Letterland Literacy Program By: Jenna Sexton Tonya Denny History • Lyn Wendon - originator of the pictogram system on which Letterland is based. • Lyn is a well-known reading specialist who lectures to schools and teachers. • She has a degree in languages from Wellesley College in Massachusetts. • Devised Letterland as a remedy for reading failure. She saw that a style of teaching was needed to explain letter behavior and fired imaginations. What is Letterland? Letterland is a fully multi-sensory program: • Letterland pictograms provide strong visual mnemonics for letter behavior. • Auditory learning is stimulated by song, rhyme, alliteration and storytelling. • Kinesthetic learners benefit from action songs, role play and crafts. • Children interact with the Letterland characters, activating intrapersonal and interpersonal relationships. Goals & Objectives *The goal of the Letterland Literacy Program is to provide a “realistic parallel world” bridging the gap for abstract print. *This program provides a secure learning environment where children can happily develop cognitive, language and literacy skills which include: * Phonemic Awareness * Alliteration & Symbol/Sound Links * Letter Formation * Blending & Segmenting * Word & Sentence Building * Vocabulary & Language * Imaginative Play & Creative Writing “ Early Years Phonic Patterns •Phonemic awareness LETTERLAND CHARACTER S LETTER SHAPES & SOUNDS a-z •A-Z and a-z shapes and sounds CAPITALS A - Z •Language development LONG VOWELS a-z a,e,i,o,u Primary Years Phonic Patterns •Alphabet proficiency FAST TRACK •Word building BEGINNINGS, MIDDLES & ENDINGS •Onsets & rimes CONSONANT BLENDS DIGRAPHS a-z a, e, i, o, u sh, th, ch -nk, -ng -ff, -ll, -ss bl, cl, fl, gl, pl, sl, br, cr, dr, fr, gr, pr, tr, sc, sk, sp, st, sm, sn, sw, scr, spl, spr, squ, str, shr, thr •Beginnings, middles and endings LONG VOWELS a-e, ai, ay, e-e, ee, ea, i-e, ie, y, igh, o-e, oa, o¯w, u-e, o¯o, ew, ue, •Blends & digraphs VOWEL DIGRAPHS ar, or, ow, ou, oy, oi, er, ur, ir, oo, u, aw, au •Advanced spelling TRIGRAPHS AND ADVANCED PHONEMES air, ear Advanced Phonic Patterns •Word building •Advanced spelling patterns •Irregular vowels, more digraphs and trigraphs a (as in America/father) all/al (as in all/always) are (as in scare) al/el (as in musical/angel) ce/ci/cy (soft c stories) ch (as in school) ed/ing (Magic sounds) e (Silent letter) e (as in they) ea (as in head) ear (as in bear) ei (in receive/height/eight) en/est (Magic endings) er (Sometimes Magic) ere (in here/there/where) ey (as in donkey) full/ful (as in useful) dge/ge/gi/gy (soft g stories) gh (as in bought/laugh) ie (as in lie/field) k (the ‘k’ sound) kn (as in knee) le (as in table) able/ible (suffixes) ly (as in lovely) less/ness (suffixes) mb/mn (as in thumb/Autumn) o (as in love/one/who) ous (as in famous) ph (as in photograph) que (as in antique) tion (as in action) ture (as in picture) wh (as in when/who) wr (as in write) y (as in very/bicycle) y to i (as in cry/cries) y (Sometimes Magic) Letterland Kit Products Letterland Kit Products Grade Kits • Kindergarten: Teacher’s Guide, student reproducible workbooks, CDs, Onset& Rimes Flipchart Book, Phonics Chart, Letterland Character Story Books, Flashcards, videos, Puzzles, Big Books, Magnets, and Frieze • 1st Grade: Letter cards, Posters, Puzzles, Teacher’s Guide, Reproducible workbooks, CDs, Alphabet frieze • 2nd Grade: Teacher’s Guide, Letter cards, video, workbook, literature books based on the characters, and sing-along CDs. Kindergarten: What teachers like/dislike about Letterland • • • • • • Likes Captures students’ attention Stories help students’ learn new concepts Students’ are excited about the stories and characters Students’ use their imagination to venture into an imaginary world Dislikes Students’ become too dependent on the characters Program is not focused enough on the letter sounds First Grade: What teachers like/dislike about Letterland • • • • • • • • Likes Students love it Gives the students a memory-link that they need Fun phonics Colorful Easy lessons Dislikes Doesn’t provide all the phonemic awareness needed for 1st grade Students’ become dependent upon the characters (often do not carry the phonics knowledge over to decode and encode) The program is harder to incorporate over into the aspects of other literacy programs (Rigby, Basal, Open Court) Second Grade: What teachers like/dislike about Letterland Likes • High quality materials and the stories that explain why various combinations make specific sounds when put together • Stories and materials Dislikes • Picture-coding becomes cumbersome and in some ways unnecessary by the 2nd grade level Exceptional Children’s, Reading Specialist and Resource: What teachers like/dislike about Letterland. • • • • • • Likes Captures students’ attention Students learn new concepts Students learn the sounds Dislikes Students are too dependent on the characters Program does not focus enough on letter name and lacks a strong reading program that connects using letter sounds to read words No leveled books to coincide Surveyed Teachers were ask: Does Letterland meet the North Carolina Standard Course of Study? “Yes, it helps teach children how to learn the sounds of each individual letter and how to blend those sounds to make words.” (T. Kearley, 2006) Kindergarten 1.02 Develop phonemic awareness and knowledge of alphabetic principle: • demonstrate understanding that spoken language is a sequence of identifiable speech sounds. • demonstrate understanding that the sequence of letters in the written word represents the sequence of sounds in the spoken word. • demonstrate understanding of the sounds of letters and understanding that words begin and end alike (onsets and rimes). 1.03 Demonstrate decoding and word recognition strategies and skills: • recognize and name upper and lower case letters of the alphabet. • recognize some words by sight including a few common words, own name, and environmental print such as signs, labels, and trademarks. • recognize most beginning consonant letter-sound associations in one syllable words. Surveyed Teachers were ask: Does Letterland meet the North Carolina Standard Course of Study? “Yes. The children learn the letter sounds and relationship with one another.” (D. Hess, 2006) “This program helps children make connections between the letters and sounds..” (C. Mock, 2006) First Grade: 1.02 Demonstrate decoding and word recognition strategies and skills: • generate the sounds from all the letters and appropriate letter patterns which should include consonant blends and long and short vowel patterns. • use phonics knowledge of sound-letter relationships to decode regular onesyllable words when reading words and text. “Letterland, alone, does not. I see it as a part, albeit even a small part, of my whole literacy program. (M. Wright, 2006) Does Letterland meet the North Carolina Standard Course of Study? “Yes, it helps with the phonics-related objectives and goals by stressing various letter/sound combinations and giving students “tricks” to help them remember the sounds.” (A. Weaver, 2006) “Yes. It uses characterization and stories to help students remember the sounds made that certain letters use together.” (S. Johnson, 2006) 2nd Grade 1.03 Self-monitor decoding by using letter-sound knowledge of all consonants and vowels. Does Letterland meet the North Carolina Standard Course of Study? “Yes! Letterland aides students in connecting the grapheme – phoneme connection.” (C. Wells, 2006) Mrs. Wells is a Exceptional Children’s Teacher at Blue Ridge Elementary See NCDPI link below for areas of exceptionality: http://www.ncpublicschools.org/ ec/exceptionality/ Special Needs Students Letterland has been used in Special Needs environments to aid early literacy development in children with a range of complex conditions, such as: • Dyslexia • Autism • Dyspraxia • Cerebral Palsy • Apraxia • Down's Syndrome • Attention Deficit Disorder (ADD) • Speech and Language Disabilities Official Opinions of the Program Bob Schlagal, Ph.D., Professor of Reading, Graduate Faculty and Senior Clinician, Appalachian State University “Letterland is the most effective of all the synthetic phonics programs for children that I have observed or worked with. This program is not only extremely well-thought out, it is highly imaginative and distinctly and usefully memorable. As a result, teachers and children alike take pleasure in carefully exploring the terrain in which letters and groups of letters live and interact. As a long term student of young children’s writing and spelling development, I have been singularly impressed at the early start that children get with the aid of Letterland instruction. (This is something that teachers comment on with regularity.) I have consistently observed earlier, more accurate and more complete phonemic analysis in children’s spelling under this system— Letterland’s dramatic “live spelling” may be a powerful help in this--as well as a willingness to write among even the most shy and least secure children. Although I have focused my comments on children’s writing, I see the same kind of excitement and progress in their reading”. Official Opinions of the Program Rebecca H. Felton, Ph.D. Reading Consultant, Author, Dyslexia Researcher and former Faculty member, Neuropsychology Department, Bowman Gray School of Medicine "Many children who are at risk for reading difficulties have serious problems learning the names and sounds for the letters of the alphabet. Letterland, with its engaging characters, stories, songs, gestures for each letter, provides a rich and effective system of cues for lettersound associations. Use of these multiple cues as part of the Letterland reading program should ensure that all students develop mastery in this critical component of reading." Bibliography Letterland International Ltd. (2006). Retrieved March 6, 2006, from http://www.letterland.com /index.html Wendon, L. (2006). Letterland Teacher’s Guide. UK: Letterland International Ltd. Bibliography Denny, T. & Sexton, J. (2006). [Survey of Annabel Bennett, Kindergarten Teacher at Blue Ridge Elementary School]. Denny, T. & Sexton, J. (2006). [Survey of Casey Bowen, Literacy Specialist at Blue Ridge Elementary School]. Denny, T. & Sexton, J. (2006). [Survey of Debra Buchanan, First Grade Teacher at Blue Ridge Elementary School]. Denny, T. & Sexton, J. (2006). [Survey of Deborah Hess, First Grade Teacher at Blue Ridge Elementary School]. Denny, T. & Sexton, J. (2006). [Survey of Amanda Hipp, Resource Teacher (1-3)at Blue Ridge Elementary School]. Denny, T. & Sexton, J. (2006). [Survey of Sheila Johnson, Second Grade Teacher at Blue Ridge Elementary School]. Bibliography Denny, T. & Sexton, J. (2006). [Survey of Tamara Kearley, Kindergarten Teacher at Blue Ridge Elementary School]. Denny, T. & Sexton, J. (2006). [Survey of Jada Mast, Kindergarten Teacher at Blue Ridge Elementary School]. Denny, T. & Sexton, J. (2006). [Survey of Carolyn Mock, First/Second Grades Teacher at Blue Ridge Elementary School]. Denny, T. & Sexton, J. (2006). [Survey of Allison Weaver, Second Grade Teacher at Blue Ridge Elementary School]. Denny, T. & Sexton, J. (2006). [Survey of Cindy Wells, Exceptional Children’s Teacher at Blue Ridge Elementary School]. Denny, T. & Sexton, J. (2006). [Survey of Martha Anne Wright, First Grade Teacher at Blue Ridge Elementary School].