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TOPIC 2 : LITERACY AT HOME AND SCHOOL (PARENTS ROLES (ACC TO STAGES (YOUNG…
TOPIC 2 : LITERACY AT HOME AND SCHOOL
PARENTS ROLES
O - OPPORTUNITIES // provide vital learning oppo - resourcing childrens drawing an scribbling
-nursery rhyme to aid speech segmentation and phonological awareness
share storybooks and printed materials
RECOGNITION // provide encouragement
understand logos and writings
praise their development
INTERACTION // demonstrating, games, play
MODELS OF LITERACY USERS // reading for purposes - enjoyment, infos
enjoyment in writing or writing based on genre or context
OTHER ROLES // parents as role models of literacy // parent s belief in actualizing a literacy rich home or environment // provide experiences to children involving in building literacy skills (shared reading)
ACC TO STAGES
YOUNG CHILDREN // read aloud, talk daily abt things, sings play games
OLDER CHILDREN // play word games, discuss meaning of words, ask questions, point out unfamiliar words
TEACHERS ROLES
Encourage all attempts, strategies and ways
variety of ways to communicate
integrate and extend literacy skills and knowledge
ORAL LANGUAGE LEARNING // a system in which we use spoken words to express ideas , knowledge and feelings
EXPANSION // take the words that the child puts together and insert more complex ideas // expands what the children say to make a complete sentence
more nuanced vocabulary // to build communication with the child
C : milk! > T : You would like some milk to drink!
MODELLING // behave in a way you wish your observers would follow // teacher demonstrates a concept, strategy or behavior for the students to learn through observation, and then practice
PARALLEL TALK // describe what the child is doing or seeing without asking questions or responds
Focus - on the child; doing or seeing
Connect - their actions into words
Adding - new vocab if possible
Builds - teacher-student relationship
Value - student's actions or work by focusing on them
STRATEGY
SLOW AND FEWER WORDS
SELECT TARGETED WORDS
USE GESTURES
SELF-TALK // Describes what he or she does without asking questions or expecting responds from the listener
For? // transition, expecting the clues for the next actions, identifying the important cues
When? // non-verbal students or low verbal students , for teacher-directed activities (arts, maths)
HOME ENVIRONMENT - an environment that can improves children literacy and home learning
Home living environment // home ses (socioeconomic status), housing conditions
Home literacy environment // availability of educational tools (books, writing equipments) involvement of parents and household in children literacy