“The disconnect between text and reader is especially noticeable in content areas where readers must interact with highly specialized and technical language” (Vacca & Vacca, 2008, p. 348). For students to find success in a content area classroom, educators need to engage students in reading with the use of instructional strategies (Vacca & Vacca, 2008). Strategies used in content area classrooms vary with purpose. “What a teacher does before reading, during reading, and after reading (B-D-A) is crucial to active and purposeful reading” (Vacca & Vacca, 2008, p. 346). Before reading activities help students get ready to read by motivating the readers, activating prior knowledge, and introducing key vocabulary.
So I feel teachers need to know and be aware of the one-to-one, extended, cognitively challenging conversations and how to engage in such communication, even with students that are reluctant talkers. Teachers need to know how the lexicon is acquired and what instructional practices support vocabulary acquisition. They also need to know how to conduct story reading and other early literacy experiences that promote phonological awareness and prepare children for later success in reading (Snow, Burns, & Griffin, 1998). Most early childhood teachers do not have sufficient training in how to support early literacy learning. They need to know how much phonics children need to know, how to know which children need more or less explicit phonics instruction, and when to stop teaching phonics to which children.
The layout of the literature plan should reflect a comprehensive understanding of the components necessary to create an effective literature program for preschool age children. An effective literature program should define the criteria for selecting pieces of literature; identify developmental goals that support language, intellectual, personality, social and moral, and creative development of preschool age children. In my literature program for preschool children, my primary goal is to implement literature in the entire classroom, not just in certain areas. When selecting literature for my literature plan I will first need to know the children's background. The literature selected will try to some-what reflect the children’s backgrounds.
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.
I will finally draw conclusions from an evaluation of the above and recommendations made to improve my own professional development within the setting. According to the Department for Education website (26 April 2012): Learning mentors support, motivate and challenge pupils who are underachieving. They help pupils overcome barriers to learning caused by social, emotional and behavioural problems. Learning mentors need good listening skills and an understanding of health and social issues that affect children and young people's development. The mentors mainly work with children who experience 'barriers to learning', including poor literacy/numeracy skills, under-performance against potential, poor attendance, disaffection, danger of exclusion, difficult family circumstances and low self-esteem.
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.
Because of these problems, a child’s comprehension will diminish on a consistent basis because they will be concentrating solely on pronouncing the words rather than understanding what the words mean and how they connect to a story or passage. Instruction is crucial when it comes to the elements of reading fluency: accurate word identification, rate, and prosody; also, exceptional teachers will become quickly aware of each child’s needs in his/her classroom and will plan accordingly to provide proper instruction for these students. To begin, the most important reason why reading fluency must be constantly taught and assessed is because of its strong correlation to reading comprehension; according to this article, “poor automaticity in word reading or slow, laborious movement through the text taxes the reader’s capacity to construct an ongoing interpretation of the text”(703). They also state that without accurate word identification and poor prosody, a child may change the author’s intended meaning by substituting or misreading a word, or perhaps changing or omitting the author’s intended punctuation for
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.
Language Rich Environment Caitlin Hope Graham ECE 315: Language Development in Young Children Professor Laura Carlee August 25, 2014 Language Rich Environment Children learn language better when they can use their environment to promote their learning. “The key to creating and implementing language-rich classroom environment is infusing the classroom with rich adult-child interactions.” (Justice, 2004). In designing my classroom, I chose three ways to enrich their environment to help promote their language learning. By placing the children’s desks so that they can not only focus on me but also at what is either being taught in the front or the back of the classroom. Segregating an area of the classroom for constructive play with lots of access to books and paper enables the children to express themselves creatively, but allows them to give action to their creativity.
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