Phonemic Awareness In English Language

Next they write letters or words they may have seen from their environment or books. Emergent writing is a process where it is necessary for the child to integrate phonological awareness (isolate individual sounds in words) print awareness (text has meaning) and language (words provide a message). Elizabeth Sulzby (1986) research determined children acquire early writing skills before they are conventional readers. Today is it understood children can express their knowledge of emergent literacy through writing as well as reading. Studies have shown students who spend more time writing are more code focused when it comes to reading.

Children from the early age need to study the alphabetic letters and recognize them in a sounds connecting them in words and sentences. For example, in my class I will use different strategies helping children understand academic language during the lesson learning and recognizing letters and words, such as smart board, ABC song, pictures, books, and set up different activities. I need to help shy or children as a second language learn different unfamiliar words with a pleasure manner give them an opportunity to success in study.

These strategies can include additional elements of a balanced approach. The reading of a book aloud in a classroom setting and pointing at words as the words are spoken aloud provides students with the opportunity to see the spoken word in written context. Konza (2014, 154) notes in some research, oral language is excluded as a key element in learning to read. Although research suggests that oral language difficulties can lead to reading difficulties, therefore it is an important element. Once students understand oral language teachers can commence with working on

Teachers should incorporate a combination of direct instruction and the constructivist approach when teaching reading. This essay will discuss six elements of teaching students to read including oral language, phonemic awareness, phonics, vocabulary, comprehension and fluency, and ways in which teachers can deliver instruction using a balanced approach. A balanced approach to teaching reading involves explicit phonics instruction as well as world view. Traditionally students were introduced to reading with an emphasis on phonics. McBride-Chang (2004) recognised that this bottom-up approach resulted in students who are more likely to lose interest in reading due to the limited vocabulary and repetitiveness of texts they read (p.120).

These lessons are not only vital in childhood but are needed throughout life. ‘‘Inclusion, multicultural, and non-sexist children’s literature also gives students in the "majority" an understanding of their "minority" peers struggles, triumphs, and contribution to our culture and society’’(Pirofski). Being exposed to people from different parts of the world or have special needs is very important in child development, hand in hand with them grasping new concepts. Children's literature gives students an understanding of what struggles and issues that goes in their society. This helps children know the full spectrum growing up and now growing up to be ignorant or misinformed of situations around them that are not hardcore taught in society.

One of the learning outcomes are it helps children to enhance their understanding of the ways their own language (s) works and help them to develop the strategies for learning new languages. Besides, by using Language Awareness Approach, children can explore new languages and discuss similarities and differences among the languages. Last but not least, children get to discover the relationship between language and identity through Language Awareness Approach. The activities that I planned for the children will strike a balance between teacher-directed and child-centred because language learning is about both explicit and implicit knowledge. One of the activities is use alphabet crafts of English uppercase letters to teach the Mandarin names for some animals.

Describe some teaching strategies that can be used to explicitly teach vocabulary. Vocabulary knowledge is critical to reading comprehension. There are different effective strategies that teachers can use with different age students: - Pre-teaching new words (teaching new words prior to the new reading experience; the teacher before to teach a new content has to determine new words by previewing reading materials, define and discuss the meaning of these words with students) - Keyword method (new words are introduces before reading by giving students a word clue – a part of word definition, or illustration) - Word maps (the teacher determines words to be taught, for each word child has to make a graphic organizer) - Root analysis (the teacher is focusing on teaching the commonly occurring part of the words – suffixes, prefixes, roots; when students are able to break sown words into parts they are able to determine words’ meaning) - Rearrangement of reading material (the teacher can replace the difficult words with the easier ones to help students to comprehend

Using tactile signals are an vital communication strategy to deal with young children but few important points have to be taken care that tactile models are useful only if the child can recognize what they represent, use of touch cues should be consistent for each separate practice, denotation of the touch model should not vary as the changes of the deciphere. 4. Students become enthusiastic by getting some positive feedback such as great job, nice performance, absolutely right etc. It is more effective if it would be given individually. 5.

As a result, children would be able to master the subject as they build new knowledge on their prior knowledge. Likewise, Herbert Spencer highlighted that teachers should begin with the simple and move to the complex, beginning with the concrete and move to the abstract, and begin with the known and move gradually to what is unknown (Daniels et. al, 2013). From a behaviorist perspective, learning or conditioning begins with simple stimulus-response connections and then progresses to the complex level of abstract reasoning (Bergin & Bergin, 2018). Students will find it challenging to solve an advanced problem if they have yet to master the prerequisite low-level skills which lead to greater success and competence in future years (Bergin & Bergin,

Literature 1 (Journal article) Bilingualism in the Early Years: What the Science Says Krista Byers-Heinlein & Casey Lew-Williams Learning Landscapes Overview: The journal mainly focus on explaining questions regarding outcomes of bilingualism and appropriate methods to teach bilingual children which helps readers to approach bilingualism from the individual development aspect and compare bilingualism with monolingualism from micro aspect. Summary: In the journal, confusion on different languages shown by children is regarded as code-mixing and is stated that is a normal process of language development which is due to the limited vocabularies bilingual children have. Besides, it is suggested that high-quality, high-quantity, and balanced exposure