Donald Bear, Marcia Invernizzi, Shane Templeton, and Francine Johnston (2008) explain that there are two purposes for word studies. First is to help students develop a general knowledge of English spellings. Second, word study increases their specific knowledge of the spelling and meanings of words. Word studies are developmental because teachers must differentiate instruction for different levels of word knowledge (Bear et. Al, 2008).
You’ll find answers to these questions inside… What is phonological awareness?..................................................................................2 Why is phonological awareness important in learning to read? ..........................3 What is the normal developmental course for phonological awareness? ......................................................................................................................6 What causes differences among children in phonological awareness? ......................................................................................................................7 Can direct instruction in phonological awareness help children learn to read more easily? .....................................................................................................9 You’ll also find… References ........................................................................................................................... 11 Related Curriculum Materials ....................................................................................... 12 What Every Teacher Should Know about Phonological Awareness Joseph K.
1. Explain the adaptive value of rough-and-tumble play and dominance hierarchies. 2. Cite examples of how language awareness fosters school-age children’s language progress 3. List some teaching practices that foster children’s achievement and some that undermine it.
You need to encourage the use of good manners please, thankyou, etc and deter bad manners and behaviour by talking to the child in question and telling them how they need to behave. 1.2 Describe with examples how to behave appropriately for a child or young person’s stage of development. Year 1 children are just starting with lessons so they need to be told how to sit and listen to what they are being told so they know what they need to do to complete the task in hand. In Phonics you need to sound out the sounds and words, see how the children get on spelling the word and then help them by sounding the word out again or breaking the sounds down so they can hear the letter sounds easier. When they get it right let them know they have got it correct.
When there is effective communication between children and adults, children will have proper understanding of what they are expected to do and how they are expected to behave. They will be able to speak to adults about their needs meaning targets and aims are achieved. Although young people are more advanced in their language and communication skills, their humour may change as they begin to understand and use sarcasm and wit. Their ability to think logically begins to mature and as their intellect increases so also does their confidence and skills required to debate/argue both formally and informally. Sometimes conflict can occur when communication is misunderstood.
They use language to explore their own experiences and imaginary worlds.” (http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00198874/english/ks1) The National Curriculum gives practitioners/teachers guidance on what a child should lean and be able to do by the end of Key Stage one. During English lessons the children will learn how to communicate confidently and effectively, this will help the development of their communication and language while developing some of the key aspects to their Literacy. Communication is the art of interactions with
We need to check what we are saying and how we say things in moments of excitement or stress, so that the children understand our expectations and the boundaries of what is acceptable. Therefore it is important for us as adults and parents to demonstrate and model positive and effective communication skills in our dealings with others. 1.2. For us to communicate effectively, we need to be comfortable in one another’s company. This is called relationship building.
Visual learners need to see things in order to learn, aural learners are better when they hear the information, and reading/writing learners perform best reading information and writing it down. Kinesthetic learners are more hands on learners. A number of questions are asked on the webpage and determining on the way the questions are answered, it then scores the individual in each category. The VARK will show the individual’s scores in each area and the highest score is considered to be their best learning style. It then provides ideas in each category that demonstrates effective learning strategies that may be helpful based on their results.
Within pracitce Effective practitioners have a duty to value each child's indivudial needs and likes.children have to experience something before they get a true understanding of what it is like. Example. For the setting to be effective, practitioners must challenge and support children's philosophies of their doings, practitioners muct get involved in the childs thinking process. The practitioner can then be attentive of what the child shows an interest in andhave knowledge of whast the child understands. This can support the children's thinking and extend their learning.
I feel it is important to take into account the personalities of the children, as learning may be inhibited if one child is particularly domineering or intimidating. It is also necessary to look at the subject being taught and be flexible in the grouping of children. I personally feel that for subjects such as Literacy and Numeracy, where there is pressure for academic success the children should be split into ability groups. I feel by working in ability groups, the children are still able to support each other and there is still a hint of Vygotsky’s ZPD theory being practised, as there is still a range of abilities within an ability group and the more able of one particular ability group, can support the others in the group. It is important to remember that no one child is the same as another, even if they are classified as being of similar ability.