One of the ongoing learning objectives in kindergarten is learning the alphabet. While many eager five year olds come into kindergarten already knowing how to sing the alphabet, an emphasis must be placed between singing the alphabet and saying the alphabet. In fact, during our beginning of the school year kindergarten screening, we will often ask incoming kindergarteners to tell us the alphabet. More often than not, almost every incoming kindergartener proceeds to sing the alphabet. We listen eagerly and wait until they are finished before giving them a cheer and then asking if they can now say the alphabet. Even after these instructions, many proceed to start singing again until we demonstrate, saying, "A...B...C," making sure that we are saying each letter with the same intonation and pausing between each letter.
Why make such a big deal about the difference between singing and saying the alphabet? The reason resides in one "letter," commonly known to many five year olds as "Elemenopee." Learning to sing the alphabet is, indeed, a wonderful start to learning the alphabet, but in and of itself, singing the alphabet is not the same as "knowing" the alphabet.
In addition to saying or speaking the letters of the alphabet in order, a young child also needs to be able to identify both upper- and lower-case letters in print, in addition to knowing the common sounds that these letters make. For instance, "U" can say "uh," as in "umbrella," or "u" as in "unicorn."
During my Senior II student teaching semester, my mentor teacher taught me the importance of maintaining the distinction between singing and saying the alphabet. Every day during our calendar time, we would say the alphabet as we pointed to each letter on an alphabet chart. After we said the alphabet, we would go back through our chart and, this time, as we pointed to each letter, we would say the sounds that the letter makes. ("'A' says 'ahh," A says 'a.' 'B' says 'bbb.' 'C' says 'ccc.' 'D' says 'ddd,'" and so on.
*Note: 'B' does not say "buh," nor does "C" say "cuh," and nor does "D" say "duh." There is a difference (which is hard to denote in print on a blog) between 'bbb' and 'buh' and we should strive not to over-emphasize the sounds that a letter makes to the point of saying the incorrect sound. Modeling incorrect or even over-emphasized letter sounds makes it slightly more difficult when young readers learn consonant blends, such as "br" in "brother." Think of a confused young reader reading "brother" as "buh-r-other" or reading "cat" and "cuh-at." The difference is subtle, but it is much easier to teach young children the correct letter sound the first time rather than "un-teaching" them the incorrect or over-emphasized letter sound when the time comes from them to learn consonant blends.)
Over time, my kindergarten students got used to the rhythm in which we said the letters and the sounds that they make. I say all this to say that when we teach young children the alphabet, we should marry letter identification and sound; do not separate the letter from its sound. (Example: While driving down the road, if you see a McDonald's sign - the "M" or golden arches - ask your young child what letter it is and what sound that letter makes. Say, "That's the letter 'M' and 'M says 'mmmm.'")
Below is a picture of my new alphabet chart. I searched long and hard to find alphabet cards that had large and clear print as well as clear, common pictures that represent each letter's sound. When choosing an alphabet chard (or really any piece of classroom decor), make sure it is clear, easy to read, and functional. If there are too many prints or bright colors, it makes it difficult for students to focus on the letters or other content at hand.
I got these alphabet cards for free from
First Grade Fanatics' TpT Store. I printed four cards per piece of card stock paper and glued them onto a poster board, which I will then laminate for durability and post near our calendar area.
