| Most researchers, teachers, and parents will agree | | | | about in the class book. S/he may also draw or |
| that letter and letter sound knowledge is a basic | | | | write any other words s/he knows that begins |
| component to be weaved in while children are | | | | with that letter. Don't insist on any one way, let |
| beginning to learn to read. In this article you will be | | | | each child find their own way to demonstrate the |
| provided with great examples of how a teacher | | | | letter in a way that is meaningful for him/her.o |
| creates and hooks into children's prior knowledge | | | | When teaching letter formation, it is important to |
| when presenting new letters and letter sounds. | | | | provide the students with a consistent way for |
| The Class (or family) Book: A very effective way | | | | them to recall how to form letters easily. |
| to draw the learner's attention to the initial letters | | | | Emphasize that almost all letters start at the top |
| and sounds in their names and the names of their | | | | and go down. Teach the exception, some letters |
| peers or families. | | | | are formed by first making the letter 'C': such as, |
| Materialso Individual class pictures or family | | | | O, Q, G, etc.o Some teachers find it helpful to |
| pictureso Card stock papero Glueo Permanent | | | | have a clock on display and make reference to |
| marker | | | | the starting place for those 'C' letters as "2 on |
| Procedure | | | | the clock."o It may also be useful to leave pages |
| On one side of each page attach a picture of a | | | | at the end of the class book for possible letter |
| class member or family member. Under the | | | | combinations that may come up (Sherry).o As |
| picture write some simple predictable text such | | | | letter confusions arise they should be dealt with. |
| as, "This is {name}." Highlight or make bold the | | | | Most letter confusions will not disappear with the |
| first letter of each name {Joey}. Over each | | | | passage of time in your lowest readers and |
| picture attach a flap of colored paper (that the | | | | writers. |
| children cannot see through) to hide the picture. | | | | They will only become habituated and increasingly |
| The children make predictions about whose | | | | problematic for the learner. The most common |
| picture is under the flap by the letter and letter | | | | confusion and most important to get under |
| sound beginning the name. Put the pages together | | | | control due to the frequency with which it occurs |
| and bind them into a book. | | | | in both reading and writing is b/d. The most useful |
| Instructiono The teacher reads the entire text to | | | | approach I have found is to simply record these |
| the children.o The book is left out for the children | | | | next to their corresponding uppercase letter and |
| to explore.o When introducing a new letter/sound | | | | have it prominently displayed for frequent |
| the teacher will zero in on The Class Book page | | | | reference by the learner (Bb, Dd ). For older |
| with the student's name that begins with that | | | | readers still exhibiting this confusion it sometimes |
| letter (later they can zero in on final and lastly | | | | helps to ask the child if s/he can make an |
| medial letters.) | | | | uppercase 'B'. If the student does this without |
| For example the teacher would point to the | | | | reversing them, explain that all they need to do is |
| books and say "This is 'S'.." and pause, allowing | | | | picture (or write) an uppercase B and remove the |
| children to make predictions about whose picture | | | | top loop and presto! It's a lower case b! |
| may be under the flap based on that first letter. | | | | Children will learn at a markedly increased rate |
| Lift the flap and confirm or negate their | | | | when you foster a "can do" attitude in them. You |
| predictions.o Place the child's name, beginning with | | | | are creating "prior knowledge" in them in your |
| the featured letter which was found in The Class | | | | making of the class book. Research shows that |
| Book on the word wall.o Have the children | | | | hooking in to prior knowledge is invaluable for all |
| practice forming the featured letter with clay, in | | | | children's learning in all subjects. Many children |
| the air, on the floor, each other's backs etc. Make | | | | come to school without a lot of prior knowledge |
| sure they are not reversing the letter!o Student | | | | so it is imperative that the instructor find ways to |
| should then record the featured letter in his/her | | | | create that for them. The Class Book is one |
| own personal alphabet book. The children draw a | | | | great way. |
| picture of the child whom they have been reading | | | | |