Competency 4- Concepts About Print, Letter Recognition, and the Alphabetic Principle

RICA Reflection

Competency 4: Concepts About Print, Letter Recognition, and the Alphabetic Principle

Introduction

RICA competency number four addresses the learning of different concepts about print and how it is key when learning letter recognition and the alphabetic principle.

Personal Connection/Evidence

There are many ways in which I have engaged with this competency.

I have read aloud to students and taught them that printed words carry meanings. I also modeled how to read from left to right and top to bottom. Even though this may be a minor objective to us as readers, it is a very important tool to demonstrate.

I have helped with phonetic spelling while with my reading tutee. I have encouraged her to sound out the words that she may not have been able to spell before when writing in our “All About Me” books. This helps her not be afraid of sounding out the words in fear that she isn’t spelling the words correctly. I modeled to her even adults need to look up words to make sure we spell them correctly when I used a dictionary in front of her.

Meeting the Needs of All Learners

English Language Learners will be put into smaller groups if needed for extra support. Students may have a harder time with the concept of directionality, tracking, and the difference between letters and words.. “Teachers will recognize that not all languages are alphabetic and that key features of alphabets vary, including letters, directionally, and phonemic regularity.”(RICA p.37) The teacher may need to make sure that the foundation is strong before moving on to harder concepts.

Advanced Learners will need an increased pace of instruction and skills that will build on prior knowledge of letters and alphabetic understanding.

Assessment

There are formal and informal assessments for print, letter recognition, letter naming, letter formation and alphabetic principle. Check out this website for more information. There is also Entry-level, monitoring of progress, and summative assessments as well. Informal assessment is when the teacher will ask a student to point to where they should start and which direction they should read in.  Formal and informal assessment of letter recognition, letter naming, letter formation involves asking the student about the different letters and what they are and not in order. Formal and informal assessment of alphabetic principle is when the student can identify each letter and its sound correctly when asked by the teacher.

Text-to-Text Connections

“Learning to read is a journey for every student. The paths of this journey are becoming increasingly clear to us, especially in the early stages when learning to recognize words is an important goal.” (Phonics, Phonemic Awareness, and Word Analysis for Teachers pg. 1)

“In the beginning, they do not realize that printed words represent spoken words, and they cannot analyze printed words to determine their oral equivalent.” (Phonics, Phonemic Awareness, and Word Analysis for Teachers pg. 1)

TPE Connections

TPE 2: Monitoring Student Learning During Instruction

TPE 4: Making Content Accessible

TPE 5: Student Engagement