Our alphabet paper lesson is based on a procedure taken from the book, Success in Kindergarten Reading and Writing by Anne H. Adams. I use the original edition.
A new letter or group of letters is introduced daily. At this rate, mastery of each item as it is introduced is not expected. I find that usually when we get to the end of the next item of instruction, most children have mastered the one previous. For instance, when we get to the end of capital letters, most children have at least mastered lowercase letters. All the letters and sounds are practiced and reviewed throughout the day in various activities, so this is not the only time we work on letter/sound recognition. This is, however, the time that letters/sounds are introduced systematically and formally, so that I know that all of them have been introduced.
The sequence of instruction for the year is as follows:
The procedures for the lessons are similar for every part of the sequence except letter dictation. I introduce the letter(s) for the day by writing it/them on a blank transparency. We briefly discuss the name and/or sound of the letter(s) and the correct writing formation. Then the children volunteer words that contain the letter (not necessarily at the beginning) and I write the word on the transparency and add an illustration. The students echo spell as the words are written. All student suggestions are written on the overhead and they are examined to determine whether or not the "focus letter" is in the word. If not the word is erased. I usually make a comment such as, "Well, we will have to use that word another day" or "It has two "s" but no "h", oh well!"
Following this part of the lesson, it is independent work time and the students are given notebook paper (supposed to be unlined, but this paper is cheaper and already 3-hole punched, so we deal with it) and encouraged to write letters, words and pictures that are related to the day's lesson. They can copy from the overhead, write words they already know that are related, or copy from charts and poems in the room. When time is up, I stamp their papers with the date and the students file their papers in three ring notebooks that they keep in their desks. I collect work samples once per month and the students take home the papers quarterly. This way the parents can look at a group of papers and see progress in their child's work.
I like this approach for several reasons:
It maintains student interest since the words used are the students' words.
It allows for individual differences, since the students choose which words/letters they write and how much to write.
Children are encouraged to make connections with print outside of the lesson.
It provides a record of growth.
Letters and sounds are more quickly mastered by most children than more traditional methods.
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