Phonics and phonemic awareness are critical elements in developing good readers. Once students understand how sounds work together to make spoken words, it is then they can comprehend and relate the sounds to the letters in written words. Like phonemic awareness phonics provides the necessary groundwork for other reading skills and achievements. There are many activities that can be incorporated into phonics program to develop skills to become good readers. Letter sound association helps students to identify letter sound by using sound card.
Addressing the enormous achievement gap (Lee & Burkam 2002; NAEP 2004) that differentiates children from low-income circumstances and their more affluent peers, this instruction presumably helps children catch up by teaching about the alphabet and letter sounds and the conventions of print that distinguish print from other representational symbol systems, such as drawing. By attending, reciting, chanting, and reviewing these letters, sounds, and numbers—again and again—this type of instruction supposedly will help these children from low-income homes overcome the devastating effects of poverty on their long-term learning and development. With these key skills in hand, they will be ready to learn alongside their counterparts from more affluent circumstances as they enter the kindergarten doors. We beg to differ. In fact, we argue that this type of instruction may inevitably consign children to a narrow, limited view of reading that is antithetical to their long-term success not only in school but throughout their lifetime.
Anisha Spellman Benchmark Assessment: Language Arts Unit Plan Grand Canyon University: EED-525 November 27, 2013 “Learning to read and reading to learn” is a quote that one of the schools in my district uses to help motivate reading in all students and their families. I believe reading is an important aspect of all lives. What exactly would the world be like without the reading? It is crucial that we teach this to all of the little children while they are young and trying to learn. The more they practice and the more teachers and parents instill this in their minds, the better they will become.
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.
Adolescent Love Pamela Sanders ENG 125 Prof. Mary Louise Phillips Becker December 19, 2011 Adolescent Love Poetry is basically what poet’s see and experience in life. In order to respond to poetry the reader must experience or connect with the emotion that the author displays in a poem. The poem “Oranges” by Gary Soto displays elements of symbolism, imagery, and tone that were engaging for me as a reader to be interested in this poem. These elements are what create focus for the young adolescent love in this poem. What drew me in to this particular poem is that the boy had a first time experience with a girl and first time experiences usually stick with a person.
PLAYFUL LEARNING, PLAYFUL TEACHING: HOW DOES DRAMA BASED AROUND A STORYBOOK SUPPORT THE LEARNING OF CHILDREN SPEAKING ENGLISH AS AN ADDITIONAL LANGUAGE? Module Code: Programme: Post Graduate and Professional Graduate Certificate in Education Submission Date: 7.1.13 Student Name: Samantha Blissett Word Count: 3,738 Contents Abstract 3 Introduction 3 Literature Review 4 Methodology 7 Ethical issues 9 Reliability and Validity 9 Findings 10 Observations 13 Discussion 14 Conclusion 16 Bibliography 17 Abstract Most of the current literature supports using drama to enhance the learning of children, with added benefits to second language learners such as reduced anxiety and an opportunity to take risks with their language (Rieg & Paquette, 2009). This research aimed to understand how children and the class teacher of a small, one form entry primary school in East London, felt about the use of drama in lessons and whether it helps children learning English as an additional language. A case study approach was employed with observations and structured interviews of the children and the teacher. The results of the study indicated that drama can be a highly effective tool that the children enjoy taking part in.
Children learn by observing and imitating and so watching and being supported by adults who encourage and work creatively by being flexible in approach, solving problems and painting and drawing with them can help develop their creativity. Children’s environments and the practitioners who work with them should be receptive to new ideas and innovations and encourage them to explore and be creative. Creativity as a process – Some theories look at creativity as a process. They look at how new ideas develop. An early theory put forward by Graham Wallas was a five-stage model that focused on the unconscious mind: • Preparation – initial thoughts about a problem • Incubation – time spent thinking unconsciously about the problem • Intimation – being aware that an answer is within
When we work with infants at nursery to help them with basics vocabulary and numeracy we need to choose media that will help them understand. Small children will remember songs, words and rhymes. Infants learn by looking, hearing and touching. They pay attention to voices, music and rattles. Patience is the most important skill.
Communication and Intellectual Development: Children will have the ability to phrase questions and be able to use past and future tense in their communications as well as improvements with writing and numeracy. Social, Emotional and Behavioural Development: Further development of individual identity and socialising using imaginative play. 7 to 12 years: Physical Development: Controlled fine movement leading to sewing or being able to play musical instruments. Communication and Intellectual Development: By this stage most children will be fluent speakers of their native language and be refining their reading and writing skills as well as being able to phrase and discuss abstract ideas Social, Emotional and Behavioural Development: Development of friendships and problem solving abilities. 12 to 18 years: Physical Development: Puberty and hormonal changes often leading to disparity between strength in boys and the onset of menstruation in girls.
ENSP 703 At the beginning of classes in ENSP 703 I had simple goals that I want to reach, because this subjects it enhancing reading skills to improve writing abilities and improving character. First goal I want to improve my idea how to write and compose an better essay by following the basic pattern in composing essay, because this one is my weaknesses when I composing some essay it’s like a full of troubles that everyone’s cannot understand. Second one I want to improve more confidence in using the English language in daily conversations, because when I talk and speak in English like I said it’s full of troubles and it cannot understand. For the learning in this class, I learn some many skills from our professor that he virtuous when he