Building Students Word Power with Picture Books
These picture books are a fun way to build vocabulary effortlessly. Little kids like big words!
Creating a vocabulary-rich classroom through picture books isn’t just delightful—it’s essential. Research shows that early vocabulary development strongly predicts future reading comprehension and academic success. Picture books offer a perfect launchpad: they expose students to Tier 1 and Tier 2 vocabulary in context, reinforced through engaging visuals and repeated story structures. (If you are looking for more information on the vocabulary tiers-check out this post.)
For second language learners, picture books bridge the gap between unfamiliar words and meaning by pairing new vocabulary with illustrations and story cues. This visual scaffolding supports language acquisition and helps students use words in real-world contexts. Similarly, students with special education needs benefit from the structure and repetition embedded in high-quality read-alouds, which aid in retention, understanding, and expressive language skills.
And let’s not ignore testing pressure—vocabulary knowledge is a significant predictor of performance on standardized assessments. Students can’t demonstrate understanding of reading passages if they don’t understand the words in the questions. Picture books build this critical word base in a low-stress, high-engagement format.
Here are a few of my student’s favorite books from read-alouds through the year.
The Word Collector by Peter H. Reynolds
The Word Collector by Peter H. Reynolds is a gentle, inspiring picture book that celebrates the power and beauty of language. It follows a boy named Jerome, who loves collecting words—short and sweet ones, multi-syllabic marvels, and words that roll off the tongue or make people feel something.
Jerome carefully stores his words in scrapbooks, sorting them by sound, meaning, and feeling. But one day, his collection spills—literally—and he discovers that sharing words can be even more powerful than collecting them.
This book is ideal for K–3 classrooms looking to:
- Introduce Tier 2 vocabulary in a meaningful context
- Spark curiosity about language
- Encourage students to “collect” their own favorite words
- Support ELLs and students with IEPs with accessible text and rich illustrations
Research shows that exposure to and intentional instruction around Tier 2 vocabulary has a strong impact on reading comprehension and academic achievement. “The Word Collector” provides an emotional and conceptual anchor for that learning.
Bonus idea: Use this book to launch a classroom word wall, personal “word jars,” or a writing center full of “favorite words.” It’s a heart-filled way to grow not just vocabulary, but a love of words themselves.
Rhyme Crime by Jon Burgerman
Rhyme Crime by Jon Burgerman is a wildly fun and silly picture book that blends rhyming, mystery, and wordplay into one laugh-out-loud read-aloud. The story follows a mischievous thief who doesn’t steal things—he steals words and replaces them with silly rhyming substitutes! A hat becomes a cat, a cake becomes a snake, and chaos ensues across town.
This book is a vocabulary and phonological awareness dream for K–3 students. It reinforces Tier 1 vocabulary while helping students recognize and generate rhyming word pairs—key building blocks in early literacy. The bold, cartoon-style illustrations provide clear visual context for each swap, making it especially accessible for English Language Learners and students with special education needs.
"Rhyme Crime" invites prediction, engagement, and giggles—plus it naturally supports lessons on:
- Rhyming and phonemic awareness
- Vocabulary building through contrast
- Word relationships and sentence structure
It’s also a perfect mentor text for writing extensions: have students create their own “rhyme crimes” and illustrate the hilarious outcomes! This high-energy book makes language play irresistible—and sneakily educational.
Take Away the A by Michael Escoffier
Take Away the A by Michael Escoffier is a brilliant and imaginative alphabet book that plays with language in a way that's both educational and hilarious. Each page features a clever wordplay: by removing one letter from a word, a completely new word—and often a surprising new meaning—is revealed. For example: “Without the A, the BEAST is BEST.”
With bold, whimsical illustrations by Kris Di Giacomo, the book invites students to think critically about spelling, phonics, and how letters work together to create meaning. It’s a fantastic way to build Tier 1 and Tier 2 vocabulary, reinforce alphabet knowledge, and stretch students’ word awareness in a creative, memorable way.
Perfect for grades K–3, this read-aloud sparks curiosity and laughter, making it a wonderful anchor for literacy centers, word study lessons, and even writing extensions. It’s especially helpful for emergent readers, ELLs, and students with learning differences, since the visual context supports understanding.
Bonus: It ties in beautifully with lessons on word manipulation, rhyming, or even early decoding skills—making vocabulary development feel like a game!
Stegothesaurus by Bridget Heos
Stegothesaurus by Bridget Heos is a clever, laugh-out-loud picture book about a unique dinosaur who loves using big, bold, bountiful words. Unlike his stegosaurus brothers who are simple and to-the-point ("Hot," "Hungry"), Stegothesaurus is bursting with descriptive language ("Blazing, blistering, broiling!") and thrives on expressing himself in triplets of synonyms.
His love for language leads him on an adventure where he meets another word-loving dino... or so he thinks. A surprise twist reveals that not everyone with fancy words has friendly intentions!
This book is a vocabulary goldmine, especially for Tier 2 words and synonym recognition. It's ideal for K–3 read-alouds and perfect for ELA lessons focused on word choice, descriptive writing, and building expressive language. Bonus: it’s especially supportive for ELLs and special education students when paired with visual cues and discussion.
Teachers and students alike will enjoy the humor, vivid illustrations, and playful exploration of language.
Dear Deer by Gene Barretta
Dear Deer by Gene Barretta is a playful and pun-filled picture book that explores the world of homophones—words that sound the same but have different meanings and spellings. Told through letters between Aunt Ant and her nephew Deer, each page is packed with silly sentences that make homophones hilariously clear. For example: “The moose loved mousse” and “The bear had bare feet.”
This book is a Tier 1 vocabulary powerhouse with a fun twist—it builds phonemic awareness and highlights the importance of context in understanding meaning. It’s perfect for K–3 students learning to decode and make sense of English’s many quirks.
Why it works in the classroom:
- Encourages students to think critically about word meaning
- Provides opportunities for visual support through punny illustrations
- Supports ELLs and students with learning differences by combining humor, repetition, and pictures to reinforce meaning
- Pairs well with lessons on spelling, homophones, and word choice
Activity idea: Have students create their own illustrated homophone pairs or write silly letters like Aunt Ant’s. “Dear Deer” turns tricky language into laughter—and memorable vocabulary learning!
Snowman at Night by Caralyn Buehner
Snowman at Night by Caralyn Buehner is a whimsical, rhyming picture book that imagines what snowmen do after dark. With vivid illustrations by Mark Buehner and rhythmic text, the story follows snowmen as they slip away from their yards to go sledding, drink cocoa, and play snowman games when no one’s watching.
Though playful and imaginative, the book is rich with Tier 1 and Tier 2 vocabulary—words like gathered, scurry, sipping, and groan. Its rhyming structure and strong visual cues make it ideal for K–3 read-alouds, especially for:
- English Language Learners, who benefit from predictable sentence patterns and image-supported comprehension
- Students with special education needs, who often respond well to rhyming, repetition, and fantasy elements
- Vocabulary instruction tied to seasonal themes
Why it’s a great classroom tool:
- Boosts descriptive language and action verbs
- Sparks discussion and inferencing (“Why do the snowmen melt the next day?”)
- Supports phonological awareness and oral fluency through rhyme
Extension idea: Have students write their own “at night” stories imagining what classroom objects, animals, or characters do after hours. It’s a great cross-curricular connection to writing, winter science, or imaginative thinking!
Sylvester and the Magic Pebble by WIlliam Steig
Sylvester and the Magic Pebble by William Steig is a classic, award-winning picture book that masterfully weaves together rich vocabulary, emotion, and magical realism. The story follows Sylvester, a young donkey who finds a magic pebble that grants wishes. When danger strikes, he makes a wish that turns him into a rock—and suddenly, he’s unable to wish himself back.
This beautifully told tale is ideal for K–3 read-alouds and packed with Tier 2 vocabulary such as astonished, vanished, desolate, and grief. The advanced yet accessible language makes it a perfect scaffolded read for vocabulary development, especially when paired with illustrations and discussion.
Why it's powerful in the classroom:
- For second language learners: Context clues and expressive illustrations help decode unfamiliar words
- For special education students: Emotional depth and clear narrative structure support comprehension and empathy
- For vocabulary growth: The text introduces sophisticated words in meaningful, memorable ways
- For writing extension: Students can brainstorm their own "what-if" magical object stories or rewrite the ending
The book also touches on deeper themes like family, fear, and hope—making it not just a vocabulary booster, but a powerful conversation starter. Plus, it’s a Caldecott Medal winner, so you know it brings both heart and literary merit to your classroom.
Mufaro’s Beautiful Daughters by John Steptoe
Mufaro’s Beautiful Daughters by John Steptoe is a beautifully illustrated African folktale rich in culture, character development, and vocabulary. The story, inspired by a traditional Zimbabwean tale, centers on two sisters—kind, humble Nyasha and proud, selfish Manyara—who both seek to marry the king. As they journey to his city, each daughter's true nature is revealed through their choices and how they treat others.
This book is a treasure trove of Tier 2 vocabulary, including words like displeased, journeyed, generosity, and summoned, all introduced in meaningful, narrative context. Its elevated language and formal tone provide excellent exposure for K–3 students ready to stretch their comprehension.
Why it’s a classroom favorite for vocabulary instruction:
- For ELLs: The rich illustrations and clear character actions support deeper understanding of unfamiliar words
- For students with special education needs: The predictable folktale structure and visual cues make abstract vocabulary more accessible
- For test-readiness: The story mirrors the type of complex narrative often found in standardized test passages, making it great for modeling comprehension strategies
Extension ideas:
- Create character trait charts using Tier 2 vocabulary
- Write compare/contrast pieces about the sisters using descriptive language
- Explore cultural context and geography for cross-curricular connections
- This timeless tale beautifully reinforces that character is revealed through action, all while enriching your students’ word banks.
Picture book read-alouds are invaluable for elementary students' vocabulary and oral language development. By exposing children to a rich diversity of words within engaging narratives, read-alouds naturally expand their lexicon beyond everyday conversation. Furthermore, the interactive nature of read-alouds, often involving discussions and questions, encourages students to articulate their thoughts, practice new vocabulary in context, and develop stronger communicative skills. Ultimately, consistent engagement with picture book read-alouds lays a crucial foundation for literacy by fostering a love of language and equipping students with the verbal tools necessary for academic success and effective communication.
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What is Phonemic Awareness?
Phonemic awareness is a critical component of early reading development, serving as the foundation for proficient reading skills. This concept was extensively explored in the National Reading Panel (NRP) Report, which emphasized its significance in the broader context of literacy education.
What is Phonemic Awareness?
Phonemic awareness is the ability to hear, identify, and manipulate individual sounds—phonemes—in spoken words. It is a subcategory of phonological awareness, which includes a range of skills involving the recognition and manipulation of sounds at different levels (words, syllables, onset-rime, and phonemes). Phonemic awareness focuses specifically on the smallest units of sound that can change the meaning of words. For example, changing the first phoneme in the word "cat" from /k/ to /h/ transforms it into "hat."
Skills associated with phonemic awareness include:
- Phoneme Isolation: Recognizing individual sounds in words (e.g., identifying the first sound in "dog" as /d/).
- Phoneme Identity: Recognizing the common sound in different words (e.g., identifying /b/ in "bat," "ball," and "boy").
- Phoneme Categorization: Identifying the odd sound out in a set of words (e.g., "bat," "ball," "rug").
- Phoneme Blending: Combining individual sounds to form a word (e.g., /b/, /a/, /t/ to form "bat").
- Phoneme Segmentation: Breaking a word into its individual sounds (e.g., "cat" into /k/, /æ/, /t/).
- Phoneme Deletion: Recognizing the word that remains when a phoneme is removed (e.g., removing /s/ from "smile" to get "mile").
The Importance of Phonemic Awareness
The National Reading Panel Report highlighted phonemic awareness as a crucial predictor of later reading success. Here's why phonemic awareness is so important:
- Foundation for Reading and Spelling: Phonemic awareness provides the foundation for understanding the alphabetic principle—the idea that letters and letter patterns represent the sounds of spoken language. This understanding is essential for decoding (reading) and encoding (spelling) words.
- Predictive of Future Reading Success: Research shows that children with strong phonemic awareness skills are more likely to become proficient readers. Conversely, children who struggle with phonemic awareness are at a higher risk for reading difficulties.
- Improves Word Recognition: Phonemic awareness helps children develop efficient word recognition skills. By being able to break words into phonemes and blend phonemes to form words, children can more easily recognize and read unfamiliar words.
- Supports Reading Comprehension: Good phonemic awareness skills lead to better word recognition, which in turn frees up cognitive resources for comprehension. When children can quickly and accurately recognize words, they can focus more on understanding the text's meaning.
Current Research on Phonemic Awareness
Since the publication of the NRP Report, further research has continued to support the importance of phonemic awareness in reading development. Key findings from recent studies include:
- Longitudinal Studies: Longitudinal studies have reinforced that early phonemic awareness is a strong predictor of later reading achievement. Children who enter school with well-developed phonemic awareness are more likely to experience reading success throughout their academic careers.
- Neuroscientific Research: Advances in neuroscience have shown that phonemic awareness activates specific areas of the brain associated with reading and language processing. Functional MRI studies reveal that successful reading interventions, which include phonemic awareness training, can lead to changes in brain activity patterns, indicating improved reading skills.
- Interventions for Struggling Readers: Effective reading interventions for struggling readers often include a significant focus on phonemic awareness. Studies have shown that targeted phonemic awareness instruction can help remediate reading difficulties and improve overall reading achievement.
- Impact of Early Intervention: Research highlights the importance of early intervention in phonemic awareness. Interventions provided in preschool and early elementary school are more effective than those provided later, emphasizing the need for early identification and support for children at risk of reading difficulties.
Practical Strategies for Teaching Phonemic Awareness
Given the importance of phonemic awareness, educators and parents must incorporate effective strategies for developing these skills in young learners. Here are some evidence-based practices:
- Explicit Instruction: Provide explicit, systematic instruction in phonemic awareness. This involves directly teaching children about phonemes and how to manipulate them through various activities.
- Use of Manipulatives: Use physical manipulatives, such as letter tiles or counters, to help children visualize and manipulate sounds. This hands-on approach can make abstract concepts more concrete and understandable.
- Incorporate Fun Activities: Incorporate games and playful activities that promote phonemic awareness, such as rhyming games, sound matching, and phoneme substitution. Making learning fun can engage children and reinforce skills.
- Modeling and Scaffolding: Model phonemic awareness tasks and provide scaffolding to support children as they practice. Gradually reduce support as children become more proficient.
- Integrate with Other Literacy Activities: Integrate phonemic awareness activities with other literacy instruction, such as reading aloud, shared reading, and writing. This integration helps children make connections between phonemic awareness and other aspects of literacy.
- Ongoing Assessment: Regularly assess children’s phonemic awareness skills to monitor progress and identify those who may need additional support. Use both formal and informal assessment tools to gather data on student performance.
Case Study: Effective Phonemic Awareness Instruction
To illustrate the practical application of these strategies, let’s look at a case study from a kindergarten classroom.
Classroom Context:
Ms. Johnson is a kindergarten teacher who has implemented a comprehensive phonemic awareness program in her classroom. She begins each day with a 15-minute phonemic awareness session, focusing on a specific skill, such as phoneme segmentation or blending.
Implementation:
Warm-Up Activity: Ms. Johnson starts with a warm-up activity, such as a rhyming game, to engage students and prepare them for the lesson.
Explicit Instruction: She then provides explicit instruction on the day’s focus skill, using visual aids and modeling the task.
Guided Practice: Students engage in guided practice with Ms. Johnson’s support, using manipulatives to segment and blend phonemes.
Independent Practice: Students then practice independently or in small groups, with activities such as sorting pictures based on initial sounds or playing sound-matching games.
Integration: Ms. Johnson integrates phonemic awareness into other literacy activities, such as shared reading. She pauses during read-alouds to highlight phonemes and engage students in phonemic tasks related to the text.
Assessment: Ms. Johnson uses both observational assessments and formal tools to monitor student progress. She adjusts her instruction based on assessment data, providing additional support to students who need it.
Outcomes: By the end of the school year, Ms. Johnson’s students show significant improvement in their phonemic awareness skills. They demonstrate strong word recognition abilities and are well-prepared for first-grade reading instruction. Ms. Johnson’s systematic and engaging approach to phonemic awareness has laid a solid foundation for her students’ future reading success.
Phonemic awareness is a vital component of early reading development, as highlighted by the National Reading Panel and supported by ongoing research. It serves as the foundation for decoding, word recognition, and reading comprehension. Effective phonemic awareness instruction, provided through explicit, systematic, and engaging activities, can significantly improve children’s reading outcomes.
Everyone plays a crucial role in fostering phonemic awareness in young learners. By incorporating evidence-based strategies and providing early intervention, they can help ensure that all children develop the skills necessary for reading success. As research continues to evolve, the importance of phonemic awareness remains clear, underscoring its role as a cornerstone of literacy education.
References
National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel: Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. U.S. Government Printing Office.
Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel's meta-analysis. Reading Research Quarterly, 36(3), 250-287.
Kilpatrick, D. A. (2015). Essentials of Assessing, Preventing, and Overcoming Reading Difficulties. Wiley.
Stanovich, K. E. (2000). Progress in Understanding Reading: Scientific Foundations and New Frontiers. Guilford Press.
Goswami, U. (2002). Phonology, reading development, and dyslexia: A cross-linguistic perspective. Annals of Dyslexia, 52(1), 139-163.
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PS: Here are 5 programs that address Phonemic awareness. These have been either recommended by researchers or educators. I only have personal experience with Heggerty and the OG approach. When adopting any program or materials, do your homework and make sure it addresses your concerns. I don't personally recommend or endorse any one program.
- Heggerty Phonemic Awareness: Developed by Dr. Michael Heggerty, this program offers daily lessons designed to build phonemic awareness in young learners. It's widely used in schools and praised for its structured, systematic approach.
- Jolly Phonics: Jolly Phonics is a comprehensive program that includes phonemic awareness as a key component. It uses multi-sensory methods to teach children the five key skills for reading and writing.
- Orton-Gillingham Approach: Though not a standalone program, the Orton-Gillingham approach is a highly effective, evidence-based method for teaching phonemic awareness, particularly for students with dyslexia. It emphasizes direct, explicit, and multisensory instruction.
- Ladders to Literacy: This program, developed by the University of North Carolina, integrates phonemic awareness activities with other early literacy skills. It's research-based and designed to support young children in developing strong literacy foundations.
- Phonemic Awareness in Young Children: A Classroom Curriculum: Written by Marilyn Jager Adams and others, this curriculum provides a range of activities and lessons for teaching phonemic awareness. It's a widely respected resource among educators for its practical and research-based strategies.
The Importance of Oral Language for ELL Students in Reading and Writing
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| Scarborough's Rope |
Oral Language and Scarborough’s Rope
- Phonological Awareness: ELL students need to become familiar with the sounds of English. Phonological awareness, which includes recognizing and manipulating sounds, is crucial for decoding words during reading. If a student cannot hear and produce the sounds in a word, reading that word becomes significantly more challenging.
- Vocabulary Development: A robust vocabulary is essential for understanding and producing both spoken and written language. Oral language activities, such as storytelling and discussions, expose ELL students to new words and phrases in context, helping them to build their vocabulary. This, in turn, aids in reading comprehension and the ability to express ideas in writing.
- Syntax and Grammar: Understanding the structure of English sentences is crucial for both reading and writing. Through oral language practice, ELL students learn how words and phrases are organized in English. This knowledge helps them decode complex sentences while reading and construct grammatically correct sentences when writing.
- Listening Comprehension: Listening to spoken English helps ELL students develop an ear for the language, including intonation, rhythm, and stress patterns. Listening comprehension is directly related to reading comprehension; students who can understand spoken language are better equipped to understand written texts.
- Cultural and Pragmatic Understanding: Oral language also involves understanding the social use of language, which includes cultural nuances and pragmatic rules. This understanding helps ELL students navigate different contexts, which is important for both reading (e.g., understanding characters’ intentions in a story) and writing (e.g., knowing how to address different audiences)
Strategies to Support Oral Language Development
- Interactive Read-Alouds: Reading books aloud to students and engaging them in discussions about the story helps build vocabulary and comprehension skills. Ask open-ended questions that encourage students to think and talk about the text.
- Language-Rich Environments: Create a classroom environment that is rich in oral language opportunities. Label objects in the classroom, use word walls, and provide ample opportunities for students to engage in conversations, both with peers and adults.
- Explicit Vocabulary Instruction: Teach new words explicitly, using visuals, gestures, and examples to reinforce understanding. Encourage students to use new vocabulary in their speech and writing.
- Oral Language Activities: Incorporate activities such as storytelling, role-playing, and group discussions. These activities not only make learning fun but also provide meaningful contexts for using language.
- Peer Interactions: Pair ELL students with peers who are proficient in English. Peer interactions can provide models of fluent speech and offer opportunities for ELL students to practice speaking in a less formal, more supportive environment.
- Scaffolded Support: Provide scaffolded support by modeling correct language use, offering sentence starters, and gradually increasing the complexity of language tasks as students become more proficient.
Current Research
References
How I use WHY to Find Root Cause
Why?
How else are you going to figure out what the student’s needs really are!The Root Cause is so much more than just the test scores or the informal assessment scores you get. Getting to the bottom or root cause of why a student struggles takes a team, an open mind, and time. It's hard finding the one or two things that if you provide interventions or strategies for the student takes off.
My team most works on IEP goals. With the way building schedules have come together, it is all the time we have to work on. We work as a team to find the root cause behind their struggles. This is the process we use to find a student's Root Cause. When we work through a Root Cause Analysis we follow the same steps--make sure you bring an open mind and your data.
Scenario
Problem Statement: The student struggles with decoding.
Formal Reading Assessment
- Alphabet: 63%ile
- Meaning: 2nd%ile
- Reading Quotient: 16th%ile
Based on formal testing the student doesn’t have any decoding concerns but his Reading Comprehension score is significantly below the 12th%ile.
WHY?
I need more information.
DIBLES Scores for a 2nd grader
- Nonsense Word Fluency: 32 sounds; Benchmark 54 sounds in a minute; Gap 1.68
- Phoneme Segmentation Fluency: 47 sounds; Benchmark 40 sounds in a minute; Gap .85
- Oral Reading Fluency: 11 words; Benchmark 52 words in a minute; Gap 4.7
DIBELS shows the student knows their sounds and letters but there is something up with the oral reading fluency. There is a significant gap greater than 2.0.
WHY?
Complete:
- Error Analysis of ORF passage
- Assess sight words
- Does Phonological Processing need to be assessed?
Oral Reading Fluency error analysis shows 68% accuracy with 16 words read.
Assessing sight words show they know 41 of the first 100.
The decision was made based on what looks like a decoding weakness Phonological Processing was assessed--scores were in the average range.
What do I know now?
The student has a decoding weakness. He would benefit from a phonics highly structured phonics program.
Why??
This time I only needed three WHYS to figure out what the true problem is for the student. Sometimes you need more. On average it tends to run closer to five.
This process was completed with my team not during RTI. The decision to target phonics could have been reached without the formal testing and just with DIBELS and Sight Words.
My team uses this approach to help each other when we get stuck and need to take a step back and need more voices to look at the data.
As a special education team, we target only IEP goals and scaffold the student's skills up to access the grade-level curriculum. So the more specific we can be the better--we don’t want to waste time messing around with large messy goals that don’t end up helping the student close achievement gaps.
Go back to RTI.
How could this process be used during an RTI meeting?
Questions and dialogue are key concepts here. Talk about what the numbers tell you. Start with strengths and needs. Just the facts! Don’t interpret anything. Work through the data dialogue process as I outlined in the E-workbook: RTI Data Clarity freebie. I also included several worksheets to help teams work towards finding a student’s root cause.
Working to find the root cause of why a student is struggling is hard work. The dialogue with your team is a great way to bring in more voices. This in turns brings in more ideas that may help the student. Make sure you bring the Data Clarity e-workbook to help.
Do you similar to help your team find a student’s root cause? Feel free to brag about your success in the comments!
Are you wondering how you can use this idea with your team? Check out my free E-Workbook: RTI Data Clarity.
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Why First Sound Fluency Matters? {Freebie}
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
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