When using superspeed letters, at the kindergarten level, do the children say "capital A", "lowercase a" to get maximum benefit, or is just "a" "a" "b" "b" sufficient?

What is your primary goal? Is it to distinguish and identify whether a letter is upper or lower case, or is it to identify the letter name? In our district, we want our Kinders to identify letter names as quickly as they can, in and out of order, with a mixture of upper and lower case. So, we say, "a, a, b, " etc. Identify your goal and use the game to assist you in reaching that target! Personally, I think students would get a bit tongue tied by trying to say, "upper case_, lower case_..." We just go straight for the names, setting and breaking personal records almost daily! Oh, the joy!!!
Deb Weigel
WBT Intern, Level 1

Hey Deb,

Do you worry about font or do you just explain how "a" can look different, etc., etc.?

Hi, I am using super speed letters right now as a whole class until I am sure they are confident in teaching each other (we are not quite independant yet for that). So, and correct me if I am doing this wrong - we use the doc camera and say Upper case A (tall arms fingers pointed in like a roof) and lower case a, smaller arms near waist).

I also reinforce the blue paper lines with Mr. Letter man (this was borrowed from my special education days and the OT's) Head line, belt line and foot line. So super speed capital A head line, lower case belt line.

When we super speed together we just say Upper and lower. Am I on target or not?

For Super Speed, I am not concerned with differentiating font or Upper/Lower case. I just want them to gain fluency with letter naming.
I do teach them to recognize letters in various fonts, such as the "Book a" and the "Book g", as well as the "D'Nealian k". However, we practice this at a different time. I will print stories using different fonts once they are confident with basic print. Also if a student is struggling with b/d reversals, I create a fluency chart for him/her with these letters. This needs to be closely monitored practice, or the student may practice saying the wrong letter name.
Super Speed builds confidence and is fun!
Deb Weigel
WBT Intern, Level 1

As a reading specialist working with k-5 students, we just focus on playing the game saying the letter names first. Once we have the game down playing it with saying the names, I introduce the letter sound version. We continue with both games throughout the year with K students. Superspeed Letters and Phonics is a fun way to reinforce these skills and leads nicely into Superspeed 100.

I am also using super speed letters with my 4th grade learning support student who still can not read. He comes over every morning and we run through that as well as superspeed 100. In order to help him further increase his sight word vocabulary, we are using Biffytoons as well.

How does your 4th grader respond to the Super Speed Letters and Phonics? I have some 4th and 5th graders that seem to be missing the whole phonics component of reading. I wanted to begin the phonics part of Superspeed Letters and Phonics with them this semester, but wasn't sure what to expect from them. I am using Biffy Tunes with my K-3 graders,along with Superspeed 100, but have only used Superspeed 100 & Superspeed 1000 with the 4th and 5th graders. I have been using Power Pix with K-1 and will begin using Power Pix with 2-3 this semester.

You do have to be careful using them with older children. My student is immature and doesn't seem to mind. He is so frustrated in class not being able to grasp new information or retain old information. He comes to my room first thing in the morning as my only student. That way no one else knows what he is doing. I really hesitated with the Biffytoons due to his age, but when he asked if he could color them in, I realized that he didn't mind. It was something he could do. I also explained to him that I thought he just wasn't hearing sounds the way the rest of us do and that this was extra practice to get him used to "hearing" the sounds. My student lives in a home with parents who are in and out of jail for drug possession. Often times he has no one to wake him up and get him to school making attendance poor. He is grateful for the one on one attention. I feel that you really have to consider the individual child. A more mature child may be resistant to using it. Good luck!

Thanks for the info. I was concerned about trying the Superspeed Letters and Phonics with my older kiddos. I have them in groups of usually 5-6. I can see the boys not responding well. I may try to figure out a way to put a twist on it and try it anyway.

It sounds like your 4th grade student is very lucky to have you! Keep up the good work with him. You are making a huge difference in this child's life.