Reading Rockets 1-5 A Isaacs.docx

ADRIENNE ISAACS EDLC 651 Reading Rockets 1-5 Adrienne Isaacs School of Education, Liberty University Author Note Adrienne Isaacs, LUID: L31540624 I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Adrienne Isaacs, Email: acisaacs@liberty.edu

ADRIENNE ISAACS EDLC 651 I. Reading Rockets Module 1 – Print Awareness A. an overview of the meaning and importance of the literacy component as well as the age group in focus Print awareness is an understanding of the purpose of print and how it works. For example, children learn that print communicates a message depending on the context that it’s in (i.e., a story in a book or directions on a sign, or food options on a menu, etc.) and that print is read left to right and top to bottom. Print awareness is a precursor to learning to read. Some children develop strong print awareness before entering school. Others develop print awareness upon entering school in kindergarten. B. A paragraph summary of one video in module In the first video, a child, Mira, demonstrates early print awareness. Her parents do many activities that help Mira to develop print awareness. Her father helps her to spell her name. Her mother points out print in the community as they go about their errands in the grocery store. The parents read to her at the end of the evening and demonstrate their enjoyment in the activity of reading. The experts in the video reinforce the principles that these parents are upholding and how it supports successful child development and print awareness. C. A bulleted list of at least 5 strategies with a brief description of the strategy  Label objects around the classroom.  Use big books (so that frequently used words, like ‘the’, ‘a’, ‘is’, ‘was’, etc. are seen easily and can be recognized.  Provide practice with predictable books (books with patterns to the words and phrases)  Encourage children to play with print (for example paper and pencils can be incorporated into the dramatic play area to encourage writing shopping lists, making birthday cards, write and read recipes for the play kitchen, etc.)  Demonstrate the relationship between spoken and written words. For example, teachers can ask questions and then write verbatim the children’s responses on charts and display them,

ADRIENNE ISAACS EDLC 651 D. A screenshot of the post-test:

ADRIENNE ISAACS EDLC 651

ADRIENNE ISAACS EDLC 651 II. Reading Rockets Module 2 – Phonological Processing and Phonemic Awareness A. an overview of the meaning and importance of the literacy component as well as the age group in focus Phonological awareness is being able to recognize and manipulate the parts of spoken language. For example, being able to separate a sentence into individual words and change individual words to change the meaning of the sentence. Or being able to recognize the syllable in a word and breaking apart the word into its syllables. Or recognizing words that rhyme. Phonological awareness is a continuum of skills that develops over time, typically in the early stages of reading (i.e. preschool, pre-K, Kindergarten and first grade). However, explicit teaching of phonological awareness skills is important for struggling readers of any age. Phonemic awareness is a skill within phonological awareness that is the last to develop and the most challenging. Phonemic awareness is the ability to recognize and manipulate each phoneme (specific sound) within a word. It is the ability to blend sounds, recognize change and delete sounds or add sounds to change a word (i.e. it’s the ability to blend ‘c’-‘a’-‘t’ into ‘cat’ and then understand what phoneme changes to make that word into ‘hat’ into ‘hats’ into ‘chats’ into ‘chips’.) B. A paragraph summary of one video in module In one of the videos, Letters vs Phonemes, the reading expert describes why it is important to differentiate between letters and sounds. According to this expert, differentiating letters from sounds helps children to read and spell because then they will understand that we use letters to represent sounds and that there are multiple sounds for some letters and multiple letter-combinations for some sounds. The examples of the words ‘shoe’ and ‘six’ were used to show that the number of letters and the number of sounds in a word are not necessarily the same. C. A bulleted list of at least 5 strategies with a brief description of the strategy  Use manipulatives to count the words in a sentence. Children can “bunny hop” each word in a sentence.  Count syllables in words. Use closed lips at first to detect syllables, then speak regularly.  Use manipulatives for each syllable. For example, place a card for each syllable. Then identify first, second ( or third or fourth) syllables.  Play with syllables. Delete or substitute syllables to see how a word changes. I.e., Change ‘sunset’ into ‘suntan’.

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