Introduction
“A” Was Once an Apple Pie is a children’s book containing verses by Edward Lear coupled with illustrations by Suse MacDonald (2005). There are a total of 26 verses in the book, each aimed at introducing and learning a particular letter from the English alphabet. The book can thus be used for reading activities aimed at improving phonological awareness by building alphabet knowledge.
Main body
The aspect of phonological awareness that forms the focus of the proposed activity is alphabet knowledge. Alphabet knowledge refers to the student’s ability to distinguish, pronounce, and identify the letters of the alphabet in speech and written text (Morrow, 2014). Alphabet knowledge is widely perceived to be the foundation of literacy development. It is critical to academic achievement and is an integral part of both school and home learning (De Witt & Lessing, 2017; Skwarchuk, Sowinski, & LeFevre, 2014). Thus, it is crucial to develop and introduce simple activities for alphabet learning that can be used in both settings.
“A” Was Once an Apple Pie is useful in illustrating the key aspects of alphabet knowledge, as it includes written letters and words to support alphabet learning. In verse, each letter is connected to words beginning with it, whereas pictures strengthen this connection through visual images. For example, the page with the letter “b” contains a large image of the letter in the uppercase, followed by a verse containing repetition of the letter. The picture located next to the verse is that of a bear, which reinforces the connection between letters, words, and visual images.
First of all, alphabet knowledge sessions should be brief. Jones, Clark, and Reutzel (2013) argue that lengthy sessions and the letter-a-week approach that was traditionally used to enhance alphabet knowledge are no longer useful for children. Ideally, the sessions should be aimed at identifying the letter, recognizing it in writing, and producing the letter in writing and speech (Jones et al., 2013). Using “A” Was Once an Apple Pie, instructors can ensure that the sessions are not too long by covering a maximum of 3 letters in one session. Secondly, reading aloud should be a significant part of the activity. According to Mason (2018), it can help students to make sense of the relationship between letters and sounds, or written language and speech. Lastly, it is crucial to ensure that the child memorizes the material. Repetition is one way of fixing new knowledge; however, it is critical to assure that there is not too much repetition so as not to make the exercise tedious (Jones et al., 2013). The following activity is suggested based on the above recommendations:
- Step 1: Read aloud the verse for the chosen letter.
- Step 2: Introduce the letter in its uppercase and lowercase form.
- Step 3: Ask the child to identify the letter in the text and pronounce the sound.
- Step 4: Introduce some words beginning with the letter, starting from the animal or the object depicted on the page, and listing several others. Ask the child to continue the list.
- Step 5. Show the child how to write the letter in both forms and ask to repeat it. If necessary, guide the child’s hand or give additional verbal instruction so that they memorize the movement correctly.
- Step 6. Move on to the next letter. After completing steps 1-3, ask the child to remember the letter from the previous page and identify it in the text, then continue instruction.
Conclusion
Overall, the proposed activity is brief enough for the child to stay focused and uses all components of the book to assist in learning. The activity can also be shortened by omitting Step 5, as writing instruction might require separate sessions if the child has trouble concentrating on several aspects of alphabet knowledge at once. Whether the original form or the short form of the activity is used, it will help the child to advance alphabet knowledge and develop phonological awareness, thus contributing to future literacy achievement.
References
De Witt, M. W., & Lessing, A. C. (2017). The deconstruction and understanding of pre-literacy development and reading acquisition. Early Child Development and Care, 187(4), 1-14.
Jones, C. D., Clark, S. K., & Reutzel, D. R. (2013). Enhancing alphabet knowledge instruction: Research implications and practical strategies for early childhood educators. Early Childhood Education Journal, 41(2), 81-89.
MacDonald, S., & Lear, E. (2005). “A” was once an apple pie. New York, NY: Scholastic Incorporated.
Mason, J. M. (2018). Reading stories to preliterate children: A proposed connection to reading. In P. B. Gough, L. C. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 215-242). London, UK: Routledge.
Morrow, L. M. (2014). Literacy development in the early years: Helping children read and write (8th ed.). London, UK: Pearson Education.
Skwarchuk, S. L., Sowinski, C., & LeFevre, J. A. (2014). Formal and informal home learning activities in relation to children’s early numeracy and literacy skills: The development of a home numeracy model. Journal of Experimental Child Psychology, 121(1), 63-84.