Analysis Of The Article ' Teaching Rimes With Shared Reading '

Knowledge of onset and rime allows students to read unknown words based on existing word knowledge and the ability to build word families (Pinnell & Fountas, 1998, p. 236) based on rime sounds. The introduction of phonemes during phonological awareness occurs in the last level, where explicit instruction is used to teach students how to detect, segment, count, blend and manipulate separate phonemes (Yopp & Yopp, 2009, p. 3). Strategies to support phonological awareness includes counting and clapping out both sentences and syllables, rhyme riddles, guess which object (Yopp & Yopp, 2009, p. 8), segmenting words requiring students to blend back together and instruction of rhyme identification (Fellows & Oakley, 2010, p. 190). Rhyme identification can be explored through song and nursery rhymes, grouping words according to onset and rime (McDevitt & Ormrod, 2004, p. 331), rhyming games such as roll a rhyme (Fellows & Oakley, 2010, p. 190) and cumulative reading texts. Children not exposed to different forms of rhyming within the home environment will need explicit instruction in how to determine what a rhyming word and what it is. As the concept of rhyme is normally introduced before developing reading ability, students struggling with identifying sounds may benefit from picture cards to introduce the concept, allowing them to group and identify rime

It is one of the most important strategy teachers can do with a child. Interactively reading aloud to children has them actively involved in the process. A teacher has the children asking questions and making a prediction. Shared reading helps the students build a framework to draw attention to vocabulary. This read aloud strategy should have carefully thought-out questions. For example, a shared reading activity for Chicka Chicka Boom Boom: First, point out the cover of the book. One should point to the words as you read the title, the authors, and the illustrator. According to the Resource in Early Learning, Chicka Chicka Boom Boom has a lively musical rhythm. As you read, emphasize the beat and rhythm of the words. Have the children join in the lines that repeat. It is also important to point to each letter as you read. After reading the book ask questions such as, “What happens when all the letter get to the top of the tree” or “Let’s count the

This passage from Elizabeth Daley’s, “Expanding The Concept of Literacy”, uses and introduces new examples to support the claim that multimedia is it’s own complex language. She builds on this by providing the reader with well known historic moments that were broadcast cinematically; like the moon landing and 9/11. She then proceeds to question whether these events would’ve been the same without the language of multimedia, implying that if these events were publicized by text alone our understanding would’ve been more limited. By calling the way these moments were broadcasted into question she also helps connect this idea to a common example the reader will easily be able to understand and analyze.

“The more you read, the more things you know. The more that you learn, the more places you’ll go.” This is how Dr. Seuss thought of reading, and I think of it in much the same way. Literacy is everywhere and influences us every day, therefore, it plays a major part in each of our lives. I believe that reading is an interactive activity in which learning happens, or as Clay (2001) defines it, “…a message-getting, problem-solving activity” (p. 1). Reading is the process through which one reads information and from doing so, constructs meaning about the material. The more exposure and practice one has with reading, the more knowledge one gains. In this paper, I will begin by discussing my own personal educational philosophy, then continue by stating and explaining four of my beliefs about the reading process and the research that is found to support each of them before sharing the remaining questions I have about literacy. I am an existentialist, and a strong supporter of a balanced literacy approach. My beliefs about literacy come from these foundations and perspectives that I embrace. For students to be successful in their literacy development, I believe that identity acceptance in the classroom is crucial, instruction for all students must be differentiated, direct and explicit instruction is at times necessary, and vocabulary is a significant component in the ‘Big Five’ of children’s literacy development.

Shared book reading focuses on developing comprehension, alphabetics, and general reading achievement to enhance student literacy achievement. The teacher selects a text and reads it aloud to a student and/or group of students. The shared book reading program allows the teacher to model reading strategies, increase alphabetic skills, and activate and increase comprehension skills through targeted questions, prompts, and strategies. During the reading the teacher prompts students with strategic prompts and/or questions to engage the students in the text. Moreover, the teacher directs the students to key elements within the pictures, words, and/or text features. The teacher tailors the shared reading experience to meet the needs of the participants (International Reading Association Common Core State Standards (CCSS) Committee, 2012). Hence, educators are able to alter prompts, questions, and strategies to enhance the learning needs of

Reading is a means of language acquisition, of communication, and of sharing information which is essential in being a productive member of society. If and when a student missed an opportunity to learn the skills necessary for reading, it’s has a profound impact on their lives. As educators we realize that teaching all children to read requires that every child receive excellent reading instruction. We are also aware that children, who are struggling with reading must receive

1. The two major independent constructs compared by the authors were onset-rime and phoneme awareness. The dependent constructs were early reading ability and general academic ability. The independent constructs were operationalised using twelve trials of a segmenting and a blending task; which was given at age five. Half of the trials involved blending phonemes and the other half involved blending onset-rime and rhymes; scores for both the tests were combined.

The shared book reading program is a teacher-directed literacy program designed to allow the educator the opportunity to model developing comprehension, alphabetics, and general reading achievement skills. The program aligns with the CCSS in that is focuses on the development of comprehension, alphabetics, and general reading skills. Furthermore, the program’s flexible design allows the teacher to utlize formative assessment to create targeted lessons focused on group and individual achievement (Common Core State Standards Initiative, 2012).. Additionally, teachers are encouraged to use open-ended questions as well as student’s background knowledge to engage leaners during the lesson. The program encourages the use of quality trade literature

In order for students to be able to read fluently, they must have a strong grasp of phonological awareness and be able to apply the alphabetical principal. Phonemic awareness has been found to be a strong predictor of reading success (IRA board issues position statement on phonemic awareness, 1998). When students develop these prerequisite skills, reading unknown words becomes effortless (Torgeson, 2002). Consequently, students can then spend their efforts on comprehending the text. Early readers are much more likely to become life-long learners that are willing to tackle a variety of

Sim, and Berthelsen (2014) investigated the effects of two forms of shared book-reading intervention with parents on children’s emergent literacy skills at home. Also, how

When kids read the same book, enjoying a common reading experience, peer bonds are built within a generation. When children, parents, and grandparents share classic books, extended familial and community bonds are formed creating a shared frame of reference. (The National Children’s Books and Literacy Alliance) As kids will read books, it helps them educationally and socially. When kids read books, they can extend their vocabulary and make their writing better. As kids will read books, they can discuss the book with their peers or relatives and books can help you be happy as “You are never lonely when you have a book to read.” (The National Children’s Books and Literacy Alliance)

Families are often encouraged to provide a variety of reading material for their children, especially at an early age, to give children plenty of options when learning how to read. When children are provided with a variety of reading material at home, they see that a high value is placed on reading. If parents value reading at home, children tend to value it also, and the more a child is encouraged to read at home, the more they will want to engage in reading in general. By being involved in their child’s reading development, parents can give their children a firm foundation to reading prior to entering grade school which will lead to a lifetime of reading enjoyment and

My philosophy of literacy is centered on providing a learning environment rich in authentic literature, instruction that is engaging, fun, and balanced, collaborative, and also involving families in the child’s education. My ultimate goal of literacy instruction is to help children become lifelong readers and writers by providing the skills necessary to comprehend, construct, and make meaning of text, speak, and write. (Torgesen, 2002). According to the National Reading Panel, there are five essential components that must be taught in effective reading programs: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. (Reading Horizons). According to Konza (2014), reading instruction should be changed to six foundational reading elements, adding oral language and early literacy. I also believe that early literacy should be

My first experience with reading, that I can remember, was in the second grade. We had an allotted time each day where we took a break from learning to read. We would get to pick what we wanted from our little classroom library. The options were endless, Junie B. Jones to superheroes and everything in-between. After making the most difficult decision of the day I would find a space throughout the room and scatter out the books I knew I would never get to. Coming from a small community, every ones was friends with everyone. I saw reading time as social hour. My friends and I would sneak into each other reading areas and compare our books. Our attentions would skew away from the books and turn into the talking time. Our teacher had to have known what was happening. I mean a bunch of 9-year olds trying to be sly is like an elephant tromping through the streets, pretty obvious. When the teacher would come near we would open the books and pretend like we were reading. We were kids, pretending was in our blood. Scanning through the

“Position Yourself at the Center: Co-Teaching Reading Comprehension Strategies.” This article explains and shows how media specialist can incorporate co-teaching. “Research indicates that reading comprehension strategies should be explicitly taught and modeled at all grade levels” (Moreillon, Judi, 2008) This part of the article will be beneficial to defend my thoughts that all students in the middle school level need reading comprehension and critical thinking skills. According to this article, media specialist can position themselves to help improve learning and student achievement in reading when co-teaching is involved. This article refers to several case studies where media specialists are a part of the co-teaching experience. After taking a much closer look at the case studies, I would find ways to incorporate the lessons into my media center and school environment.