I would start by introducing myself to all the parents and ask them what they would like to learn about or if they have any questions on what literacy is. I would tell them how valuable education is and that we need to pass on that value to your children. (Diane M Barone/Marla H. Mallette, 2013). We are going to provide home activities for you as parents to do with your child. This will help build your child’s literacy skills and we will have goals and structure for your child. (Diane M Barone/Marla H. Mallette, 2013). I want you as parents to be a full partner in your child’s education. One of the activities you will be doing with you is a shared book reading. The book I am sending home for you to read together is Pete the Cat and it will be in both English and Spanish which is some of your native language. You can also go to the library and get a library card and check out English and your native language there. (Diane M Barone/Marla H. Mallette, 2013). We are going to track how many words your child can read in this book. We will send a few words that are in Pete the Cat book and we will be reading them and your child will be able to recognize them. Children will be able to recognize a few words in different books. Parents will play a word game with their child called forming and recognizing rhyme. The children will read a DR. Seuss book …show more content…
(Diane M Barone/Marla H. Mallette, 2013). They need to have a regular routine and a place in the house where children can do their work. (Diane M Barone/Marla H. Mallette, 2013). A parent that reads and listen to their child read-aloud can help in early decoding, and fluency skills. The parents can use explicit instruction, paired and repeated readings and giving the child corrective feedback. (Diane M Barone/Marla H. Mallette, 2013). Parents need to know how important literacy is for their
There are a lot of unanswered questions in this fast-paced world and one of them is the famous “Why Johnny won’t read?” which encourages readers especially the men [metaphorically speaking, Johnny means boys in general] to still keep up in their reading even if it means pushing oneself against prevailing circumstances. Shedding light on the issue is a commentary published on the third day of July, 2014 entitled “Why Johnny won’t learn to read” by Robert Pondiscio, a distinguished writer and speaker on education and education-reform issues. Pondiscio asserts the disparity between Common Core State Standards and balanced literacy in the education system which reveals the reading proficiency gap between the male and the female learners. Important
*Have the children sit in a circle & place A4 sized photos of different breeds of puppies. Ask the children to point out the differences between each puppy, for example eye colour, fur colour, size, short or long fur etc. Ask questions of regardless of each difference would they love the puppy any less, would they be less interesting if the puppy was white or brown, just to generate a discussion. This can then lead into talking about our peers that have different coloured eyes, hair, skin & explain we are all the same but we just have differences or perhaps different beliefs etc *
I observed my son, Orion, during story time with his father, Louis. Orion just turned four in October. He is currently attending early intervention for speech and social delays at the Catherine Dodge Brownell School in the Bronx, and had began his attendance there at the end of the last school year. Every night Orion is read to before bed. This night was his father’s turn to read.
Rhyming builds sounds a child needs to lean literacy and prepare they to read. Responsive interaction involves tuning in and using gestures, facial expressions, and child directed speech. Phonological awareness is the ability to identify the sounds of language. The things I learned was the benefits of rhyming develops relationships, phonological awareness, vocabulary and knowledge.
The play like element to this program is sure to get young students excited about reading and engaging both their tactile senses with the physical object, and aural senses with the alliterations found in most beanie baby names is sure to help activate their memories in a fun way that will have students learning without even realizing it! When used in combination with the classroom reading routine, this program is sure to help many students nail down those reading strategies and become strong
In the video, “Becoming Readers and Writers”, Shelia Owen’s kindergarten class, are five-and six-year-old are readers and writers from day one. The teacher discuss the four reading activities they use in the classroom. The first one she discuss is read aloud, which the teacher is reading a book, modeling the language, and stimulating the discussion in the love of reading. Share reading is when the teacher pulls back on participating and the children role increases. Another one she discuss about is guided reading, and that’s when the teacher pulls back further, and the children show her how much they have learned.
“So you’ll read to him from one of your books, and he’ll ask to see the pictures. When he looks at the pictures, he’ll get so excited he’ll want to draw one of his own.” This quote is from If You Give a Mouse a Cookie by Laura Numeroff, and my first memory of exposure to the written word. My parents would read this to me at night before going to bed. This is when I realized that reading and writing are important pieces of the life puzzle, and are very important in building a strong foundation.
This article shows this goal by advocating for greater parent-teacher involvement to influence student success. This shows how teachers are willing to work with parents and families to help influence a student to succeed. This goal was also shown in Erin E. Adkins’ project “Literacy-Supportive Environments”. This paper shows this goal by explaining how teachers can set up literacy supportive environments for children.
This also included the teacher’s ability to adapt their teaching style and lessons to the spoken dialect of the child. Another consideration in reading achievement of children with an AAE dialect was the parental literacy, willingness, and capability to promote comprehension. Family factors that provide emphasis on reading ability are: (a) identifying any family history of reading difficulties; (b) literacy of those within the home environment; (c) conversational skills provided in a child’s environment; (d) non-English speaking family members; (e) dialects of American English; and (f) the socioeconomic status of the home, neighborhood, and school. The last topic reviewed was implementing the use of electronic books to engage children as they read. This would allow for direct interaction and enthusiasm when developing reading skills, and create a stress-free learning environment for a child that might otherwise show embarrassment
This made Seuss begin his endevor of creating children's books. Ann Neely states, “ Children in stages of early literacy need to develop strong foundations on phonological awareness… I think the rhyming can be used in a variety of ways in this regard.” The colorful pictures and simple words help children learn to read still to this
I found that it is important that I assess ELL students when they come into to my classroom because I need to know what that ELL student already knows, so that I can effectively understand how to move on instructing and assessing the ELL student (Lenski. 2006, P. 25). This article has also taught me that it is important to include parents in their child’s education. Parents can help in completing predictability logs, which can be very useful for me to use when figuring out how much the child already knows. The predictability log will help me to understand the ELL’s prior literacy experiences (Lenski. 2006, P. 26).
All children need instruction; modelling, explaining, and demonstrating are very important teaching activities if children are to learn to read and write. Teaching assistant can model the reading and writing by engaging in them while children observe; reading aloud to children, which provides a model of how reading sounds and how stories go. Reading aloud is a way to model fluent reading. Teaching assistant can discuss books and stories while modelling the thinking process leading to understanding. Teaching assistant talks through the process step-by-step to show the children how things are done, for example, how to make, confirm or change predictions.
Teachers can also learn about a childs’ experience and offer help and attention. Literacy is very important in every aspect of a person’s life, a teacher in the foundation phase should emphasize this and help their skills and literacies develop
When really, we should use our professional judgment and move these children on if they are able to read confidently without hindering them and dismiss getting them to start from scratch through phonics. Since, the end result we are looking for is, children being able to read fluently and that too, with
Initially, children play with words by generating new words and by exploring and creating language patterns. By singing songs, intonation rhymes, playing with words, and listening to adults read word-play books, students develop their phonemic awareness. Classically, there is a natural continuum to this skill development but for student with reading difficulties or disabilities this is not always the circumstance. For some students, teachers have to provide small group instruction that is more clear, methodical, concentrated, and helpful than is usually provided in the