Differentiated Alphabet Instruction
This post will be used to discuss the Piasta article that focused on differentiated instruction when teaching the alphabet. Megan and Marti, I believe you've got this one! Kaitlin and Jenny, let's join in on their posts and have discussion!
This text was very helpful in breaking down alphabet instruction. It discussed several methods for instruction and assessment which would work for either whole or small group instruction. I haven't really worked with alphabet instruction before, so this was enlightening to me. Working with children's specific language needs is the most important. Paying attention to the difference between letter recognition and letter sound recognition is also important. Some letters are easier for students to learn, for example the ABCs are easier because adults constantly refer to the alphabet as the ABC. Sounds of different letters can also be more difficult depending on the sound and the name of the letter.
ReplyDeleteWhat do you mean by "paying attention to the difference between letter recognition and letter sound recognition is important"? Do children easily confuse the letter name for its sound?
DeleteThis article supports the idea of differentiated instruction for alphabet knowledge in the preschool and kindergarten classrooms. The author recommends assessing the alphabet knowledge of children in preschool and kindergarten classrooms first. This may be done informally. Then, the teacher should identify the children's alphabet learning needs. That is, children all learn their letters and sounds at different rates. Teachers need to identify where each child is with respect to the alphabet. This is where teachers can think about differentiating their lessons. Next, teachers need to select letters to be taught. Usually children know the letters that begin their names, and they recognize certain letters that appear frequently. Teachers can group children according to their learning needs. Finally, teachers can plan alphabet instruction that is fun. intentional, and explicit. More instructional time may need to be devoted to certain letters that appear less frequently, like z for instance, than to other letters that appear more often, like O. Throughout this process, the teacher is looking for patterns in learning and development across her classroom. Grouping and instruction will change as children acquire alphabet knowledge.
ReplyDeleteWhat types of activities and instructional methods did the author suggest for differentiated alphabetic instruction? Are groups learning different letters or are all groups on the same letter but with different activities based on ability?
DeleteGroups are learning different letters. Or, some students may spend more time on one letter while others move on to the next one. Bascially, the author felt teaching one letter at a time to all students (a one-size-fits-all approach) is outdated. Yes, she gave examples of activities. Some included letter-picture matching, letter-sound matching, drawing the letters, etc. Short, fun centers activities.
ReplyDelete