Reading Response Due January 26, 2017 (Chapter 5: Learning About Letters…
Due January 26, 2017
Chapter 5: Learning About Features of Written Language
To be able to understand the technical features of reading, children must have linguistic awareness.
Technical features of written language are gradually by children through real reading/reading-like activities.
Understanding how print works, ex: reading rleft to right and top to bottom are key concepts to be grasped during this stage.
When I was in Elementary school one of our specials was going to the library. In the younger grades, the librarian helped teach us the technical features of reading too. She would always read a story to the class before we checked out books and would review our knowledge, ask questions about both the books content and how reading occurred.
Chapter 5: Learning About Letters and Sounds
Children need to learn that words can be separated into sounds and that separated sounds can be represented by letters. This is the beginning of phonics.
Phonological awareness is auditory and involves the ability to hear, recognize and play with sounds of language.
it is also the awareness of rhyming, alliteration, sentence segmenting and syllable blending and segmenting.
I never really though of these connections between words, such as rhyming and alliterations to be a part of phonological awareness.
Phonemic awareness involves having insight about oral language and the ability to segment/manipulate sounds of speech' typically done by first grade.
This helps children make the connection of how spoken language maps a path to written language.
One of the first indicators that a child can analize speech sounds and use letter knowledge is when they invent their own spelling of words in their writing, (invented spellings).
To access alphabet knowldge upper case and lower case letters need to be included. Checklists are very useful during this assessment.
More implicit (less traditional) ways to identify letters include:
-Use real word connections
-Use alphabet books
-Tie letter recognition to writing
-Use a multisensory approach
Both formal and informal assessments can be used to evaluate a child's phonological awareness.
When I was younger, K-2nd grade did not get "grades" on our report cards. We got E for efficient, M for moderate and N for not yet grasped. Evaluations mentioned in the text for assessment were similar to this.
Chapter 5: Involving Parents in Response to Intervention
Children can learn more awareness, (even before schooling) through activities in the home with family members.
It is important to keep in mind diversities in children of the classrooms home life because this can effect their level of understanding coming in and throughout the learning process.
Their schemata are being affected.
RTI requires parents to be a part of the decision making process, and is a way for them to maintain being informed about their child's progress, as well as their goals. It keeps them involved!
If a child does come from a diverse home, such as being an ELL, the teacher will need to step in and give extra assistance to make sure the child is developmentally where they should be, such as discussed in Chapter 4.
Emerging Knowledge About Emergent Writing - OAKS article
Pre-School is now being addressed by researches as a connection to foundationally helping children become successful readers and writers.
My placement this semester, at West View Primary is with a 4k class, so I will get to observe/be a part of this process.
Even before schooling, children learn a lot about writing through interactions with it in their home environments.
Peer interaction in pre-school is a major component to this development.
Writing skills are sometimes "forgotten" about at a young age, with the focus being more towards reading. However, the two are interconnected and develop simultaneously.
Writing is first done through scribbling and drawing, and the ability to write their name is typically one of their first skills.
Teachers need to remain aware of:
-developmental awareness- both strengths and weaknesses
-supportive instruction- a lot of observation to understand the child's level
-opportunities to write- journals, centers, play, etc. -models for writing- its a community
-motivating environments and resources- creativity and choices
-locations for writing- throughout the room
Emergent Writing:children begin to understand that writing is a form of communication and their marks convey a message.
Even if a child is capable of achieving a higher leavel writing task, they may produce lower level development until their confidence is up.
To promote this, the enviornment needs to be print rich and have a wide variety of writing materials at free access.
Connections between the Article and Chapter
Both believe that reading and writing development is a mutual, interconnected process- relying on one another.
Explicit instruction is most useful for children who are really struggling with the concepts.
Teacher observation is a major role in being able to assess the child's level of understanding and planning activities accordingly.
Multisensory manipulatives and real life connections are a major way to get children to understand the reading and writing process.
Names are a key starting point for children's understanding.
I wrote the "y" in my name backwards in pre-K, well into kindergarten.
Daily writing activities lead to a greater understanding of phonemic/phonological awareness.