Part B (15 points). 1. If you were to design a literacy packet for parents to use over the summer before their child starts kindergarten, what would it include and why? (5 points). a. First, I would include a letter that explains what is in the packet and provides instructions. This will help the parents know what they should do, when they should do it, and how they should help their child so that they can develop into emergent readers. b. Next, I would include a list of activities that the child can do in the summer. For example: I would include these activities because they help a child with letter recognition, allows them to work on their writing in fun and care free ways, and helps the child to become more familiar with the components …show more content…
www.starfall.com ii. www.literacycenter.net iii. www.janbrett.com e. I would also include a set of rhyming cards, letter cards, and number cards. These can be used for memory match, and other games. I would include rhyming and letter cards because rhyming and letter recognition are helpful in developing a child’s literacy. This allows them to be able to read, listen, and become more familiar with a variety of words and sounds. f. Finally, I would include a summer book bingo chart. This can include different types of books the parents could read to the child, different books to be read, or how the book is read. Once it is completed, then the child can color in the square and try to get a bingo. I would include this because it is a fun way to make sure that the parents are reading to their child. It also gives the parents some ideas about what to read if they have run out of ideas on their own. 2. Design a sample letter/newsletter you would send home with parents regarding a summary of what their child did that week at school. Include some suggestions for activities the parent can use at home with their child to help reinforce something the child is learning at school related to early literacy. See the example on page 563 of your Machado textbook (10
The audience for writing project one: summary and response will be my classmates and my instructor, Avon Waters. I am writing this for English 111 – an online Ivy Tech college course. This is the first writing project of four for semester one. The assignment is to select a core reading resource from the group listed and perform a summary and response style paper, using proper APA formatting and introducing the concept of a situation analysis. The core reading piece I have selected is one that personally interested me, as it deals heavily with history and facts versus opinions and controversy. This will be in APA format, as with every other paper written in this course. My goal with this paper is to offer additional insight into the piece I
National Early Literacy Panel, 2008. Developing early literacy. Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.
My biggest improvement in this English 111 class was my writing. Writing tasks that were assigned greatly strengthened my overall performance throughout the course, preparing me for the future classes. The environment made me feel at ease, helping me evolve as a student, and as a person. The environment made me feel at ease, preparing me for future classes. Another large achievement of mine that I displayed in the class, was my ability to talk comfortably with the other students. The variety of group activities we did allowed me to openly speak my opinion, leading to a better overall performance with my work and papers. The English 111 class enabled me to have better participation in and out of class and allowed
I would ask the children to include their feelings of love towards someone who was abandoned by their parents. I would then ask the children to explore and express additional feelings they may have felt while reading the story. Maybe how they could be friends if Gilly attended their classroom in a school. My point in this activity is to help the children understand the main character better. This way they can enjoy the story and how Gilly changes and softens by the end of the book. It is through kinds words and deeds that people, even characters in a book, can find
Eliason, C. F., Jenkins, L. (2008). A practical guide to early childhood curriculum (8th edition). New
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.
Melton, David, How to Help Your Preschooler Learn. New York, NY: David McKay Company, Inc. 1976
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
Every child deserves a positive, safe, nurturing, and stimulating learning environment where they will grow academically, socially, emotionally, and physically. My role as an educator is to provide my students with this type of environment as well as an education that will help them succeed academically and become life long learners. It is the responsibility of a literacy educator to provide students with this type of environment, but also to provide instruction that will help students become successful readers and writers. There are numerous programs and philosophies about literacy and reading. Through years of experience and research, one begins to develop their own creative approach on teaching these skills. After looking at different programs and seeing the positive and negatives of each, an integrated and balanced approach of literacy seems to be the best way to teach the differing needs of each student.
McDevitt, Teresa M., and Ormrod Jeanne Ellis. Child Development and Curriculum. New York: Pearson, 2009
Thompson, Wendy Jane, and Jane Gill. “Literacy Learning, Direction and Play in a Pre-School Environment.” International Journal of the Book, vol. 7, no. 1, 2009.
Vukelich, C, Christie, J & Enz, B 2002, Helping Young Children Learn Language and Literacy, Allyn & Bacon, Bosten MA.
SHANNON LOCKHART (2012) 'Supporting Communication, Language, and Literacy Learning With Infants and Toddlers', 26(3), pp. [Online]. Available at:http://www.highscope.org/file/NewsandInformation/Extensions/ExtVol26No3_low.pdf(Accessed: 18-Mar-2014).
Ford, k (2010). 8 Strategies for Preschool English Language Learner’s Language and Literacy Development. http://www.readingrockets.org/article/36679/. Last accessed 5/4/2014.
Language, books, newspapers, subtitles on the television and so much more are available to students at a very early age. Levels of engagement with literacy varies from each student’s home environment. It is also the parent’s responsibility to assist children with literacy skills at an early age, and that children learn on different levels. In addition, students that use of both traditional and twenty-first century strategies together may be an effective approach to improve literacy skills to students struggling in reading and