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UDL Kindergarten Literacy
Transcript of UDL Kindergarten Literacy
Step 1: Mastering Letter Recognition
Letter Recognition Learning Centers
Letter Matching Game
Alphabet Pattern Blocks
Molding Letters with
Alphabet Writing Zone
Explore a Letter Box
Listen to the Letters and Choose the Correct Symbol
Welcome to Ms. Flanzer's
Instruction: Large Group
An introduction to letters in a sensible sequence
Using the "letter box" to introduce and recognize letters
After demonstration and explanation of how to write the letter - students will write the letter on individual whiteboards/iPads
Teacher will model what letters look and sound like with think alouds
Class will play alphabet recognition games
SWBAT understand how sounds are used in spoken words
Students will become proficient with the following:
Rhyme - matching the ending sounds of words: sat, mat, cat, bat
Sentence Segmentation - “How many sounds in grab?” /g/ /r/ /a/ /b/
Syllables - Split words into speech sounds
Blending - “What is /p/ /i/ /g/ ?” pig
Manipulating - What word do you have if you add /s/ to the end of park? What happens when you put the words side and walk together?
Teacher will model and encourage students to watch her mouth and lips while she says new words and sounds
Large group games and activities to learn and review phonological awareness skills
For example - say it and move it games
Class will partake in word-building activities
Students will brainstorm rhyming words, syllables, and more
Another example - each student will clap the syllables of their name
Instruction: Large Group
Print and Images in Dramatic Play Area of Classroom
Number of Syllables Per Word
Online Rhyming Games
Online Blending Games
Listen to the Letter and Write the Corresponding Shape
Unit: Letter Recognition
SWBAT: Recognize all of the letter names and the corresponding shapes
This will be done by learning (or reviewing):
How to print lower and uppercase letters
To identify and name both upper case and lower case letters
Dear Parents and Friends,
Thank you for visiting our classroom literacy presentation. I hope you find this resource to be helpful! The goal of this presentation is to give you an idea of what the first few months of our literacy program is all about. We use a balanced approach for teaching literacy that is inspired by the UDL frameworks. As always please let me know if you have any questions or comments!
"Print Rich" Classroom
Blueprint to Ms.Flanzer's Kindergarten Literacy Program with UDL
What is Phonological Awareness? Why is it Important?
Phonological awareness is the ability to recognize that words are made up of a variety of different sound units. The term includes a number of sound related skills (such as phonemic awareness) that is necessary for a person to develop as a reader
Phonological awareness has been proven to be a predictor of reading achievement in school!
Each student will have their own "Writers Notebook"
They will complete pages from their notebook during
Students will complete letter recognition activities independently on classroom iPads
The teacher will be able to track the students progress, knowledge level, and more with the letter recognition iPad activity
Teacher will consistently work independently with each student
Teacher will do ongoing assessments and continue to monitor each students progress
Instruction: Small Group
Small group reading groups. Students will listen to stories, play letter recognition games, and more on a consistent basis with their small group
Learning Centers: "Learning centers offer children a powerful opportunity to develop independence, risk taking, perseverance, initiative, creativity, reasoning, and problem solving - the "learning to learn" skills." ( Heroman and Copple 2006)
Examples of letter recognition learning centers that cater to a variety of learning styles are on the following slides
Alphabet Sorting Box
Instruction - Individual
Students will listen to stories out loud on the Wiggleworks website. This website is very interactive and highlights letters, sounds, and phonemic awareness skills. The website also monitors student progress, and modifies the program for individuals
Students will continue to work in their "Writers Notebook." They will complete activities and tasks during morning work
The teacher will work with students one on one for formal and non-formal assessments
Instruction - Small Group
Students will use hands on material to explore phonemes and other phonemic awareness skills
Students will partake in treasure hunts around the classroom to find items that start with a certain letter or rhymes with a specific word
Students will explore different aspects of phonological awareness with a variety of small group learning centers
The learning centers will cater to auditory, visual, and kinesthetic learners
Thank you for visiting our classroom literacy presentation! I hope this information gave you a better idea of what our initial literacy program looks like in Kindergarten.
The Universal Design of Learning frameworks has informed my teaching and has reinforced the importance of creating multiple ways to engage students. My goal is that all of my students enjoy learning. I hope to continue creating flexible curriculum that excites each of my students!
Letter recognition and phonological awareness are crucial literacy skills that help students break through to the next level of reading!
What We're Working On!
Letter recognition & phonological awareness
Although these are presented as 2 separate units we will often times learn these 2 skills simultaneously
For example, after we learn a new group of letters and shapes we will practice using the letters that we have learned with phonological awareness instruction and activities
It is essential that students learn the letters and then understand and learn to associate the correct sounds with these symbols
Choose the Correct Letter to Spell the Word
Ambruster, B., Lehr, F., & Osborn, J. (n.d.). Put reading first kindergarten through 3rd grade. National Institute for Reading, 3rd Edition, 1-60.
Ehri, L., & Nunes, S. (n.d.). The role of phonemic awareness in learning to read. Chapter 6, 110-139.
Heroman, C., & Copple, C. (2006). Teaching and learning in the kindergarten year. National Association for the Education of Young Children, 60-68.
Hall, T. E., Meyer, A., & Rose, D. H. (Eds.). (2012). Universal design for learning in the classroom: Practical Applications. New York, NY: Guilford Press.
Yopp, H. K., & Yopp, R. H. (2009). Phonological awareness is child's play. Young Children on the Web, 1-9.
Getting Familiar with Substitution and Manipulating Words
Analyze a Name/Word