This is a pre-Level a early literacy procedure developed by Jan Richardson.

1. Closing the Achievement Gap in Kindergarten
-Mary Ann Reilly
Based on the Work of Jan Richardson
Alphabet Book Working with Working with Working with Interactive
Letters & Names Sounds Books Writing
Becoming a…

2. Alphabet Book:
Procedures
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• Make a simple ABC book with large
letters and common pictures.
• Select students who could benefit from
the tutoring.
• Pair each student with a tutor.
• The tutor helps the student read the
entire alphabet book once each day,
• The student traces the letter with his/her 1-on-1
finger, says the name of the letter, and
points to the picture and names it. (ex. A
Instruction.
a apple)
• If the student does not know the letter 5 minute lesson.
name, the tutor says it and as the
student repeat the letter while tracing.
• If the student needs help with letter
formation, the tutor guides the student in
tracing the letter correctly.
Alphabet Book Letters & Names Working with Working with Interactive
Sounds Books Writing

3. Effect of Tracing an Alphabet Book
• Kindergarten students were tested in
October, 2004. 27 students could identify 5
or less letters with 11 students unable to
identify any letters. After only 18 tracing
lessons, the students were retested. The
average gain in letter recognition for these
students was +12 letters. Two students did
not change their scores (0, 2)—everyone else
did gain. Range of gains was 3 to 45.
Jan Richardson, 2005. National Reading Recovery Conference.
Alphabet Book Letters & Names Working with Working with Interactive
Sounds Books Writing

4. Letters and Names
1. Letter Sorts: Shape, color, feature, links with
names, words & sounds
2. Letter Formation: Teach simple verbal directions
with letter formation – In the air, on the table, on
the white board
3. ABC Books/Charts: Choral reading saying letter
name and picture. Connect letters to students’
names
4. Name Activities: Puzzles, magnetic letters, rainbow
writing
Alphabet Book Letters & Names Working with Working with Interactive
Sounds Books Writing

5. Working with Sounds: Syllables
1. Syllables: Clap
syllables in
names and
pictures.
Alphabet Book Letters & Names Working with Working with Interactive
Sounds Books Writing

6. Working with Sounds: Picture Sorts
2. Choose 2 consonants, beginning
with the letters whose names mimic
their sound and link to students’
names. Distribute 3-4 pictures to
each student that begin with those
2 letters. If necessary support
students in saying the picture,
saying the beginning sound, and
saying the name of the letter that
matches the sound.
Alphabet Book Letters & Names Working with Working with Interactive
Sounds Books Writing

7. Picture Sorts: K and P
Alphabet Book Letters & Names Working with Working with Interactive
Sounds Books Writing

8. Working with Sounds: Phoneme Segmentation
Phoneme
Segmentation:
Help Students segment
simple words (orally) –
2 to 3 phonemes.
Alphabet Book Letters & Names Working with Working with Interactive
Sounds Books Writing

9. Working with Sounds: Work with Rhyme
Work with
Rhyme:
Sort pictures that
rhyme, play with
rhyming words.
Alphabet Book Letters & Names Working with Working with Interactive
Sounds Books Writing

10. Working with Books
Shared Reading:
2. Use Level A guided reading book.
3. Have students discuss pictures
while you encourage and model
saying complete sentences.
4. Students read book chorally while
pointing to the words with a
pointer.
Alphabet Book Letters & Names Working with Working with Interactive
Sounds Books Writing

11. Interactive Writing
1. Negotiate a simple sentence.
2. Distribute marker to each student.
3. Use a name chart and letter chart to teach sound-
letter links.
4. Students should say each word slowly and isolate
beginning sounds or other dominant sounds, reread
the sentence while the teacher or student points to
each word, learn to use a letter chart to make links
and get help with letter formation.
Alphabet Book Letters & Names Working with Working with Interactive
Sounds Books Writing