Alphabet Knowledge Instructional Routine: ABC Order

The Alphabet Knowledge Instruction Routine includes four parts:

1. Letter Name Identification: Teachers explicitly teach each letter name displaying upper and lowercase
letters. Children identify target letter by name.
2. Letter Sound Identification: Teachers explicitly teach each letter sound. Children name the target letter and
the sound it spells.
3. Letter Recognition: Children locate the target letter in context, naming it and telling its sound each time.
4. Letter Formation: Teachers explicitly teach the proper formation of each letter using simple language and
consistent paths of motion. Children practice forming letters in the air, using shaving cream, finger paint,
sandpaper, blank paper or other sensory materials before putting pencil to paper.
(adapted from Clark, 2012)

There is no perfect scope and sequence for introducing letters and sounds. Use this resource if you have a scope and
sequence with aligned materials but need a more explicit script for introducing letters. If you do not have a scope and
sequence, consider using the Alphabet Knowledge Instructional Routine - Cox Campus Sequence.

Regardless of which scope and sequence is used, alphabet knowledge requires continuous review to ensure mastery.
Teachers may find these materials helpful as part of their review:
• Large Letter Cards, Medium Letter Cards: Review in random order, previously taught letters and sounds as a
warmup to each alphabet knowledge lesson. These cards can be used in whole group or small group instruction.
• Alphabet Knowledge Review Book: As letters are introduced, children add letters to their personal Alphabet
Books. While waiting for small group instruction to begin, children name each letter and sound, reading their
books from front to back.
• Letter Tiles: Once children are blending and segmenting phonemes and have learned several letters, they are
ready to start making words.
 Alphabet Knowledge Instructional Routine: ABC Order
Teaching Tips:
Our recommendation is to introduce two letters each week and to build in time for progress monitoring and review.
The following is an example of what this could look like over the course of a week. For very young children, start slowly
and add more steps as they are ready.

Sample Schedule
Monday-Tuesday:
• Review previously taught letters
• Introduce first new letter (repeat both days) following instructional plan

Wednesday-Thursday:
• Review previously taught letters
• Introduce second new letter (repeat both days) following instructional plan

Friday:
• Cumulative Practice: provide additional opportunities for children to work with letters taught this
week and other previously taught letters (Ex: feed hungry monster, read alphabet books, sorting
magnetic letters, highlighting letters in print, scavenger hunts)
• Progress Monitoring: Use activity time to observe and collect anecdotal notes on children’s prog-
ress with letter naming and letter sounds:

Alphabet Matrices:
• ABC Order
• Cox Campus Scope and Sequence Order
 Alphabet Knowledge Instructional Routine: ABC Order
Letter to
Introduce Letter Name
Letter Sound Identification Letter Recognition Letter Formation
(Letters for Identification
review)
I DO: This is the I DO: The letter A represents the /a/ I DO: Now let’s locate I DO: Let me show you
Letter A. This sound. When you make the /a/ sound, the letter A. how to write the letter
an uppercase your mouth is in an open smile, your A.
A. This is a tongue is low in the front of your WE DO/ YOU DO:
lowercase a. mouth. /a/ is a vowel sound. All vowel Students locate letter We start at the top
sounds are continuous sounds, and in text, magnetic (model) slant down,
WE DO/YOU we always use our voice with vowel letters, sorting slant down, across.
DO: Let’s sounds (model touching your voice activities, names,
practice naming box). Watch me, now you try. Do you environmental print, To form a lowercase
this letter. What feel the vibration in your voice box? newspapers, letter a, (model) we go over,

a
is this letter? books, feeding hungry around, up and down.
(Teacher points Letter A spells /a/. monster, scavenger
to upper and hunt, etc. WE DO/YOU DO:
lowercase at WE DO/YOU DO: Let’s practice Let’s practice writing
least three naming and saying the sound of this *Students find and the letter A together.
times) letter. The letter A spells /a/. Say the name the letter and
letter and sound with me. (Teacher sound each time.
points to upper and lowercase, having
children say letter name and letter
sound. Repeat at least three times)

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Alphabet Knowledge Instructional Routine: ABC Order
I DO: This is the I DO: The letter B represents the /b/ I DO: Now let’s locate I DO: Let me show you
Letter B. This sound. When you make the /b/ sound, the letter B. how to write the letter
an uppercase put your lips together and pop out B.
B. This is a a noisy puff of air. You must turn on WE DO/ YOU DO:
lowercase b. your voice when you make a /b/ sound. Students locate letter We start at the top
You can feel the air puff out and you in text, magnetic (model) Down, lift up,
WE DO/YOU can feel your voice box vibrate as you letters, sorting around, around To
DO: Let’s make the sound. (model touching your activities, names, form a lowercase b,
practice naming voice box). /b/ is a stop sound because environmental print, it’s similar, but with
this letter. What your tongue stops the air from coming newspapers, letter only one bump. (model)
is this letter? out until you are ready to make the books, feeding hungry Down, up, around
(Teacher points sound. Watch me, now you try. Do you monster, scavenger
b to upper and feel the vibration in your voice box? If
lowercase at least your /b/ sounds like /buh/, try again.
hunt, etc. WE DO/YOU DO:
Let’s practice writing
three times) Letter B spells /b/. *Students find and the letter B together.
name the letter and
WE DO/YOU DO: Let’s practice sound each time.
naming and saying the sound of this
letter. The letter B spells /b/. Say the
letter and sound with me. (Teacher
points to upper and lowercase, having
children say letter name and letter sound.
Repeat at least three times)

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Alphabet Knowledge Instructional Routine: ABC Order
I DO: This is the I DO: The letter C represents the I DO: Now let’s locate I DO: Let me show you
Letter C. This /c/ sound. When you make the /k/ the letter C. how to write the letter
an uppercase sound, the back of your tongue is up C.
C. This is a high in the back of your throat and WE DO/ YOU DO:
lowercase c. your mouth is open. Release your Students locate letter We start at the top
tongue and puff out a quick burst of in text, magnetic (model) Over, around
WE DO/YOU air without turning on your voice. letters, sorting To form a lowercase c,
DO: Let’s (model and feel your voice box). /k/ is activities, names, it’s exactly the same.
practice naming a stop sound because your tongue is environmental print, (model) Over, around .
this letter. What stopping the air until you are ready to newspapers, letter The only difference is

c
is this letter? make the sound. It is not a sound that books, feeding hungry the lowercase C is a
(Teacher points can be stretched out, though. Watch monster, scavenger little smaller and it sits
to upper and me, now you try. If your /k/ sounds like hunt, etc. lower when I write it
lowercase at least /kuh/, try again. Letter C spells /k/. on paper.
three times) *Students find and
WE DO/YOU DO: Let’s practice name the letter and WE DO/YOU DO:
naming and saying the sound of this sound each time. Let’s practice writing
letter. The letter C spells /k/. Say the the letter C together.
letter and sound with me. (Teacher
points to upper and lowercase, having
children say letter name and letter sound.
Repeat at least three times)

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Alphabet Knowledge Instructional Routine: ABC Order
I DO: This is the I DO: The letter D represents the /d/ I DO: Now let’s locate I DO: Let me show you
Letter D. This sound. When you make the /d/ sound, the letter D. how to write the letter
an uppercase your tongue taps the ridge behind D.
D. This is a your top front teeth and your voice on. WE DO/ YOU DO:
lowercase d. You will feel the air pop out as you tap, Students locate letter We start at the top
and you will feel a vibration in your in text, magnetic (model) Down, lift
WE DO/YOU voice box because your voice is turned letters, sorting up, around To form
DO: Let’s on (model touching your voice box). /d/ activities, names, a lowercase d, it’s
practice naming is a stop sound because your tongue environmental print, exactly the same.
this letter. What stops the air before tapping it out to newspapers, letter (model) Over, around,
is this letter? make the /d/. Watch me. Now you try. books, feeding hungry up, down
d (Teacher points
to upper and
Do you feel the vibration in your voice
box? If your /d/ sounds like /duh/, try
monster, scavenger
hunt, etc. WE DO/YOU DO:
lowercase at least again. Letter D spells /d/. Let’s practice writing
three times) *Students find and the letter D together.
WE DO/YOU DO: Let’s practice name the letter and
naming and saying the sound of this sound each time.
letter. The letter D spells /d/. Say the
letter and sound with me. (Teacher
points to upper and lowercase, having
children say letter name and letter sound.
Repeat at least three times)

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Alphabet Knowledge Instructional Routine: ABC Order
I DO: This is the I DO: The letter E represents the /e/ I DO: Now let’s locate I DO: Let me show you
Letter E. This sound. When you make the /e/sound, the letter E. how to write the letter
an uppercase your mouth is open in a relaxed smile, E.
E. This is a your tongue is low in the front of your WE DO/ YOU DO:
lowercase e. mouth. /e/ is a vowel sound. All vowel Students locate letter We start at the top
sounds are continuous sounds, and in text, magnetic (model) Down, across,
WE DO/YOU we always use our voice with vowel letters, sorting across, acrossTo form
DO: Let’s sounds (model touching your voice box). activities, names, a lowercase e, (model)
practice naming Watch me, now you try. Do you feel environmental print, Across, over, around

e
this letter. What the vibration in your voice box? Letter newspapers, letter
is this letter? E spells /e/. books, feeding hungry WE DO/YOU DO:
(Teacher points monster, scavenger Let’s practice writing
to upper and WE DO/YOU DO: Let’s practice hunt, etc. the letter E together.
lowercase at least naming and saying the sound of this
three times) letter. The letter E spells / e /. Say the *Students find and
letter and sound with me. (Teacher name the letter and
points to upper and lowercase, having sound each time.
children say letter name and letter sound.
Repeat at least three times)

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Alphabet Knowledge Instructional Routine: ABC Order
I DO: This is the I DO: The letter F represents the /f/ I DO: Now let’s locate I DO: Let me show you
Letter F. This an sound. When you make the /f/ sound, the letter F. how to write the letter F.
uppercase F. This rest your top teeth on your bottom lip.
is a lowercase f. Now blow air through your teeth without WE DO/ YOU DO: We almost always start
turning on your voice. You can feel the Students locate letter in at the top (model) Down,
WE DO/YOU air rushing through the narrow space text, magnetic letters, across, across To form
DO: Let’s practice where your teeth touch your lip and sorting activities, names, a lowercase f, (model)
naming this letter. causing a quiet hissing sound. The sound environmental print, Over, down, across . The
What is this you hear is caused by your teeth being newspapers, letter uppercase F has straight
letter? (Teacher in the path of the air. Put your hand in books, feeding hungry lines and the lowercase f
points to upper and front of your mouth to check. Remember, monster, scavenger has curved lines.
lowercase at least you do not use your voice so you won’t hunt, etc.

f
three times) feel a vibration in your voice box. (model WE DO/YOU DO: Let’s
touching your voice box). /f/ is a continuous *Students find and name practice writing the
sound thatan stretch on and on. Watch the letter and sound letter F together.
me, now you try. If your /f/ sounds like / each time.
fuh/, try again. Letter F spells /f/.

WE DO/YOU DO: Let’s practice naming

and saying the sound of this letter. The
letter F spells /f/. Say the letter and
sound with me. (Teacher points to upper
and lowercase, having children say letter
name and letter sound. Repeat at least three
times)

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Alphabet Knowledge Instructional Routine: ABC Order
I DO: This is the I DO: The letter G represents the /g/ I DO: Now let’s locate I DO: Let me show you
Letter G. This sound. When you make the /g/ sound, the letter G. how to write the letter
an uppercase the back of your tongue is up high G.
G. This is a in the back of your throat and your WE DO/ YOU DO:
lowercase g. mouth is open. Release your tongue Students locate letter We start at the top
and puff out a quick burst of air as you in text, magnetic (model) Over, around,
WE DO/YOU turn on your voice. (model and feel for letters, sorting up, across. To form
DO: Let’s vibration in your voice box). /g/ is a stop activities, names, a lowercase g, it’s
practice naming sound because your tongue is stopping environmental print, exactly the same.
this letter. What the air until you are ready to turn on newspapers, letter (model) Over, around,
is this letter? your voice and make the sound. It is books, feeding hungry up, down, curve
g (Teacher points
to upper and
not a sound that can be stretched out,
though. Watch me, now you try. If
monster, scavenger
hunt, etc. WE DO/YOU DO:
lowercase at least your /g/ sounds like /guh/, try again. Let’s practice writing
three times) Letter G spells /g/. *Students find and the letter G together.
name the letter and
WE DO/YOU DO: Let’s practice sound each time.
naming and saying the sound of this
letter. The letter G spells /g/. Say the
letter and sound with me. (Teacher
points to upper and lowercase, having
children say letter name and letter sound.
Repeat at least three times)

Add to sound wall

Alphabet Knowledge Instructional Routine: ABC Order
I DO: This is the I DO: The letter H represents the /h/ I DO: Now let’s locate I DO: Let me show you
Letter H. This sound. When you make the /h/ sound, the letter H. how to write the letter
an uppercase you make a short puff of air from the H.
H. This is a back of your open mouth. Your voice is WE DO/ YOU DO:
lowercase h. turned off so you won’t feel a vibration Students locate letter We almost always
there (model touching your voice box). in text, magnetic start at the top (model)
WE DO/YOU Watch me, now you try. If your /h/ letters, sorting Down, down, across To
DO: Let’s sounds like /huh/, try again. Letter H activities, names, form a lowercase h,
h practice naming spells /h/.
this letter. What
environmental print,
newspapers, letter
(model) Down, up, over,
down
is this letter? WE DO/YOU DO: Let’s practice books, feeding hungry
(Teacher points naming and saying the sound of this monster, scavenger WE DO/YOU DO:
to upper and letter. The letter H spells /h/. Say the hunt, etc. Let’s practice writing
lowercase at least letter and sound with me. (Teacher the letter H together.
three times) points to upper and lowercase, having *Students find and
children say letter name and letter sound. name the letter and
Repeat at least three times) sound each time.

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Alphabet Knowledge Instructional Routine: ABC Order
I DO: This is the I DO: The letter I represents the /i/ I DO: Now let’s locate I DO: Let me show you
Letter I. This an sound. When you make the /i/ sound, the letter I. how to write the letter
uppercase I. This your mouth is open in a relaxed smile. I.
is a lowercase i. Your tongue is low in the front of your WE DO/ YOU DO:
mouth. /i/ is a vowel sound. All vowel Students locate letter We almost always
WE DO/YOU sounds are continuous sounds, and in text, magnetic start at the top (model)
DO: Let’s we always use our voice with vowel letters, sorting Down, across, across
practice naming sounds (model touching your voice box). activities, names, To form a lowercase i,
this letter. What Watch me, now you try. Do you feel environmental print, (model) Down, dot
i is this letter?
(Teacher points
the vibration in your voice box? Letter
I spells /i/.
newspapers, letter
books, feeding hungry WE DO/YOU DO:
to upper and monster, scavenger Let’s practice writing
lowercase at least WE DO/YOU DO: Let’s practice hunt, etc. the letter I together.
three times) naming and saying the sound of this
letter. The letter I spells /i/. Say the *Students find and
letter and sound with me. (Teacher name the letter and
points to upper and lowercase, having sound each time.
children say letter name and letter sound.
Repeat at least three times)

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Alphabet Knowledge Instructional Routine: ABC Order
I DO: This is the I DO: The letter J represents the /j/ I DO: Now let’s locate I DO: Let me show you
Letter J. This an sound. When you make the /j/ sound, the letter H. how to write the letter J.
uppercase J. This your teeth are together, the middle of
is a lowercase j. you tongue is on the ridge behind your WE DO/ YOU DO: We start at the top
top teeth and your lips are rounded. Students locate letter in (model) Down, curve
WE DO/YOU Your voice is turned on when you make text, magnetic letters, around, across
DO: Let’s practice /j/ (model touching your voice box). Your sorting activities, names,
naming this letter. tongue blocks and then directs a quick environmental print, To form a lowercase
What is this puff of air out of your mouth as your newspapers, letter p, it’s similar. (model)
letter? (Teacher teeth open slightly. You can feel the quick books, feeding hungry Down, curve, dot
points to upper and puff of air with your hand. /j/ is a stop monster, scavenger
lowercase at least sound because your tongue and teeth hunt, etc. WE DO/YOU DO: Let’s
three times) keep the air from popping out until you’re practice writing the

j
ready. It is not continuous though. It *Students find and name letter J together.
cannot be stretched out. Remember, to the letter and sound
feel for the vibration of your voice box as each time.
you say it. Watch me, now you try. If your
/j/ sounds like /juh/, try again. Letter J
spells /j/.

WE DO/YOU DO: Let’s practice naming

and saying the sound of this letter. The
letter J spells /j/. Say the letter and sound
with me. (Teacher points to upper and
lowercase, having children say letter name
and letter sound. Repeat at least three
times)

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Alphabet Knowledge Instructional Routine: ABC Order
I DO: This is the I DO: The letter K represents the I DO: Now let’s locate I DO: Let me show you
Letter K. This /k/ sound. When you make the /k/ the letter K. how to write the letter
an uppercase sound, the back of your tongue is up K.
K. This is a high in the back of your throat and WE DO/ YOU DO:
lowercase k. your mouth is open. Release your Students locate letter We start at the
tongue and puff out a quick burst of in text, magnetic top (model) Down,
WE DO/YOU air without turning on your voice. letters, sorting slant, slant To form
DO: Let’s (model and feel your voice box). /k/ is activities, names, a lowercase k, it’s
practice naming a stop sound because your tongue is environmental print, exactly the same.
this letter. What stopping the air until you are ready to newspapers, letter (model) Down, slant,
is this letter? make the sound. It is not a sound that books, feeding hungry slant
k (Teacher points
to upper and
can be stretched out, though. Watch
me, now you try. If your /k/ sounds like
monster, scavenger
hunt, etc. WE DO/YOU DO:
lowercase at least /kuh/, try again. Letter K spells /k/. Let’s practice writing
three times) *Students find and the letter K together.
WE DO/YOU DO: Let’s practice name the letter and
naming and saying the sound of this sound each time.
letter. The letter K spells /k/. Say the
letter and sound with me. (Teacher
points to upper and lowercase, having
children say letter name and letter sound.
Repeat at least three times)

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Alphabet Knowledge Instructional Routine: ABC Order
I DO: This is the I DO: The letter L represents the /l/ I DO: Now let’s locate I DO: Let me show you
Letter L. This sound. When you make the /l/ sound, the letter L. how to write the letter
an uppercase the tip of your tongue curves up and L.
L. This is a rests on the ridge behind your top WE DO/ YOU DO:
lowercase l. front teeth. Turn on your voice and Students locate letter We almost always
make a continuous sound (model in text, magnetic start at the top (model)
WE DO/YOU touching your voice box). /l/ is a type letters, sorting Down, across. To
DO: Let’s of continuous sound called a liquid activities, names, form a lowercase l,
practice naming sound. Liquids help the sounds around environmental print, it’s almost the same.
this letter. What them make new sounds and they newspapers, letter (model) down. The

l
is this letter? always need your voice to be on. Do books, feeding hungry only difference is the
(Teacher points you feel the vibration in your voice monster, scavenger lowercase L doesn’t
to upper and box? If your /l/ sounds like /luh/, try hunt, etc. have the line at the
lowercase at least again. Letter L spells /l/. bottom.
three times) *Students find and
WE DO/YOU DO: Let’s practice name the letter and WE DO/YOU DO:
naming and saying the sound of this sound each time. Let’s practice writing
letter. The letter L spells /l/. Say the the letter L together.
letter and sound with me. (Teacher
points to upper and lowercase, having
children say letter name and letter sound.
Repeat at least three times)

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Alphabet Knowledge Instructional Routine: ABC Order
I DO: This is the I DO: The letter M represents the /m/ I DO: Now let’s locate I DO: Let me show you
Letter M. This sound. /m/ is a nasal sound. When the letter M. how to write the letter
an uppercase you make the /m/ sound, put your lips M.
M. This is a together and hum with your voice WE DO/ YOU DO:
lowercase m. turned on. The air comes through your Students locate letter We almost always
nose (model touching your nose and in text, magnetic start at the top (model)
WE DO/YOU your voice box) and your nose and your letters, sorting down, slant down,
DO: Let’s voice box vibrate. /m/ is a continuous activities, names, slant up, down. To
practice naming nasal sound that can stretch on and environmental print, form a lowercase m,
this letter. What on. Watch me, now you try. Do you newspapers, letter (model) Down, up,
is this letter? feel the vibration in your voice box and books, feeding hungry over, down, up, over,
(Teacher points your nose? (If I hold my nose, I can’t monster, scavenger down. The uppercase
m to upper and make this sound) I bet you can quess
lowercase at least why we call this sound a nasal sound. If
hunt, etc. M has straight lines
and the lowercase m
three times) your /m/ sounds like /muh/, try again. *Students find and has curved lines.
The Letter M spells the /m/ sound. name the letter and
sound each time. WE DO/YOU DO:
WE DO/YOU DO: Let’s practice Let’s practice writing
naming and saying the sound of this the letter M together.
letter. The letter M spells /m/. Say the
letter and sound with me. (Teacher
points to upper and lowercase, having
children say letter name and letter sound.
Repeat at least three times)

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Alphabet Knowledge Instructional Routine: ABC Order
I DO: This is the I DO: The letter N represents the /n/ I DO: Now let’s locate I DO: Let me show you
Letter N. This sound. When you make the /n/ sound, the letter N. how to write the letter
an uppercase rest your tongue flatly on the ridge N.
N. This is a behind your top, front teeth and turn WE DO/ YOU DO:
lowercase n. on your voice. Your tongue forces the Students locate letter We start at the top
air to come through your nose, not in text, magnetic (model) Down, slant
WE DO/YOU your mouth, as your voice causes your letters, sorting down, upTo form a
DO: Let’s voice box and your nose to vibrate. activities, names, lowercase n (model)
practice naming (model touching your nose and your voice environmental print, Down, up, over, down.
this letter. What box). /n/ is a continuous sound that can newspapers, letter The uppercase N has
is this letter? stretch on and on. Watch me, now you books, feeding hungry straight lines and
(Teacher points try. Do you feel the vibration in your monster, scavenger the lowercase n has
n to upper and voice box and your nose? (If I hold my
lowercase at least nose, I can’t make this sound) If your
hunt, etc. curved lines.

three times) /n/ sounds like /nuh/, try again. Letter *Students find and WE DO/YOU DO:
N spells /n/. name the letter and Let’s practice writing
sound each time. the letter N together.
WE DO/YOU DO: Let’s practice
naming and saying the sound of this
letter. The letter N spells /n/. Say the
letter and sound with me. (Teacher
points to upper and lowercase, having
children say letter name and letter sound.
Repeat at least three times)

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Alphabet Knowledge Instructional Routine: ABC Order
I DO: This is the I DO: The letter O represents the /o/ I DO: Now let’s locate I DO: Let me show you
Letter O. This sound. When you make the /o/ sound, the letter O. how to write the letter
is an uppercase your mouth is rounded but open in O.
O. This is a the beginning but moves to a tighter WE DO/ YOU DO:
lowercase o. round position. The middle of your Students locate letter We start at the top
tongue curves towards the back of in text, magnetic (model) over, around,
WE DO/YOU your mouth. /o/ is a vowel sound. All letters, sorting close.
DO: Let’s vowel sounds are continuous sounds, activities, names,
practice naming and we always use our voice with environmental print, To form a lowercase
this letter. What vowel sounds (model touching your newspapers, letter o, it’s exactly the

o is this letter?
(Teacher points
voice box). Watch me, now you try. Do
you feel the vibration in your voice
books, feeding hungry
monster, scavenger
same. (model) over,
around, close. The
to upper and box? Letter O spells /o/. hunt, etc. only difference is the
lowercase at least lowercase o is a little
three times) WE DO/YOU DO: Let’s practice *Students find and smaller and it sits
naming and saying the sound of this name the letter and lower when I write it
letter. The letter O spells /o/. Say the sound each time. on paper.
letter and sound with me. (Teacher
points to upper and lowercase, having WE DO/YOU DO:
children say letter name and letter sound. Let’s practice writing
Repeat at least three times) the letter O together.

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Alphabet Knowledge Instructional Routine: ABC Order
I DO: This is the I DO: The letter P represents the /p/ I DO: Now let’s locate I DO: Let me show you
Letter P. This is sound. When you make the /p/ sound, the letter P. how to write the letter
an uppercase put your lips together and pop out a P.
P. This is a quiet puff of air. You can feel the air WE DO/ YOU DO:
lowercase p. puff out by putting your hand in front Students locate the We almost always
of your mouth. /p/ is a stop sound letter in text, magnetic start at the top (model)
WE DO/YOU because your tongue stops the air letters, sorting Down, lift up, around
DO: Let’s from coming out until you are ready to activities, names,
practice naming make the sound. Your voice is turned environmental print, To form a lowercase
this letter. What off, so you don’t feel a vibration in your newspapers, letter p, it’s exactly the

p
is this letter? voice box (model touching your voice books, feeding hungry same. (model) Down,
(Teacher points box). Watch me, now you try. If your monster, scavenger lift up, around. The
to upper and /p/ sounds like /puh/, try again. Letter hunt, etc. only difference is the
lowercase at least P spells /p/. lowercase P is a little
three times) *Students find and smaller and it sits
WE DO/YOU DO: Let’s practice name the letter and lower when I write it
naming and saying the sound of this sound each time. on paper.
letter. The letter P spells /p/. Say the
letter and sound with me. (Teacher WE DO/YOU DO:
points to upper and lowercase, having Let’s practice writing
children say letter name and letter sound. the letter P together.
Repeat at least three times)

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Alphabet Knowledge Instructional Routine: ABC Order
I DO: This is the I DO: The letter Q is paired with the I DO: Now let’s locate I DO: Let me show you
Letter Q. This letter U in English and it represents the letter Q. how to write the letter
an uppercase two sounds /k/ and /w/. represents the Q.
Q. This is a /q/ sound. Letters QU spell /kw/. WE DO/ YOU DO:
lowercase q. Students locate letter We almost always
WE DO/YOU DO: Let’s practice in text, magnetic start at the top (model)
WE DO/YOU naming and saying the sound of this letters, sorting Over, around, close,
DO: Let’s letter. The letters QU spells /qu/. Say activities, names, slant down To form
q practice naming the letter and sound with me. (Teacher environmental print,
this letter. What points to upper and lowercase, having newspapers, letter
a lowercase q, it’s.
(model) Over, around,
is this letter? children say letter name and letter sound. books, feeding hungry up, down
(Teacher points Repeat at least three times) monster, scavenger
to upper and hunt, etc. WE DO/YOU DO:
lowercase at least Add to sound wall Let’s practice writing
three times) *Students find and the letter P together.
name the letter and
sound each time.
Alphabet Knowledge Instructional Routine: ABC Order
I DO: This is the I DO: The letter R represents the /r/ I DO: Now let’s locate I DO: Let me show you
Letter R. This sound. When you make the /r/ sound, the letter R. how to write the letter
an uppercase your lips are slightly open as your R.
R. This is a tongue pulls back along the roof of WE DO/ YOU DO:
lowercase r. your mouth and rests high in the back Students locate letter We start at the top
with your voice box turned on. /r/ is a in text, magnetic (model) Down, lift up,
WE DO/YOU liquid sound. Liquids help the sounds letters, sorting around, slant down
DO: Let’s around them make new sounds and activities, names, To form a lowercase r
practice naming your voice must always be on when environmental print, (model) Down, up, over
this letter. What you make them (model touching your newspapers, letter
is this letter? voice box). /r/ is a continuous sound books, feeding hungry WE DO/YOU DO:
r (Teacher points
to upper and
that can go on and on. Watch me, now
you try. If your /r/ sounds like /ruh/, try
monster, scavenger
hunt, etc.
Let’s practice writing
the letter R together.
lowercase at least again. Letter R spells /r/.
three times) *Students find and
WE DO/YOU DO: Let’s practice name the letter and
naming and saying the sound of this sound each time.
letter. The letter R spells /r/. Say the
letter and sound with me. (Teacher
points to upper and lowercase, having
children say letter name and letter sound.
Repeat at least three times)

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Alphabet Knowledge Instructional Routine: ABC Order
I DO: This is the I DO: The letter S represents the /s/ YOU DO: Now let’s I DO: Let me show
Letter S. This is sound. When you make the /s/ sound, locate the letter S. you how to write the
an uppercase your teeth are together, and your letter S. To form an
S. This is a tongue rests on the ridge behind YOU DO: Students uppercase S, we start
lowercase s. your top front teeth. Next, push air locate the letter at the top, go over,
through the space between your top in text, magnetic around, curve in and
WE DO: Let’s and bottom teeth without turning letters, tiles, names, around. The lowercase
practice naming your voice on. When you make the /s/ environmental print, S is the same, it’s
this letter. What sound your tongue partially blocks the newspapers, etc. just smaller. Go over,
is this letter? air through the space between your Pointing and naming around, curve in and
(Teacher points top and bottom teeth causing friction the letter each time. around.
to upper and and a hissing sound. Your voice is
lowercase at least turned off for this sound, so you won’t WE DO: Let’s practice

s
three times) feel a vibration (model touching your writing the letter S
voice box). /s/ is a continuous sound together.
that can stretch on and on. Watch me,
now you try. If your /s/ sounds like /
suh/, try again. Letter S spells /s/.

WE DO: Let’s practice saying the

sound of this letter. The letter S
represents the /s/ sound. Say the
sound with me. (Teacher points to upper
and lowercase, having children say letter
name and letter sound. Repeat at least
three times)
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Alphabet Knowledge Instructional Routine: ABC Order
I DO: This is the I DO: The letter T represents the /t/ I DO: Now let’s locate I DO: Let me show you
Letter T. This is sound. When you make the /t/ sound, the letter T. how to write the letter
an uppercase your tongue taps the ridge behind T.
T. This is a your top front teeth and your voice is WE DO/ YOU DO:
lowercase t. off. You will feel the air pop out as you Students locate the We start at the top
tap. You won’t feel a vibration because letter in text, magnetic (model) Down, across
WE DO/YOU your voice is off (model touching your letters, sorting
DO: Let’s voice box). /t/ is a stop sound because activities, names, To form a lowercase t,
practice naming your tongue stops the air before environmental print, it’s exactly the same.
this letter. What tapping it out to make the /t/. Watch newspapers, letter (model) down, across.
is this letter? me. Now you try. If your /t/ sounds books, feeding hungry The only difference is

t (Teacher points
to upper and
like /tuh/, try again. Letter T spells
/t/.
monster, scavenger
hunt, etc.
the lowercase t is this
line goes across the
lowercase at least line instead of on top.
three times) WE DO/YOU DO: Let’s practice *Students find and
naming and saying the sound of this name the letter and WE DO/YOU DO:
letter. The letter T spells /t/. Say the sound each time. Let’s practice writing
letter and sound with me. (Teacher the letter T together.
points to upper and lowercase, having
children say letter name and letter sound.
Repeat at least three times)

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Alphabet Knowledge Instructional Routine: ABC Order
I DO: This is the I DO: The letter U represents the /u/ I DO: Now let’s locate I DO: Let me show you
Letter U. This sound. When you make the /u/ sound, the letter U. how to write the letter
an uppercase your mouth is open, your tongue is U.
U. This is a low in the back of your mouth. /u/ is WE DO/ YOU DO:
lowercase u. a vowel sound. All vowel sounds are Students locate letter We s start at the
continuous sounds, and we always use in text, magnetic top (model) Down,
WE DO/YOU our voice with vowel sounds (model letters, sorting curve up. To form
DO: Let’s touching your voice box). Watch me, activities, names, a lowercase u, it’s

u
practice naming now you try. Do you feel the vibration environmental print, exactly the same.
this letter. What in your voice box? Letter U spells /u/. newspapers, letter (model) Down, curve
is this letter? books, feeding hungry up, down. The only
(Teacher points WE DO/YOU DO: Let’s practice monster, scavenger difference is the
to upper and naming and saying the sound of this hunt, etc. lowercase u is a little
lowercase at least letter. The letter U spells /p/. Say the smaller and has one
three times) letter and sound with me. (Teacher *Students find and extra line.
points to upper and lowercase, having name the letter and
children say letter name and letter sound. sound each time. WE DO/YOU DO:
Repeat at least three times) Let’s practice writing
the letter U together.
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Alphabet Knowledge Instructional Routine: ABC Order
I DO: This is the I DO: The letter V represents the /v/ sound. I DO: Now let’s locate the I DO: Let me show you
Letter V. This an The /v/ sound is made exactly like the /f/ letter V. how to write the letter V.
uppercase V. This is sound, with one important difference. Rest
a lowercase v. your top teeth on your bottom lip. Now WE DO/ YOU DO: We start at the top (model)
blow air through your teeth without turning Students locate letter in Slant down, slant up To
WE DO/YOU on your voice. You can feel the air rushing text, magnetic letters, form a lowercase p, it’s
DO: Let’s practice through the narrow space where your teeth sorting activities, names, exactly the same. (model)
naming this letter. touch your lip and causing a hissing sound. environmental print, Slant down, slant up The
What is this letter? Your voice is turned on when you make the newspapers, letter books, only difference is the
(Teacher points to /v/ sound. In addition to the friction caused feeding hungry monster, lowercase V is a little
upper and lowercase by your teeth blocking some of the air as scavenger hunt, etc. smaller and it sits lower
at least three times) it comes out, you will feel the vibration in when I write it on paper.
your voice box and on your bottom lip. This *Students find and name
may cause your bottom lip to tickle! Watch the letter and sound each WE DO/YOU DO: Let’s

v me, now you try. Remember, your voice is

turned on when you make a /v/ sound. (model
time. practice writing the letter
V together.
touching your voice box). /v/ is a continuous
sound thatan stretch on and on. If your /v/
sounds like /vuh/, try again. Letter V spells
/v/.

WE DO/YOU DO: Let’s practice naming and

saying the sound of this letter. The letter V
spells /v/. Say the letter and sound with me.
(Teacher points to upper and lowercase, having
children say letter name and letter sound.
Repeat at least three times)

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Alphabet Knowledge Instructional Routine: ABC Order
I DO: This is the I DO: The letter W represents the /w/ I DO: Now let’s locate I DO: Let me show you
Letter W. This sound. When you make the /w/ sound, the letter W. how to write the letter
an uppercase round your lips and turn on your voice. W.
W. This is a (model touching your voice box). /w/ is a WE DO/ YOU DO:
lowercase w. continuous sound that can stretch on Students locate letter We start at the top
and on. It glides into the vowel that in text, magnetic (model) Slant down,
WE DO/YOU follows it. Watch me make a /w/, now letters, sorting slant up, slant down,
DO: Let’s you try. Do you feel the vibration in activities, names, slant up To form a
practice naming your voice box? Now try it followed environmental print, lowercase w, it’s the
this letter. What by a vowel. See how it glides into the newspapers, letter same, just smaller.
w is this letter?
(Teacher points
vowel sound? If your /w/ sounds like /
wuh/, try again. Letter W spells /w/.
books, feeding hungry
monster, scavenger
(model) Slant down,
slant up, slant down,
to upper and hunt, etc. slant up
lowercase at least WE DO/YOU DO: Let’s practice
three times) naming and saying the sound of this *Students find and WE DO/YOU DO:
letter. The letter W spells /w/. Say the name the letter and Let’s practice writing
letter and sound with me. (Teacher sound each time. the letter W together.
points to upper and lowercase, having
children say letter name and letter sound.
Repeat at least three times)

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Alphabet Knowledge Instructional Routine: ABC Order
I DO: This is the I DO: The letter X is a little different. It I DO: Now let’s locate I DO: Let me show you
Letter X. This represents two sounds, /k/ and /s/ like the letter X. how to write the letter
an uppercase in the word box. X usually comes at the X.
X. This is a end of the word. Letter X spells /ks/. WE DO/ YOU DO:
lowercase x. Students locate letter We almost always
WE DO/YOU DO: Let’s practice in text, magnetic start at the top (model)
WE DO/YOU naming and saying the sound of this letters, sorting Slant down, lift up,
DO: Let’s letter. The letter X spells /ks/. Say the activities, names, slant down To form
practice naming letter and sound with me. (Teacher environmental print, a lowercase x, it’s
this letter. What points to upper and lowercase, having newspapers, letter exactly the same.
x is this letter?
(Teacher points
children say letter name and letter sound. books, feeding hungry
Repeat at least three times) monster, scavenger
(model) Slant down,
lift up, slant down.
to upper and hunt, etc. The only difference is
lowercase at least Add to sound wall the lowercase P is a
three times) *Students find and little smaller and it sits
name the letter and lower when I write it
sound each time. on paper.

WE DO/YOU DO:
Let’s practice writing
the letter X together.
Alphabet Knowledge Instructional Routine: ABC Order
I DO: This is the I DO: The letter Y represents the /y/ I DO: Now let’s locate I DO: Let me show you
Letter Y. This sound. When you make the /y/ sound, the letter Y. how to write the letter
an uppercase you smile with your teeth open and Y.
Y. This is a the middle of your tongue touching WE DO/ YOU DO:
lowercase y. the roof of your mouth. Your voice is Students locate letter We start at the top
turned on for the /y/ (model touching in text, magnetic (model) Slant down,
WE DO/YOU your voice box). /y/ is a continuous letters, sorting slant down, down To
DO: Let’s sound that can stretch on and on. It activities, names, form a lowercase p, it’s
practice naming glides into the vowel that follows it. environmental print, similar. (model) Slant
this letter. What Watch me, now you try. Do you feel newspapers, letter down, slant down.
is this letter? the vibration in your voice box? If your books, feeding hungry
y (Teacher points
to upper and
/y/ sounds like /yuh/, try again. Letter
Y spells /y/.
monster, scavenger
hunt, etc.
WE DO/YOU DO:
Let’s practice writing
lowercase at least the letter Y together.
three times) WE DO/YOU DO: Let’s practice *Students find and
naming and saying the sound of this name the letter and
letter. The letter Y spells /y/. Say the sound each time.
letter and sound with me. (Teacher
points to upper and lowercase, having
children say letter name and letter sound.
Repeat at least three times)

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Alphabet Knowledge Instructional Routine: ABC Order
I DO: This is the I DO: The letter Z represents the I DO: Now let’s locate I DO: Let me show you
Letter Z. This /z/ sound. When you make the /z/ the letter Z. how to write the letter
an uppercase sound, your teeth are together, and Z.
P. This is a your tongue rests on the ridge behind WE DO/ YOU DO:
lowercase p. your top front teeth. Next, push air Students locate letter We start at the top
through the space between your top in text, magnetic (model) Across, slant
WE DO/YOU and bottom teeth and turn your voice letters, sorting down, across To form
DO: Let’s on. When you make the /z/ sound your activities, names, a lowercase z, it’s
practice naming tongue partially blocks the air pushing environmental print, exactly the same, just
this letter. What through the space between your top newspapers, letter smaller. (model) Across,
is this letter? and bottom teeth causing friction. books, feeding hungry slant down, across
(Teacher points With your voice turned on, you will monster, scavenger
to upper and feel a vibration in your voice box and hunt, etc. WE DO/YOU DO:
lowercase at least on your tongue behind your teeth. Let’s practice writing
z three times) (model touching your voice box). /z/ is a
continuous sound that can stretch on
*Students find and
name the letter and
the letter Z together.

and on. Watch me, now you try. If your sound each time.
/z/ sounds like /zuh/, try again. Letter Z
spells /z/.

WE DO/YOU DO: Let’s practice

naming and saying the sound of this
letter. The letter Z spells /z/. Say the
letter and sound with me. (Teacher
points to upper and lowercase, having
children say letter name and letter sound.
Repeat at least three times)

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