I believe that teaching reading and writing begins with helping children want the life of a reader and writer. In order to accomplish this goal of developing lifelong readers and writers, I believe it is my responsibility to keep learning about proven research-based literacy programs. I believe that even in Tier I literacy instruction the teacher has the responsibility to differentiate instruction so that the vast array of learning styles and abilities present in the classroom will be nurtured. I believe that the most important part of literacy instruction, whether it be reading or writing, is communication. In reading, the communication is accomplished with strong comprehension skills that involve active participation of the reader as he interacts with the author to create meaning for himself.
A good way to teach this to a child who is having problems with synthetic patterns, is to give them books, like Cat in the Hat by Dr. Seuss. Orally repeating words that sound alike and practicing writing them as we say them. As we do this the child will be able to say that –at makes this sound in a words, which will help them learn new and bigger words. Also a good way to use this type of instruction is to use actual objects and have the child sort them by the way they sound, then writing those words, and then making sentences out of them. Alternative #2: Spelling Based Instruction, on pages 234 and 235, is an approach that focuses on each child individual level of knowledge.
Within each section it states what the students should be able to achieve for example under speaking and listening it states We want out students to develop increasing confidence and competence in speaking and listening so they are able to: • Clarify and explain their ideas and explain their thinking. • Use a varied and specialised vocabulary. • Listen with understanding and respond sensitively and appropriately. Under reading it states we want our students to enjoy reading, to be able to use their reading to help them learn to develop increasing confidence and competence in reading so that they are able to: • Read fluently and with understanding. • Select information from a wide range of texts and resources including print, media and to evaluate those sources.
Action Reading Program Debra Woods Phonics Based Reading & Decoding EDU 371 Instructor: Sandra Harley September 14, 2011 Action Reading Program Action Reading program is a phonics-based program designed to assist teachers with effective methods of reading instruction. The purpose of this program is to allow students or adults a way to enhance their skills of reading. The idea behind this program is to help develop a passion of reading. I am a student at Ashford University, and currently I am taking a class called Phonics Based Reading and Decoding. This course had provided me with the opportunity to teach this program effectively to students within five weeks.
Daily exposure to stories helps children to learn the structure and style of a story, particularly learning stories off by heart and being read to by a teacher. In turn this will improve their own story and poem writing as the structure and style will become second nature to them. What has been written already on this research topic? The National Strategy ‘Talk for Writing’ is based on this but I don’t feel that it fully engages/enthuses teachers in the importance of daily storytelling or whether it has had a positive impact on Literacy learning in the classroom. 4.
• Teachers need to regularly and systematically use multiple indicators to assess and monitor children’s progress in reading and writing. The research-based statement stresses that for children to become skilled readers, they need to develop a rich language and conceptual knowledge base, a broad and deep vocabulary, and verbal reasoning abilities to understand messages conveyed through print. At the same time, it recognizes that children also must develop code-related skills: an understanding that spoken words are composed of smaller elements of speech (phonological awareness), the idea that letters represent these sounds (the alphabetic principle), and the knowledge that there are systematic correspondences between sounds and spellings. But to attain a high level of skill, young children need many opportunities to develop these strands interactively, not in isolation. Meaning, not sounds or letters, drives children’s earliest experiences with print.
I think that home visits with children and their families, supports literacy learning in the classroom and strengthens school/home partnerships. You really learn so much just from doing one home visit with a child. You not only learn things about children that you never would have known but you also learn their families and what they believe in. You get to see where the child comes from; and by knowing things like this, it can help you understand the child in the classroom more. You can also see if the children have any books at home.
Young children from three to five years of age use their hands to investigate and learn about the environment and themselves. Pre-writing skills are essential for a child to be able to develop the ability to hold and move a pencil easily and successfully and therefore produce readable writing. When these skills are underdeveloped it can lead to prevention and fight due to the child not being able to produce legible writing or keep up in class due to fatigue. This can then result in poor self-esteem and academic performance. It also important because writing in the early years’ service is important because it allows for the integration of emergent literacy and language skills.
This paper will briefly look at these two different approaches, discuss some options on how best to deliver an effective reading program, and review a commercial reading program, in this case, Jolly Phonics, and its usefulness in promoting phonological awareness. Phonics based instruction is basically the premise that reading is learned by making sense of the smallest components of language, meaning the letters, then slowly progressing towards the larger components of sounds, words and sentences, teaching the children the relationship between the letters. It is then that they learn to decode language and gain understanding. In essence, they break the code and master the components. This is generally taught through direct instruction, via the use of worksheets and rote exercises.
Language Acquisition: Addressing the Five Pillars of Reading Instruction Each year for the past 13 years, many members of the reading community have been surveyed by Reading Today for relevance of current reading topics in reading instruction; this year was no different. Literacy leaders in the International Reading Association (IRA) evaluated different aspects of reading instruction for their importance, influence and effectiveness in language acquisition. It was no surprise that three of the five pillars of reading instruction were identified as “hot” topics. Almost a decade ago, the Bush administration identified five important characteristics of reading instruction. They are comprehension, vocabulary, fluency, phonics and phonemic awareness.