It is important to expose students to more than just concrete identification words like ‘chair’ or ‘horse’ but broaden their base of word knowledge to include abstract words as well. Children speak the words they have heard and later recognize those words within the context of literature. When a student has heard a word within a context, verbally used the word to express thinking and can identify and associate meaning to the word with in a text, they will be likely to use the word in written communication as well. Academically speaking, the same rules apply. Students need to hear academic language used within a
Phonics and Phonemic Awareness S S Grand Canyon University: EED-470 February 23, 2014 [pic]Phonics and Phonemic Awareness Scientifically based reading research has identified five essential components of effective reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. To guarantee that children learn to read well, explicit and organized instruction must be provided for these five essential components ("National Center for Reading First ", 2005). The importance of phonemic awareness and phonics instruction for beginning readers has received wide support among reading researchers (National Institute of Child Health and Human Development, 2000). Students need to receive literacy instruction so that they are able to recognize and manipulate the sounds of the English language (phonemic awareness) and how to associate the sounds to the letters (phonics). Once the students are able to successfully incorporate these two components, they are more likely to succeed in reading.
There are three different methods used to assess student knowledge: diagnostic, formative, and summative. In order to test students on the knowledge and understanding of kindergarten contend standard K.6 “Students understand that history relates to events, people, and places of other times,” the teacher can implement the use of all three assessment methods. The diagnostic method is an assessment on the child’s previous knowledge or understanding of a subject, this method could involve asking the students if they know any of the elements of the content standard. For example, a teacher could ask if a student knows what the word “history” means. And depending on the students’ response, the teacher could take that question a step further by asking if the student personalized questions about the student or the student’s family, or even historical figures or events.
Another example would be by learning their letter sounds and alphabet then using them later for spelling and vocabulary activities. Develop their understanding through talking Understanding through talking is vital for children and can be achieved with activities such as “show and tell”. This is when a child will bring an object to school and talk about it in front of the class. Alternatively they can do this by using role play, dressing up and playing in the class’ home area. All these activities help children learn.
Children in classrooms learn to remember things by the first letter of the word. For example, a teacher the students were able to remember the states by using a states song to help recall each of the 50 states. Keyword mnemonics helps with the aid of foreign acquisition and help with mediating words. The keyword method “can be applied to learning other school-related materials that fit a paired-associate format, such as linking the names of famous people with their accomplishments” (Terry, 2009, p. 182). Another mnemonic method that is used in the narrative story “method that the individual is to “fabricate a story that includes each word in sequence” (Terry, 2009, p. 183).
This is a good indication of how a student will progress in learning during the early years of school. Language delays have an impact on the reading capabilities of a child, thus making the role of the SLP critical during the early learning years. The specific course work we are learning in Language 310 that correlate with this information is the topic of phonetics and child acquisition of sounds. There is research that the knowledge of phonetics helps a person learn to read. It is imperative that a person learns to read in order to improve their quality of life and their contribution to society.
Assessment Artifact Name Institution Assessment Artifact Assessments form an essential means for teachers to gain insight on learning the progress of students. Assessments determine how students grasp concepts in class, which indicates the ability to make correct decisions. To evaluate learners’ performance, teachers make use of formal and informal assessments. This paper analyzes types of formal and informal assessments that an educator may use to appraise students understanding of concepts. Formal assessments refer to the systematic and pre-planned methods used in determining how students understand class teachings (Brady & McColl, 2010).
How to Activate Prior Knowledge Prior knowledge refers to all of the readers’ experience throughout their lives, including all of information they have learned elsewhere. This knowledge is one of the reading strategies which are very effective for being used in reading comprehension. Furthermore prior knowledge is the most important aspect of the reading experience because it will help students in understanding and remembering what have students read by activating their background knowledge. There are three steps in activating prior knowledge those are pre teaching vocabulary, providing background knowledge and creating opportunities for students to continue building background knowledge. The first step is pre teaching vocabulary in which teacher needs to introduce and review new vocabularies that relate to stories or information they are going to read.
Reading Instruction: A Historical Timeline 1700s–mid-1800s: Children are taught to read through memorization of the alphabet, practice with sound-letter correspondences, and spelling lists. The prevailing texts used for teaching reading are the Bible and political essays. Mid-1800s: Inspired by Jeffersonian democratic ideals, some educators attack phonics and urge a meaning-based approach to learning to read. Late 1800s: All-purpose reading materials are replaced by graded readers designed to match a child's age and ability. 1930s–1970s: A look-say or whole word (not whole language) approach, exemplified by the “Dick and Jane” reading series, dominates reading instruction in schools.
What is another name for an Emperor? The age group that I think this story is aimed at is year 4’s (age group 6/7) as this would help the students with their understanding of the English language. This will help the students build up their grammar, sentence structure, reading skills, and handwriting and how to write sentences. As an EAL teacher who works with 11 to 16 year olds, I would use this story once the students had grasped the basic English language. Guided reading would help build up confidence in the students learning English.