the work Reflection | 900 What was the baby camel's name? Main characters? How many characters are in the story? What are they doing? What is a conversation between two or more people called? (dialogue) What is the name of the words of one person? (remark) What is real and what is fictional here? What is this device called in literature? (personification) Why did the author use personification? How many students do you need to read? Match the parts of the proverbs. 
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(ability to learn) 
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