The article entitled, “Sharing alphabet books in early childhood”, is incredibly insightful when it comes to discussing the different types of alphabet books that are available for teachers to use. According to the article, there are three genres of alphabet books: 1) alphabet books, which focus on alliterations, such as in Dr. Seuss’s ABC: An Amazing Alphabet Book! 2) a letter-name books, which solely introduces the letters of the alphabet, such as Chicka Chicka Boom Boom, and 3) a combination of an alphabet book and a letter-name text, such as Puddle’s ABC (Bradley and Jones, 2007). Each of the alphabet book genres described above help students develop their skills in the alphabetic principal, phonemic awareness, and phonics, all of which help students become successful readers and writers in the future. The remainder of the article discussed a study that the authors conducted based on how teachers read and facilitate discussion around the three different genres of alphabet books. In the aforementioned study, Jones and Bradley found that “…prekindergarten …show more content…
Expanding the knowledge and understanding of your students is key in order for them to understand the purpose of learning the alphabet. Countless research has been conducted that states that when children understand the purpose for their learning or why they are learning what they are learning, that they are more engaged in the activities. If teachers create opportunities for students to expand their alphabet/word knowledge through activities, such as dramatic play, literature centers, or even given the opportunity to create their own book, students will be fully engaged and learning more than you could ever
Critique of Nell K. Duke and Victoria Purcell-Gates' Genres at Home and at School: Bridging the Known to the New Nell K. Duke and Victoria Purcell-Gates insightful article, "Genres at home and at school: Bridging the known to the new" reports on genres found at home and at school for two groups of young children from low-socioeconomic status (SES) backgrounds. Duke and Gates identify genres commonly found in both settings, as well as those commonly found only in one setting or the other. Children encounter many different kinds of text in their daily life. There are many different kinds of written language used for many different reasons, especially at home and at school. This article suggests ways that being aware of genres young children encounter at home and at school offer opportunities to bridge home and school literacies and enhance children's literacy development.
Taking a closer look at the writing styles, it is easy to see why they are perfect reading books for children. Brown uses short sentences with in her writing for each page of the book. This makes it easier for children to focus on the action or story being told. It also helps them to be able to examine sentences one at a time instead of using paragraphs that could confuse them by having so many words present. Brown and Krauss also use small simple words that are taught to children at a young age that helps them work on repetition, for example in “Goodnight Moon”, each time the bunny is talking he always says “goodnight” to everything in the room. This helps to identify objects and better define words with the illustrations. Krauss also uses these short simple words and phrases to help children with their learning to read. For example, in the book “A Hole is to Dig”, the sentence says, “A face is so you can make faces.” This sentence also shows the children repetition by restating the word twice.
Phonemic Awareness and Alphabetic Principle in addition to Phonics and Decoding Skills provide students with early skills of understanding letters and words in order to build their reading and writing skills. Students will need to recognize how letters make a sound in order to form a word. While each word has a different meaning to be to format sentences. While reading strategies for Reading Assessment and Instruction, I was able to find three strategies for Phonemic Awareness and three strategies for Alphabetic Principles which will provide advantage for the student in my research and classroom settings.
Alejandro is a four-year-old child who attends kindergartner in a school in the Bronx. There is one book, which he loves to read and always carries with him in his book bag when he comes to visit. Due to the barrier of language between Alejandro and his mother whom only speaks Spanish he does not get the opportunity to read books in English with his mother. Alphabet Trucks by Samantha R. Vamos introduces the reader to different types of trucks while learning the alphabet at the same time. During our time together we read the book and incorporated the PEER sequence strategy, which involves and encourages the child to read. I began by reading the title and the author of the book, which Alejandro repeated with me. I then turned the book to the
These activities are, practicing alphabet, by helping them to identify letters, singing along to the alphabet songs, Reading books about the alphabet and playing with alphabet puzzles. Cut out individual squares that feature each letter of the alphabet written in bright colors, mix them up and tape them on various surfaces in the house. Practice counting, identify opportunities throughout the day. Help them to practice, shapes and colors, identify shapes and colors, ask them to describe objects. Offer them choices. Take them to visit, interesting places, play with everyday Items, offer a variety of games. Take them to trips to local children museums, library, or farmer 's market to stimulate their curiosity. Encourage them to ask questions, to learn thinking for them. Childs mental models, or cognitive structures, are based on the child 's activities; engagement makes meaning. Free, unstructured play is healthy and, in fact, essential for helping children reach important social, emotional, and cognitive developmental milestones.(James .& Matthew
Burns, Paul C.,Roe, Betty D., and Ross, Elinor P. (1992). Teaching Reading in Todays Elementary Schools. Boston: Houghton Mifflin Company.
There are numerous ways to teach a child how to read. Yet most of the methods can be divided in two groups; the whole-language approach or phonics. There has been and still is a major debate about which method is best. The method that is the best strategy to teach children ages six-ten to read is phonics. Phonics teaches people to read by linking sounds with letters or groups of letters in an alphabetic writing system. Phonics helps to improve a learner’s sense of phonemic awareness; the ability to hear, identify, and the use of phonemes; the simplest sound a letter makes. The main objective of phonics is to assist beginning readers how to identify new written words by blending the sound-spelling patter...
Four phases of reading development have been established (Ehri 1994, 1995, 1998, 1999) : pre-alphabetic, partial alphabetic, full alphabetic and consolidated alphabetic. These phases has led to the core understanding of children's reading development, apart from the pre-alphabetic phase phonological awareness skills are seen throughout the phases.
For toddlers it is a learning process and the first thing they learn about print is through their sight (Cowling, 2012). As an educator we can initiate children in early literacy experiences through conversations and play. Early literacy experiences can include a range and diverse activities such play as an alphabetic sensory table that will make connections to letter recognition, writing and reading and many other pathways of literacy. By putting together a sensory table the children have fun and it involves hands on way for them to become exposed to letters. This resources involves foam shaped letters, a sensory table and some containers and scoops, the short coming of this design and application is the fact that as an educator I do not expect toddlers to know the alphabet, however by exposing them to letters early on through play, I can show them that theses letters having meaning and as they get older, not only can they recognise the letters in their names, but also names of their peers and family
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
Children need to interact with peers through social interactions. A comprehensive literacy experience includes students reading out loud, shared reading, shared writing, and independent writing and reading. It is important to guide children with explicit instruction with writing, reading, and with their speaking skills. It is necessary to provide children with print rich classrooms, frequent story book readings, shared reading of big books, and shared writing experiences to support student’s literacy development. This includes providing children with the key components and elements in order for them to learn vocabulary, fluency, phonics, comprehension, and phonemic
Experimental studies have been undertaken throughout the years in relation to alphabet letter instruction. The first of these experiments were undertaken with kindergarten and year one students in the late 1960s and early 1970s. The purpose of these early experiments was to examine the hypothesis that letter-name knowledge played a causal role in the relationship between letter-name knowledge and early reading. If knowledge of letter names was a causal factor, then instruction that increased children’s letter-name knowledge should increase early reading performance. It was concluded from these early studies that there was little educational benefit to be gained from letter-name instruction.
I know that it is essential for educators to intentionally set up the sociodramatic play areas so that they foster all children’s emergent language and literacy skills in the most effective way. These skills can be facilitated by educators including reading and writing materials such as magazines, books, paper, and pens in the area (Fellowes and Oakley, 2011). The use of reading and writing materials during sociodramatic play encourages children to develop their understanding of the functions of literacy and language (Banerjee, Alsalman, Alqafari, 2015). Fellowes and Oakley (2011) also suggest the use of real texts such as books and signs in the sociodramatic play area, but only if the texts are relevant to the children’s
When teaching to these students try having them write down information because that will help them remember it. Obviously they should be encouraged to read both for school and pleasure, but they should also be encouraged to participate in spelling bees or to take a creative writing course. Some games to introduce these children to are scrabble, boggle, and yahtzee.
(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