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Literacy and skills development essay
Literacy training
Literacy and skills development essay
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“Land of Literacy” is a literacy program designed for Kindergarten students to promote the love of literature as well as build a strong literacy foundation. The purpose of this literacy program is to integrate unique and fun ways to learn literature while taking into consideration developmental and cultural differences. The idea of the “Land of Literacy” program is to show parents and students that through literature we can all connect as one diverse community while sharing and learning literacy.
For this literacy program I have chosen to work with Kindergarten students (JK/SK). I decided to work with this grade level because at this age is where we are able to build a strong literacy foundation from the start of a child’s education experience.
The newsletter is set out to be given out from the beginning of the school year to set goals for the classroom and have the parents be informed. A planned curriculum that sets goals for children’s learning & development plays a huge role on the quality of early childhood settings (Best Start Expert Panel, 2007). The newsletter is a way to set the pace for the classroom and have families be on the same page in terms of what is happening for the rest of the school year. By giving the newsletter out in the beginning, families know what to do and how they can integrate the literacy learning program at home. In addition to the first newsletter, there will be monthly newsletters sent home to parents to keep them updated and informed on what is going on inside the classroom. This is especially important if families aren’t always available due to factors such as income or work, to be in constant communication with the
Land of Literacy is a literacy program to help practice and spread cultural acceptance and diversity within the classroom and greater community. In Kindergarten when children are building their foundation of school and learning in a classroom, it is our job as educators to help them. Through the four pillars children as well as parents learn about how they can integrate different forms of literacy into our everyday lives. Whether it is reading a book, watching Sesame Street, making a shopping list or writing a letter, literacy comes in many different forms and learning opportunities for the Kindergarten students to
The Child Development Center of College of San Mateo provides early care and educational programs for children between the ages of 3 to 5 years old. Children are divided into classrooms with a “master” teacher, a “regular” teacher, and two or three “associate” teachers. Klara attended Classroom, “A,” a stimulating and well-resourced classroom. Klara was observed for two hours on Monday from 9 am to 11 am and for two hours on Wednesday from 9 am to 11 am. During these two hours, classroom activities consisted of “free time,” “story time,” and an outside “play time.” A “master” teacher, a “regular” teacher, and two “associate” teachers were present during observations. Additionally, a total of eighteen children were in attendance during the observed days.
Jones Diaz, C. (2007). Literacy as social practice. In L. Makin, C. Jones Diaz & L. McLachlan (Eds.), Literacies in childhood: Changing views, challenging practice. (pp. 203-216).Marrickville, NSW: Elsevier.
Eliason, C. F., Jenkins, L. (2008). A practical guide to early childhood curriculum (8th edition). New
Camangian, Patrick. "Adolescent Literacy Policy; Making People Our Policy: Grounding Literacy in Lives." Journal of Adolescent & Adult Literacy (2011): 458-460.
Tompkins, G. (2010). Literacy for the 21st century: A balanced approach. (5th ed., pp. 12-286). Upper Saddle River, NJ: Pearson Education Inc.
Literature is a key component when speaking of literacy. Teachers need to provide students with endless amounts of practice experiences in reading to build their fluency rate. This should be done with different genres of texts and different levels. Reading a wide variety of literature help children develop rich vocabularies.
In doing so I had chosen two activities based on the learning domain literacy, the first resource exposes the child to blocks and the second was an alphabetic sensory table, both of theses resources provided the basic understanding of how literacy can develop from play based learning. Blocks can be placed in any part of the early childhood setting either indoors or outdoor play spaces, however the sensory table can be used in any indoor play space area. As educators we all know that the first few years of any child’s life is essential to their learning, development and growth, and with theses activities we can give new meaning to the interactions young children have towards language, communication and their
Majed Fitaihi lived in Massachusetts until he was six years old when his family moved to Saudi where he learned English and Arabic and graduated from high school with a bilingual degree. Throughout his education, he has experienced many of the aspects of literacy acquisition which Deborah Brandt discusses in her article “Sponsors of Literacy”. Majed has benefitted from the tutorage and encouragement of sponsors, he has set and met his own high expectations, and he has experienced many different literacies, from cultural to creative and more. Spurred forward by the drive to understand and interact with others in a meaningful way, he has developed his own literacies both alone and with encouragement from others.
In the study performed by Cairney and Munsie, Parent participation in literacy learning, the relationship between parents, teachers, and the community was explored in regard to their children’s literacy development. Researchers believe that parental involvement has become a term that means different things to different people, and makes expectations between parents and teachers difficult to maintain. Cairney and Munsie believe that by using the Talk to a Literacy Learner program (TTALL) they can break down the barriers between home and school “to enable both teachers and parents to understand the way each defines, values, and uses literacy as part of cultural practices.” (Cairney & Munsie, 1995) The authors of this study aim to bring parents to a place where they are more intimately involved in the literacy development of their children, and establish a stronger relationship with the schools. Through this they wish to change the nature of interactions adults have with their children as they’re learning to read and write, introduce parents to new literacy practices related to schooling, and increase involvement within the community.
The narrative examples expressed in the text of “ Sponsors of Literacy,” assisted the illustration of Brandt’s central point by clearing stated the obstacle then correlating the event to the different types of sponsoring. Sponsorer have been known to be parents, older ancestors, priests, Influential authors, mentors, and supervisors. These individuals always find a way to smooth the roads ahead for us. Helping us by guiding us through the obstacles, we believe we can’t overcome. In the text below, I have summarized the sections into three sections, as well as provided brief examples that go more into depth of their personal outcomes. Three types of sponsoring discussed in this article are Sponsorship and Access, Sponsorship and Rise in Literacy Standards, and Sponsorship and Appropriation in Literacy learning.
While I believe every child is a reader, I do not believe every child will be enthralled with reading all the time. All students have the capability to read and enjoy reading, but just like any other hobby, interest will vary from student to student. The students in my classroom will be encouraged in their reading, be provided with choice, taught how books can take you into another world but, my students will not be forced to read. This paper will illustrate my philosophy of reading through the theories I relate to, the way I want to implement reading and writing curriculum, and the methods I will use motivate my students to read and help them become literate.
Mrs. Hamm discussed that she actually uses three different programs to help teach language and literacy to her students. The first program, which is actually her favorite of the three programs, is called “Read Aloud Library”, the second program is called “Language for Learning” and the third program is called “Reading Mastery”. Mrs. Hamm discussed the programs as being very helpful tools in helping children develop their reading skills. Mrs. Hamm integrates literacy in her classroom in many different ways. In the different programs, the students read one book together in which they work on for the week by breaking down the chapters so that children can retell the story and learn th...
Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2010). Literacy: Reading, writing and children’s literature (4th ed.). South Melbourne, VIC: Oxford University Press.
Early childhood education plays a key role in a child’s academic development because he or she learns soft skills, job skills, and develop positive traits. Preschool is not like kindergarten, but instead a stepping-stone that prepares young students for the years of schooling they will have later in life. As more schools began to open families wanted to be able to verify that programs would benefit and protect their children. In response, the National Association for the Education of Young Children was made to help families find the best care for their children, by providing the early childhood educators with training and ensuring the quality of children’s daily experiences. (“NAEYC”5).
Entering my kindergarten teaching experience in the last quarter of school year I had to quickly become familiar with kindergarten content standards and the school’s curriculum. To do this I observed my mentor teachers instructional time with the children and gained as much information as I could about the children’s educational standing by developing a professional relationship with the my mentor teacher and the children. I learned that the majority of my kindergarten children had not previously attended preschool and that this was their first year of school. I found that interacting with the children in social activities provided me with great insight to their literacy, math, science, and social studies development. In reviewing the children’s class projects, school displays, and an array of their work sample along with my mentor teachers year-long assessments I was able to recognize challenging, emerging and advanced content areas of the children’s core curriculum. These emerging and challenging content areas is what I centered my curriculum planning around. “Information about each child’s learning and development is used to evaluate teaching effectiveness. This may lead to changes in schedule, curriculum and teaching strategies, room set up, resources, and so on.” (Bredekamp and Copple, p. 249)