Dustin, I like your idea of playing games in the car to help students learn the alphabet. In our day-to-day lives, we sometimes do not utilize dead time (free time) to practice things that we learn during the day. In order to truly learn, we must apply the knowledge that we gain to our everyday routine(s). If you are taught something, the only way that you will truly understand the concept is if you put it into action. Great idea! I too have seen sight words in several classrooms that I have subbed in. I like the concept of having sight words displayed on the board for students to see because some students are visual learners and some students are not. Sight words can sometimes be found in the text that students are reading and/or used
within an assignment that they are working on throughout the day. The more they see and work with these words on a daily basis, the better they will become at recognizing how to spell the words when writing. I feel that it is important to provide students with a variety of different learning styles, which we read about in WebQuest #1 Task #4 “Matching Classroom Happenings to the 3 Instructional Approaches”. Having more than one teaching style available is important for students to learn.
After introducing the vocabulary, the teacher will give each student a popsicle stick puppet to use as the teacher reads out loud (ie, as the teacher reads a line, the teacher will show a picture of the object and ask the student to hold up the matching picture).
Teachers who work with English Language Learners know that academic language takes longer to achieve proficiency in than does conversational language. On average, ELL students need at least two years to achieve conversational language and, five to nine years to develop academic language proficiency. Many English words ELL students are exposed to in school, they have not yet learned or even heard in their first language, which makes transference of knowledge impossible. The vast differences in the ability to use conversational versus academic language can be a hindrance to these students and have lasting effects on their academics and therefore, their lives.
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
Mobility is a very challenging task for visually impaired people. It is defined as “the ability to travel safely, comfortably, gracefully, and independently” [1]. Visually impaired people must rely on other senses other than their sense of sight such as hearing and touch to guide them. Visual impairment and blindness afflict a significant portion of the world population. The World Health Organization (WHO) reported that the estimated number of visually impaired in the world are 285 million, 39 million are blind and about 90% of them are people who live in developing countries [2]. This tells us that majority of the blind people come from developing nations which means they cannot afford expensive devices to assist them. It is important to understand the needs and requirements of that community before attempting to create devices for them. Considering the continuing progress of medicine and science, it is surprising to note that blindness is expected to increase in the coming years. It is predicted that the number of blind people will double by 2030 [3]. This is partially because “the proportion of babies born to mothers at the extremes of the child-bearing years is increasing” and because “medical advances have made it possible for many premature infants, who in the past would have died, to
“I have been recommending the Phonics Game to children, teens and adults who have been diagnosed with dyslexia for over ten years. All of those who I re-tested after using this program were reading at or above grade level.” (Robert Myers, Ph.D. –Clinical Psychologist)
When I met with my host teacher Miss. S, I was able to observe her class during their literacy times. In her class she has twenty three students, ten boys and thirteen girls. Of the twenty three students, two of the students are ELL, two have special needs services, two have ADHD and one of the two is on the autism spectrum, five students have reading intervention, and three are in speech. We talked about the different techniques for teaching words that she uses with her students.
The diagnosis of herpes zoster is normally clinical, in light of acknowledgment of the particular presentation and rash. Instances of herpes zoster without a rash (zoster sine herpete) are hard to diagnose and require lab affirmation of varicella-zoster infection reactivation
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
Vocabulary is an important building tool of a child’s reading skills. Students have to understand what the words mean in order to comprehend the story as it is presented to them in the classroom.
Text Help (2008) Research Summary Supporting the Use of Read&Write/Read&Write GOLD, Technology for Learning Disabilities Project, available at http://www.texthelp.com/media/39345/US%20RWG%20Research%20Summary.pdf (accessed 30/12/13)
Vision boards are a powerful technique to use when you want to make some inspiring and positive changes in your life. A vision board is all about you and what you want to be, do and have.
One strategy to promote this skill is by having a word box with different objects or toys for children to select from. Invite children to select something from the box, and clap out the syllables of their object. For example, a child claps to pen-cil which has two syllables (hill, 2006, p.152). It is easier for children to hear big chunks of words with one or two syllable to learn first. By children becoming aware of syllables, it helps them to write and read compound words with several syllables. This can lead children to read more complex and interesting texts of their choice by using the skills they have learnt. Phonemic awareness is a key skill for students to learn as it can help children sound out and decode words they may not be able to read fluently and can lead to vocabulary improvement as they are able to sound out and read more
Assistive technology plays an important role in the learning process for individuals with disabilities. Assistive technology is defined as "any item, piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities." (Maushak, Kelley & Blodgett, 2001, p. 419) Assistive technology is very beneficial to individuals that have disabilities. For example, students with mental retardation benefit from extremely organized learning situations because of their limited cognitive abilities. Students who are hearing impaired, blind, or visually impaired may need differentiated pedagogical materials. More emphasis should be placed on visual materials for students with hearing impairments than for other students. Modifying instruction for all students, especially exceptional students, requires strong dependence on media, materials and technology and the right choice of these components to fit particular ends. Moreover, research has indicated that technology not only can be adapted for use with students with disabilities, but when used can enhance students' educational achievement and self-image. (Duhaney & Duhaney, 2000, p. 393) With this knowledge, there have been many new products that have been developed to help individualize programs to fit the criteria for specific disabilities. Through out this paper we will be disusing three different pieces of assistive technologies. We will be looking at Dynawrite, AlphaSmart, and Texthelp and the benefits of each program.
Language and literacy are abilities that cooperate, children’s advancement of language aptitudes and at young age and they develop at diverse ages and stages. They are always watching and rehearsing correspondence and oral dialect. What they realize, listen, and see has an impact on their proficiency aptitudes (Snow, C. E. (1991). Kids construct oral language learning and they hone as they figure out how to peruse and compose. They create seeing about perusing through composing and they degree through they written work through perusing. Dialect, perusing, and composing aptitudes create in the meantime and are personally connected. Early proficiency
There many ways to use technology to build vocabulary in a child’s mind. While learning why vocabulary is important, children also have the availability to learn vocabulary through the use of technology. The use of technology has become so common, and the different strategies provided through the use of technology help readers learn vocabulary expeditiously. With these methods, anyone can learn and remember even the most difficult vocabulary words. It is up to the reader to put those free sources to