|Teachers.Net Gazette Vol.6 No.1||January 2009|
|Cover Story by Alfie Kohn|
|It’s Not What We Teach;|
It’s What They Learn
|"I taught a good lesson even though the students didn't learn it,” makes no more sense than "I had a big dinner even though I didn't eat anything.”|
|Harry & Rosemary Wong: Effective Teaching|
|The Sounds of Students|
Learning and Performing
|»||Six Easy Resolutions for 2009Sue Gruber|
|»||Learning the Value of DiversityLeah Davies|
|»||Flash Nebula is in the house! Will standardized tests detect him?Todd R. Nelson|
|»||Teaching is an art, not a science.Marvin Marshall|
|»||The Busy Educator's Monthly FiveMarjan Glavac|
|»||Dear Barbara - Advice for SubsBarbara Pressman|
|»||5 Ways to Activate Your Natural Teacher CoachKioni Carter|
|»||Global Travel GuruJosette Bonafino|
|»||PRINTABLE 2009 Multilingual, Multinational Calendar Tim Newlin|
|»||Thoughts on the Use of Failure as a Teaching Technique Bill Page|
|»||Traits of a Good TeacherAlan Haskvitz|
|»||January 2009 Writing PromptsJames Wayne|
|»||Let's Get Started with SmartboardMarjan Glavac|
|»||Using Photographs To Inspire Writing IIIHank Kellner|
|»||Phonemic Awareness: Letting The Horse Pull The CartGrace Vyduna Haskins|
|»||Reading Strategies: Teaching Students to VisualizeLisa Frase|
|»||Teaching the Alphabet to Diverse LearnersHeidi Butkus|
|»||The Metaphor Of Collaboration - What's missing from group work?Ambreen Ahmed|
|»||A Taste of InspirationSteven Kushner|
|»||Activities & Games for Foreign and First Language ClassesRebecca Klamert|
|»||Four Years of High School Math and Science Should be a National PolicyStewart Brekke|
|»||Apple Seeds: Inspiring QuotesBarb Stutesman|
|»||Today Is... Daily CommemorationRon Victoria|
|»||The Lighter Side of Teaching|
|»||Printable Worksheets & Teaching Aids|
|»||Lessons, Resources and Theme Activities: January 2009|
|»||January Lesson Plans Especially for Preschool, Kindergarten & Early Primary|
|»||Video Bytes: Dr. Martin Luther King, One Minute “I have a dream” speech by Daniel Stringer, Crystal Photography – Wilson “Snowflake” Bentley, FDR Fireside Chat on the Banking Crisis – March 1933, President Elect Barack Obama Reassures Americans – Thanksgiving 2008, T-Netter ron nj aka “Man of Steel” plays Sleepwalk, Big Dog Robot|
|»||Live on Teachers.Net: January 2009|
|»||T-Net chefs share their favorite warm-up-winter recipes|
|»||Newsdesk: Events & Opportunities for Teachers|
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Teaching the Alphabet to Diverse Learners
A kindergarten teacher shares a variety of activities she’s found successful in teaching the names of letters, including her own music, available to you!
|by Heidi Butkus
January 1, 2009
This has been a very challenging school year for me, as the majority (about 75%) came to Kindergarten not knowing the alphabet or numbers. Usually, about half of my students know the alphabet when they begin school. Not this year! Here are some things that I have done that have really helped them learn.
Using the Singable Songs for Letters and Sounds CD, I introduced one letter song per day for the first month of school until we knew all of the songs. Since the songs always include movements, the children enjoy them and are happy to sing and dance along. I always hold the letter card in my hand when we sing, and then shout out "What's that letter?" after each song is over. We continually review all of the songs, of course. Most of my class now knows all of the letters(!), except for one child who only knows five or six letters, and another that knows around 20 of them. The rest of the class may be missing one or two letter names, but in general, they are doing very well! So I think that the songs are really helping!
This is the first time that I have had this CD from the very beginning of the school year, since it was new last spring. I do often hear them singing the songs to themselves to help figure out a letter that they don't know. They recognize it from the song, and start singing. Eventually, they come to the letter name in the words to the song, and this helps to jog their memories.
Another thing that is helping is having the kids form the letters out of play dough, and then tell me the name of the letter. If they don't know the name of the letter, then they have to make it again. I have a list of letters that each child is working on, so I make them form the letters on my list, not ones they already know. The easiest way to do it is to keep a Ziploc bag with the letters each child is working on in a tub. Each baggie has the child’s name written on it. I pull out the bag and hand the letter card to that child, and ask him to form the letter. With my higher kids, I let them form any letter they want (assuming they already know them all.) As a side note, I also found it helpful to have the faster learners make the letters that are harder to draw out of play dough, too- like the K, or lower case E's and G's.
One more thing that is helping is Rapid Automatic Naming boards. If you have never heard of these, "RAN" boards are simply grids with letters (or numbers, words, whatever) in them that each kid needs to work on. I started with my low kids' letters of their names in this grid, and had them continually point and say those letters only. We worked on each one until they started to get them. So John would be only working on J-O-H-N until he gets those letters; then we'll add more. I taught him to spell his name aloud, pointing to some plastic letters that he would put in order for me. Then, when working on the RAN board, when he came to a letter that he forgot, he would point and spell his name aloud until he figured it out. It's slow, but at least he is experiencing some success.
I put the letters from their names in little pencil boxes that I found at Staples for a penny each in August, along with their names printed out and taped to the top of the box. That way, we always have the plastic letters from their names ready to go. It is tough to manage this activity any other way than one-on-one, so I prepared a coloring sheet for the kids to do in my small group, and worked with the kids that needed it one at a time. I skipped the kids that didn’t need this type of help, or helped them with word flash cards, etc. I also did it in after school tutoring. In this case, I let the others play while I worked with just one child at a time.
I also found it helpful to print out each child’s name in large print on index paper, and have the kids cut them apart and sort them by letter. I taped a paper with each letter on it to the wall. Each time they cut off a letter, I tried to ask each one what letter it was. Then they glued the A to the A paper, etc. We did this with names and with color words, to try to focus strictly on the words and letters that were meaningful to each child. For my faster learners, I let them cut apart the letters from anyone’s name that they wanted, and encouraged them to try to read that name. They loved it! I think that I will try to do the same thing with words, and have them sort the words by color, sight word, or names of students. My kids LOVE this activity, and it is easy to manage to do it more than one child at a time, thankfully!
All in all, it has been a great adventure finding new techniques that are effective for teaching the alphabet to all types of learners. It is also extremely satisfying when the children learn these concepts that were so terribly difficult for them to master. I certainly hope that others will share their techniques that really work, so we can all benefit from these, too!