Early Childhood - Connecticut State Department of Education

Language And Literacy Development Chapter 5
Teacher Strategies
Encourage and support children’s attempts at writing.
LETTERS OF THE ALPHABET
Performance Standards
Recognize matching sounds and some printed letters.
Recognize several printed words.
Use letter-like approximations to write words or
ideas.
Print or copy the first names of children.
Use symbols or drawings to express thoughts,
feelings
and ideas.
One of the very first words a child learns to read is
his or her name. From this first word, teachers can
systematically build a familiarity of the letters in the
Teacher Strategies
Provide intentional instruction around the letters of
the alphabet.
Create a literacy-rich environment using signs, charts
and word cards.
Support children’s attempts at writing by providing
appropriate tools, models of letters and words, and
reasons to write.
Suggest that children use writing to communicate
emotions and messages to parents and friends.
Find many times throughout the day to talk about
letters.
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Suggested Experiences
Make sure areas such as dramatic play, blocks
and science include a variety of writing tools and
paper, clipboards, pads, etc. for representing ideas
and thoughts (shopping lists, phone messages,
appointment books).
alphabet. With support and modeling, the child soon
learns that letters represent sounds, have distinctive
“names” and that these symbols, when put together,
create words and stories. Children benefit from
purposeful opportunities. When block constructions
have been carefully created, signs are needed to identify
builders. Children will ask, How do I write my name? or,
How do I write, “Don’t touch my building?” Throughout
the day teachers must take advantage as occasions arise
to single out letters and identify favorite words, as well
as plan direct instruction to foster letter recognition and
sound/letter association. Teachers support children’s
first attempts at writing, (drawings, scribbles, letter-like
symbols and eventually letters that are recognizable) by
encouraging children to write down their ideas and to
use “writing” to convey messages.
Suggested Experiences
Read and re-read alphabet books. Play with letters,
discuss their shapes and characteristic features. Make
letters out of play dough, in sand, with water, in
cookies.
Use recipes with children when cooking. Support
developing knowledge of initial sounds and picture
clues.
Encourage and accept all of the children’s efforts at
writing. Create a writing area with pens, markers,
pencils, a typewriter, various types and sizes of paper,
pictures, journals, etc.
Encourage children to label or describe their building
constructions and artwork. Offer to take dictation or
assist with letter formation.
Encourage children to find similarities and differences
in other children’s names.
Compare the letters in children’s names to other
examples of print in the classroom.