Akash's Jellyfish Room

Summary : For the experiment I followed the following steps. First, I told them they were to memorize the cards I presented to them, but they did not have to know them in order. This command was purely so they would focus on the cards,

Students will be read parts of the first few pages, teacher will then pause at words and say just the beginning sound and have students guess what the words mean. (Ex: Over in the Ju____.) Students will then be expected to guess words that may fit the book and begin with the letter Ju (Jungle). This practice will

Example in Setting: Children need to know the sounds of the letters before they can put them together to make words, once they know the sounds they can put them together

Bakhet is also in Mrs. James class. With Bakhet, I decided to use the alphabet flashcards because he is a level one ESl student. I wanted to see how well he knew his letters and the sounds each letter makes. Bakhet knew his letters well but did not know most of the sounds. I decided to run through some letters sounds with him and relate them to an animal or object.Bakhet seemed to grasp the concept a little. I ended my session with Bakhet by reading a book to him. He seems to enjoy the book. He listened quietly and paid close attention to the story. One of the last students I interacted with in Mrs. James class was Henry. A seven-year-old Haitian boy. Since Mrs.James , his first-grade teacher, told me he knew how to write stories well that

For example, having students walk around the floor in the pattern of a letter, is an encouraged activity by Orton–Gillingham. Utilizing multi-sensory strategies for teaching reading should be used especially with students who have learning disabilities. In order to implement Orton Gillingham strategies in the reading classroom, the first step is to assess students to determine their strengths and weaknesses. Students are then taught in small groups with other students at similar skill levels. Teachers follow a methodical and structured procedure that teaches concepts or skills in a very specific, sequential order. This sequence is primarily based on how children develop language naturally or developmentally. For example, students will first learn to make connections between sounds and letters that correlate to those sounds. Then, students will begin to learn those sounds in words. Eventually, students will be able to make those words into sentences and so forth. Orton Gillingham strategies are all encompassing and the lessons build on one another, therefore it is vital that students master each skill or concept before moving on to the

At the age of 5 children recognise some words when looking through book. Their thinking skills increase and gain more memory as their vocabulary grows. Children learn from their different experiences

Introduction to reading comes through phonetic reading boxes. The reading boxes are cleverly organized, going from simple to the complex. Reading does not follow the same process of writing, which is taking our own thoughts and symbolizing. When we read, it is not our language with which we are working with, it is the author’s language. Reading is the analysis of the language followed by a synthesis. Story telling and socio-dramatic play in the environment can help the child develop an imagination that fosters a higher capability to understand what is being read to them.

The child knew how to turn the pages, show me the title of the book, and show me the title page of the book. The child struggled in holding the book right side up, showing me the front cover, and the back cover, and finding the first page of text. The child was not able to tell me what the author or the illustrator did. With the conventions of print the child was able to tell me where it tells the story at, where we start to read. Lastly the he could tell me that we read from left to right and top to bottom. The child struggled with the return sweep when reading. The child excelled in showing me the spaces between words, and pointing out letters to me. The child struggled in one on one reading, and finding word boundaries around a word. The child also had problems with finding the first word on the page, and the last word on the page, and with counting the words and letters for me. The child was not able to show me the difference between a capital and lowercase letter. The child was able to identify the letters on a page, some of the specific letters that I pointed to, and also was able to identity some of the letters in his name. The child was also able to name some of the letters on a page, some of the specific letters, and some of the letters in his name. He was able to

This resource had been created to encourage a child to learn to read through play. It is in the form of a game and it is aimed at helping a child repeat the words that extra practice is needed from a book that has been read. The resource created is a game that incorporates play and praise in which are essential skills to support a child that is learning something new. Games enable all children to develop skills without pressure and are particularly important for children who may be less confident (Lindon, 1993). The ‘Let’s Read’ game can be used for a variety of ages as the words can be changed and personalised depending on the child’s reading ability. This game is a good way of helping to teach a child to read and improve on words that they struggle with because it is taught by learning through play, therefore the child is less aware they are learning and it is a fun way to practice. The child is also receiving praise and reward through the star reward sheet that comes with the game. By

James is a nine-year old boy who is currently in year 3; he is of a Half Indigenous, half Australian background. James is one of four children; he lives with his siblings, his mother and father. James is taught within a normal classroom environment however; he receives additional support to improve his reading from a teaching assistant a few times a week. James’ strength in regards to his reading is he possesses good directional movement. However, James struggles with concentration for a prolonged period of time and recognition of common sight words.

Psychologically, children are different, therefore, understand in a different manner (Richards & Rodgers, 2014). For instance, some of the children are able to understand better when teachers employ example and drawings in class. Some have better listening ability while others understand better when they make notes. Based on this difference, it is difficult to establish a combination of methods or single methods that can effectively assist children how to read in class.

Their theory consists of cognitive, associative, and autonomous development. The cognitive stage is characterized by the learner trying to figure out what needs to be done. When the basic movement pattern is acquired, the associative phase begins. This phase is subtler movement adjustments causing an outcome that is more reliable. After practicing, the autonomous stage will show seemingly effortless motions along with consistency (Cronin & Mandich: 2015). Max has improved his cognitive development by verbally naming red, blue, yellow, and green from his cardboard book of colors, saying three word sentences, singing parts of the alphabet, pointing at the pictures with his right index finger and repeating some of what his mother would

Danjuma is very verbal at home; his family can easily understand what he says. His teachers have said that he is difficult to understand as he has many substitutions for different words. For example: “Coat” is “boat” and “hungry” is “bungy”. His family often has to step in and translate for others outside the family. This child can understand simple directions as well as other phrases used in typical everyday situations. When his mother prompts him, Danjuma can tell his two older siblings about his day at school. He loves “reading” books and is often seen looking at familiar books in his own. He also knows the A B C song but has no understanding that the letters he sings correspond to specific graphic designs. He also loves drawing and makes a variety of scribble marks using a fist grasp on his crayon.

Phonics advocates have been arguing that in order for children to learn to read, they need to have an explicit instruction in the rules of printed text in order to read properly. The phonics approach has been described as “bottom up” as it teaches the children to decode text and then the meaning and understanding will follow while the whole word approach is described as “top down,” as the children depend on the pictures within the book, form hypothesis and make predictions of the words with the text of the book being read (Wren, 2003).

Understanding cognition and how we learn is essential in the developmental stages of children. Not all students learn in the same way, understanding the cognitive process will assist in the development of the students. By modifying my approach when giving instructions I have noticed growth in current students that I am working with. Using concrete materials and giving the opportunity for students to be involved in hands-on activities on a daily basis, is essential in making new material meaningful to learners.. The knowledge gained from this topic has increased my understanding and is benefiting the children I am currently