It includes word meanings, subject-specific vocabulary, figurative language and meanings presented in images (G. Winch, p32 2010)". Children will often use these cues when they are considering ideas, information, and feeling in the text. Semantic information aids them to call on their previous knowledge to read fluently and comprehend the text. When a reader can link a new text to everything
In this study, the instruction followed the criterial tasks of the K-12 Curriculum. The teacher was a facilitator guiding the learners to arrive at the meaning of a difficult word. While the teacher acted as a facilitator, the learners were involved in an activity of identifying the meaning of a difficult word using speed drawing and kinesics. Lastly, the learning strategies used in this study is akin to that of the K-12 Curriculum which is performance-based. Speed drawing and kinesics as strategies in improving vocabulary retention are characterized by direct participation of learners.
It is through rhyme generation that students become involved with the ‘isolating, blending and manipulation’ (Antonacci & O'Callaghan, 2012, p.6) of sounds on numerous levels. Furthermore, Fellows, Janet and Oakley (2014), explain that rhyme generation can be a challenging activity for some children whose vocabulary is limited, and those who do not speak English as a first language. To overcome this, Fellows et al., (2014) encourage teachers to ask students to create ‘nonsense’ words instead of actual words that rhyme. For example, if a child was asked to rhyme with ‘play’, they could make up words such as ‘tay’ or ‘fay’. Frequent assessment and ongoing observations should be continual when teaching phonemic awareness, this is so children who gain competency are not required to partake in activities that won’t necessarily benefit them.
This way children have time to practice writing and enhance their understanding of letters and sounds. By doing writing activities children are exposed to new vocabulary and spelling. You can play games with children that involve word and letter recognition. It is also important for educators to share stories, books, and songs in their classrooms. It is important for educators to foster a child’s confidence and appreciation for reading and writing.
Wright outlines a fair discussion about critical thinking intending to guide the teacher to help children to ‘think through situations where the answer is in doubt’ (2002, p.9). Throughout this chapter Wright pioneers critical thinking has a ‘practical value’ for social education, that it could help children grasp subject content in a profound and meaningful way. Examples of how to teach critical thinking are included throughout this chapter however, the lessons overlook other views of critical thinking as a process of developing skills and sub-skills. Wright (2011) generalises that critical thinking involves questioning from the higher end of the cognitive domain according to Blooms Taxonomy; ‘analyses, synthesis and evaluation’ (2002, p51).
During the following essay I’ll define two pedagogical strategies to decode words and help adolescent students become better readers. Two pedagogical strategies I find to be significant for decoding words would be phonemic awareness and phonics. Phonemic awareness prefers to the ability to hear, identify, and manipulate individual sounds-phonemes--in spoken words. I feel phonemic awareness is important because it’s the first strategy required for reading. As a child before you learn how to read you must first sound words out for example cat, dog, and map.
5 strategies that a teaching assistant might use to support literacy development: 1.Improving language which means building children’s vocabulary. Vocabulary is very important. It is needed to communicate, to understand others and to express own ideas. Building and improving vocabulary will improve reading and writing skills. In order to improve children’s vocabulary teaching assistant could make sure to provide children with a language-rich environment.
Phonological and Phonemic Awareness Instruction are both important skills that have an important role in early literacy development. Children need to learn and understand both to become good readers. Phonemic awareness is words that are spoken and are composed by individual sounds. Phonological awareness is the awareness of the sound structure. Alphabet instruction is when young children practice the alphabet and they make discoveries.
First one is that activities should be appropriate children`s age level. Second one is that instruction should be purposeful and third one is that activities and materials should be integrated with other components of a balanced literacy programs. A teacher can teach identifying words, categorizing words, substituting sounds, blending sounds, and segmenting sounds by doing age appropriate activities with children. Teachers assess children by using screening test to determine the level of their knowledge about phonemic awareness and they use instruction assessment cycle are planning, monitoring, evaluation, and reflection. Phonemic awareness is important to learn how to read and it is prerequisite.
Phonemic Awareness is the capability to be able “to hear, identify and manipulate individual sounds (phonemes) in spoken words.” Phonemic Awareness is important because it advances children’s reading and spelling. It allows them to distinguish the sounds within spoken words. Phonemic Awareness is critical for the success of the comprehension of spoken words. A couple ways teachers could be able to teach phonemic awareness is through classroom games. These games could involve children learning what syllables are.