Why First Sound Fluency Matters? {Freebie}
Letter-sound correspondences involve knowledge of the sounds represented by the letters of the alphabet the letters used to represent the sounds.Why is knowledge of letter-sound correspondences important? DIBELS has changed LSF to First Sound Fluency--(which is better.)
Knowledge of letter-sound correspondences is essential in reading and writing
In order to read a word:
What sequence should be used to teach letter-sound correspondence?
Letter-sound correspondences should be taught one at a time. As soon as the learner acquires one letter-sound correspondence, introduce a new one. I suggest teaching the letters and sounds in this sequence: a, m, t, p, o, n, c, d, u, s, g, h, i, f, b, l, e, r, w, k, x, v, y, z, j, q.
This sequence was designed to help learners start reading as soon as possible. Letters that occur frequently in simple words (e.g., a, m, t) are taught first. Letters that look similar and have similar sounds (b and d) are separated in the instructional sequence to avoid confusion. Short vowels are taught before long vowels. I teach upper case then lowercase. However, when I'm assessing the student they get both all the letters. (think DIBELS or AimsWeb Fluency probes.)
An example Instruction: For RTI and if I'm working 1 on 1 with a student. (I have had given this to para's or parents to do as well.)
Sample goal for instruction in letter-sound correspondences:
The learner will listen to a target sound presented orally identify the letter that represents the sound select the appropriate letter from a group of letter cards, an alphabet board, or a keyboard with at least 80% accuracy.
Instructional Task:
Here is an example of instruction to teach letter-sound correspondences. The instructor introduces the new letter and its sound shows a card with the letter m and says the sound “mmmm.” After practice with this letter sounds, then I review with the student.
The instructor says a letter sound.
The learner listens to the sound, looks at each of the letters provided as response options, selects the correct letter, from a group of letter cards, from an alphabet board, or from a keyboard.
Instructional Procedure:
The instructor teaches letter-sound correspondences using these procedures:
Model:
The instructor demonstrates the letter-sound correspondence for the learner.
Guided practice:
The instructor provides scaffolding support or prompting to help the learner match the letter and sound correctly.
The instructor gradually fades this support as the learner develops competence.
Independent practice:
The learner listens to the target sound and selects the letter independently. The instructor monitors the learner’s responses and provides appropriate feedback.
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 students 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.
Amanda from Mrs. Richardson's Class has created a 20 minute Guided Reading Plan which I use with my Pre-A's and A's. The big piece is these guys are in books which is huge for them and makes their day.
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.
I tell the teachers I work with, think MASTERY. Start with the ones the student knows and then add no more than 5. Master and then add the next ones that make sense. Use your Probe data to drive your plan.
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.
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.
Knowledge of letter-sound correspondences is essential in reading and writing
In order to read a word:
- the learner must recognize the letters in the word and associate each letter with its sound
- In order to write or type a word
- the learner must break the word into its component sounds and know the letters that represent these sounds.
What sequence should be used to teach letter-sound correspondence?
Letter-sound correspondences should be taught one at a time. As soon as the learner acquires one letter-sound correspondence, introduce a new one. I suggest teaching the letters and sounds in this sequence: a, m, t, p, o, n, c, d, u, s, g, h, i, f, b, l, e, r, w, k, x, v, y, z, j, q.
This sequence was designed to help learners start reading as soon as possible. Letters that occur frequently in simple words (e.g., a, m, t) are taught first. Letters that look similar and have similar sounds (b and d) are separated in the instructional sequence to avoid confusion. Short vowels are taught before long vowels. I teach upper case then lowercase. However, when I'm assessing the student they get both all the letters. (think DIBELS or AimsWeb Fluency probes.)
An example Instruction: For RTI and if I'm working 1 on 1 with a student. (I have had given this to para's or parents to do as well.)
Sample goal for instruction in letter-sound correspondences:
The learner will listen to a target sound presented orally identify the letter that represents the sound select the appropriate letter from a group of letter cards, an alphabet board, or a keyboard with at least 80% accuracy.
Instructional Task:
Here is an example of instruction to teach letter-sound correspondences. The instructor introduces the new letter and its sound shows a card with the letter m and says the sound “mmmm.” After practice with this letter sounds, then I review with the student.
The instructor says a letter sound.
The learner listens to the sound, looks at each of the letters provided as response options, selects the correct letter, from a group of letter cards, from an alphabet board, or from a keyboard.
Instructional Procedure:
The instructor teaches letter-sound correspondences using these procedures:
Model:
The instructor demonstrates the letter-sound correspondence for the learner.
Guided practice:
The instructor provides scaffolding support or prompting to help the learner match the letter and sound correctly.
The instructor gradually fades this support as the learner develops competence.
Independent practice:
The learner listens to the target sound and selects the letter independently. The instructor monitors the learner’s responses and provides appropriate feedback.
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 students 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.
Amanda from Mrs. Richardson's Class has created a 20 minute Guided Reading Plan which I use with my Pre-A's and A's. The big piece is these guys are in books which is huge for them and makes their day.
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.
I tell the teachers I work with, think MASTERY. Start with the ones the student knows and then add no more than 5. Master and then add the next ones that make sense. Use your Probe data to drive your plan.
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.
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.
FREEBIE TIME
This year I'm working towards being paperless. Why?? I' traveling to other rooms to provide services. As it is I'm a bag lady on the best of days but as a Special Education teacher you have to be ready for just about anything when it comes to planning inclass support. My way around this--technology. Not for everything but since I use Seesaw for communication and goal tracking; let's find other things to do with it. For this First Sound Fluency activity, you will need Seesaw and have your class setup. I tend to give students a page at a time to ensure it is correct. It can also be used as an assessment or as a center.
Until Next Time,
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