For me, reading and comprehending has been a challenge throughout my life from learning to speak English as a language, finding the interest for reading, and being able to understand the things I read. As an elementary school teacher who is responsible for teaching young children how to read, it is vital for me to understand that it is up to the learner to grasp the concept of reading and understanding. I believe that this skill is mandatory to have because it is needed to excel in all aspects of life. As far as I can remember, I have been reading since I was four years old. Pre-school is where I started to learn words, and was able to read them off of books and posters.
Throughout primary School and high school my love of reading and writing grew and so, did the number of books and also my ability to pronounce and understand English. Before I knew it, I had been acing all the sorts of verbal and written work presented to me, by my teachers because for me, it was more of curiosity and interest rather
I believed that my speaking developed from my observations of these persons. Speaking is one of the important facets in the development of literacy. My parents and older siblings told me that, as a baby, I always tried to repeat everything that anyone said and this was how I developed my speaking as an infant. While in my younger years discovering and knowing myself, I realized that I had always attempted to imitate persons who spoke Standard English fluently. I believed that this was the ‘proper’ way of speaking, because not only
I can vividly recall the blast cards that she used to hold up after my kin and I. The blast cards had straightforward vowels scripted on the front and on the back were examples of the vowels melded into representations and phrases. I can review quite listening to her voice maxim An, E, I, O, U again and again. Home schooling was always difficult and frustrating for me as a child. Although I struggled had frustration, I never wanted to give up.
Amy Tan’s “Mother Tongue” Summary In the essay “Mother Tongue” By Amy Tan she points out that we are often labeled and categorized by the way we speak. Tan notices how we unintentionally tend to use different Englishes when around different types of people. She tells how she was giving a talk, a talk she had already given to half a dozen other groups the only difference this time was her mother was in the audience. This was the first time she became aware that she uses different englishes. Tan explains that language in immigrant families tends to have a greater role in shaping the language of the child, and how it can limit the possibilities available to them.
When she communicates with people, they cannot fully understand what she says. Tan talks a lot about her mother and uses different “Englishes” to communicate and solve problems. She also finds balance about how to use Language. She begins to use many “Englishes” to complete her story, instead of using the original flowery language in writing. Eventually she succeeds in creating her career.
Having the translators present is important because many parents are English language learners. Families that speak a language other than English may suffer from being cut “off from important information” (Mendoza, 2003, p. 1). By giving the speech with translators present, she is making sure that everyone present will be able to understand the language of the speech she is giving and receive answers to questions they ask. The handout that she gives is an important example of sensitivity as it gives the parents a hard copy of important classroom information. Having a handout with this information could be an important tool for the parents to utilize all year long.
Reading gives us a chance to experience new things without having to walk out of our front doors. My mother taught me how to read at a very young age. She once told me that reading was a gift. She also said that once I learned to read that no one could ever take it away. After reading Fredrick Douglas' story I really understand what she meant by that.
Her goal was to get me to read all on my own, which I did at a very early age I think directly because of all the time spend with her reading to me. As I got older I was forced to read on my own, for school, for necessity, and for enjoyment. I loved to read anything I could get my hands on, this was dangerous because I am sure that I had
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.