Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Brief summary of the introduction to early childhood education
Language and literacy development preschool
Brief summary of the introduction to early childhood education
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Summary This lesson was designed for use in a pre-kindergarten classroom over the course of the literacy block, with built in brain breaks for students. The goal was to introduce students to the parts of the book, as well as help them with the unit’s essential question, “How do good readers read books?” Using a shared reading format, students were introduced to the book through an interactive experience; they were asked to describe a strawberry that had been placed before them. Since the book being read centered on a strawberry, the objective was to provide students with both a shared experience and background knowledge, as well as integrate a science standard of using the 5 senses to describe an object. The focus then turned to the big book version of The Big Hungry Bear, where the parts of the book were modeled before giving out smaller copies of the same book to students. As a group the children searched for different parts of the book, sharing aloud to a partner as well as silently showing the teacher. After the introductory period, students followed along as the big book was read, modeling proper word correspondence with a large hand pointer and dramatic wording to model …show more content…
(Tompkins, 2005). When I first began working on developing a pre-kindergarten program at my current school I was discouraged by a lot of boxed curriculums due to the lack of quality literature available to students. With this in mind I worked with a team to begin developing a well rounded curriculum for our youngest readers that would not only teach them how to read but would allow them to fall in love with reading as an art. Shared reading and thematic units are the crux of this curriculum. The lesson I presented was a trial run of a lesson that is being designed for use next
Sensory Imagery: make the reader envision objects and settings in the book with greater detail.
Pearson UK (n.d.) stated “Evidence suggests that children who read for enjoyment every day not only perform better in reading tests than those who don’t, but also develop a broader vocabulary, increased general knowledge and a better understanding of other cultures. In fact, reading for pleasure is more likely to determine whether a child does well at school than their social or economic background.” This review and comparison consists of two lessons. One lesson presented by Megan Tupper is a comprehension and rhyming lesson that helps children understand the body characteristics and the understanding of what their body characteristics do in the story Eyes, Nose, Fingers, and Toes (Hindley & Granstrm, 1999). Another lesson presented by Nina Deroziere where she used her talent to bridge the gap between music and language arts by reading the story Stand Tall Molly Lou Melon (Lovell & Catrow, 2001).
There are many similarities to be found between the books written by Dr. Seuss and my original work . For this project I decided to mimic the writing styles that can be found within The Cat in the Hat and One Fish Two Fish Red Fish Blue Fish, two of his most popular books. In 1954 Life magazine published a report about illiteracy among school children. This article stated that children were bored by the books that were available to them at the beginning reader level. His publisher sent Mr. Geisel a list of 400 words that he thought were important for “new readers” to learn. Geisel used 220 of the words and wrote the infamous book titled The Cat in the Hat. This book was an instant success among children and parents. While writing my original work for this project I wrote myself a list of 300 words that I thought would be important for new readers to learn. Out of the 220 words that I selected I utilized approximately 125 of them within my book. In the Dr. Seuss book titled One Fish Two Fish Red Fish Blue Fish there is no plot that is carried throughout the entire book. Each page is a ...
Support from parents has proven to be of extreme importance in the literacy success of a child. This often begins with the simple ritual of “bedtime stories” in the home. Studies show that children who are read to as infants perform better in literacy later in life. From a young age, children begin to understand the workings of the written word if they are exposed to it frequently. Babies who are nowhere near having the mental capacity to read and comprehend a book are still able to “follow along” when their parents or caregivers read to them. These children understand that each segment of writing represents a word and they are even able to recognize when a text is upside-down because they are accustomed to the appearance of writing. This puts the child significantly ahead when the time comes to learn to read.
Eliason, C. F., Jenkins, L. (2008). A practical guide to early childhood curriculum (8th edition). New
This activity suits the child’s current stage of oral development will interest them and aid in them progressing in their oral development. Children at this stage of development enjoy listening to stories which is good not only for their receptive skills, but also for their expressive language (Fellows and Oakley, 2014), in all four key components of spoken language. It helps with phonemes by getting the child to focus on the phonological patterns throughout the text (Fellows and Oakley, 214). Syntax knowledge allows them to observe the sentence structure and grammar in the book which allows them to develop a stronger awareness of the syntax. Visual aids in storybooks can aid in the child in the understanding of semantics (Fellows and Oakley’s), as the story is read aloud their receptive skills hear those more difficult words, when paired with a visual cue such as a picture in the book the child understands better and thus they are able to gain a better understanding of how to speak these difficult words. A better understanding of pragmatics can also be gained from storybooks as they understand how people communicate in society such as greetings and asking for things (Fellows and Oakley,
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
Early literacy cannot simply happen overnight; it is a social process which is made possible by the efforts of children’s parents, siblings, grandparents, friends, caregivers, and teachers. The importance of parent involvement cannot be overstated. Parents need to understand and appreciate the value of early reading habits. Shared reading experiences is one of the most important elements in children’s overall developmental and educational outcomes. However parent-child interactions in different cultures can vary widely. Some do not feel comfortable or professional enough to teach their child. Some may not know the importance of modeling reading to their children. Others may not realize that even babies can benefit from books.
A comprehensive approach to literacy instruction is when reading and writing are integrated. This happens by connecting reading, writing, comprehension, and good children’s literature. A comprehensive approach to literacy should focus on the many different aspects of reading and writing in order to improve literacy instruction. This includes teachers supporting a comprehensive literacy instructional program by providing developmentally appropriate activities for children. Comprehensive literacy approaches incorporate meaning based skills for children by providing them with the environment needed for literacy experiences. This includes having a print rich classroom where children are exposed to charts, schedules, play related print, and
From the video, it was learned that William is a 2nd -grade boy who attends a school in Massachusetts. It was learned that William at first did not like to read and he was struggling to keep up when it came to reading. It was learned that William was a social boy, however, he would get frustrated because he wanted things to be perfect. At first, the teacher was able to notice that William would pretend to read the books, however when it came to the comprehension he would be stuck. William’s reading accuracy and fluency, develop over the year during guided reading because the teacher would have William read and then they would go over the words that he missed read and had a hard trouble with. For his independent reading, he was able to use the
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.
Tompkins, G.E. (2011). Literacy in the early grades, a successful start for prek-4 readers and writers. (3rd ed.). Boston, MA: Allyn & Bacon
As a teacher, you need to encourage all attempts at reading, writing, speaking, and allowing children to experience the different functions and use of literacy activity (The Access Center, n.d.). Moreover, it is crucial for educators to understand phonological awareness and phonics; know what constitutes good children’s literature and how to use it; know children who need additional assistance with beginning reading and writing (Cunningham et al, 2004 as cited in McLachlan et al, 2013, p. 112). Educators also need to plan effective activities to assist children experience reading aloud, listening to other children read aloud, listening to tape recordings, and videotapes so children have opportunities to integrate and extend their literacy knowledge (The Access Center, n.d.). Morrow (1990 as cited in The Access Center, n.d.) notes that classroom with greater teacher facilitation promote literacy behaviours, so it is educators’ role to provide literacy rich
Merchant, G. & Thomas, H. (2012). Picture Books for the Literacy Hour: Activities for Primary
The authors of Content Area Reading and Literacy maintain that, prior knowledge influences comprehension more than other parts of texts such as images symbols, and students must be given an opportunity to connect with what they already know and new information they are learning. ( 141) As I continue in the classroom student teaching, and one day in my own classroom, I intend to remember the importance of prior knowledge by adapting all of my lessons to fit the needs of diverse readers by activating their background knowledge, so that they can make connections to new