Language Is Used For Social And Cultural Communication

Moat argues that learning to read is in fact not a natural process and students need explicit phonics instruction. Furthermore, the English alphabetic writing system cannot be learned simply from print exposure: students need to be taught how to develop phonological awareness to sound words out to help them learn how to read and without the support of context-based word recognition. Whole language’s legacy is still embedded in educational practices despite being disproven by scholars, thus Moat advocates for updating state language-arts standards, assessments, and textbooks to reflect direct, explicit phonics-based instruction as the best approach in teaching literacy. She also notes that teacher licensing requirements and preparation programs also need to be informed of effective literacy instructions that is supported by

As a future teacher of a fast-changing generation that searches restlessly for new interests, I believe that old and new must meet to keep the basic values of a balanced literacy. Focusing on prior knowledge, collaborating with colleagues, peers, families, and community, creating connections with our surrounding, and empowering students’ learning style throughout the process of gaining knowledge of reading and writing. Foremost, my personal philosophy of teaching literacy is based on constructivism and sociolinguistic, where hands on experience and guidance are priority in an informational world. To facilitate a child’s acquisition of literacy skills , as I plan for literacy instruction for my future classroom, I will take into consideration

“Oral language is a skill that is acquired naturally by the young. The importance of its development in early childhood cannot be overemphasised. It underpins the whole scope of learning and is employed to question, to seek information and to proffer ideas. A child who has a well – grounded ability in oral language will usually be nicely poised to cope with reading and writing. Anyone who lacks this will be at a disadvantage.” (J.Fellowes & G.Oakley, 2010, pp4) It is a vital component of every human beings life as it is a means of communication and interaction with their family, friends and

What is the problem you are addressing? Students have to learn the names and sounds of the letters in order move on into more advance connections that will lead them into success in reading and writing. Traditional teaching methods in our schools allow students to make the connections between letter prints and phonemes using mostly visual and auditory learning styles. This early reading task is not easy for beginners (Ehri, Deffner & Lee, 1984, p. 880). In order to ease the difficulties young scholars might encounter while learning sound to letter graphic representation, multi sensory teaching

Literacy Collaborative is high quality program oriented around rigorous instruction and purposeful teacher-student interactions. It is a framework based on authentic, global, and holistic language acquisition, which include both reading and writing workshops. Within this framework teachers differentiate instruction through flexible grouping such as whole-class, small group and/or individualized instruction. Additionally, teachers create opportunities for students to engage in targeted activites throught the utilization of interactive and shared reading experiences as well as tailored vocabulary and phonologica awareness lessons designed to met individual needs. The Literacy Collaborative framework strives to ehance student learning through engagement, purpose, systematic routines, data based instruction, and targeted interventions. Students are encourage to beome an active participant in their learning experience through student choice, open-ended question, and targeted

The purpose and aims of this report was to stress the effectiveness of providing a multi-sensory method of teaching, in order to produce literate pupils. It is evidenced through the review that some of the multi-sensory activities would be introduced into the classroom to widen children’s vocabulary. Some of the activities recommended are physical movement to translate and copy letters, picture cues, visual auditory and kinaesthetic activities. The use of physical movement can be evidenced dominantly in early years’ settings; some teachers find that children benefit whilst exploring and translating letters through sand, it is particular useful to comprehend the letter formations. The Rose report led to modification amongst teaching of early reading policy in the UK. As previously discussed listening and speaking are vital in the intellectual, social and emotional development of children. To address the performativity of these roles students are acquired to develop a high range of vocabulary in order to listen and pronounce words confidently; Rose maintains the belief that the above skills are the fundamentals of phonics. A prime example would be the building of phonic awareness through guided reading. It has been evident in practice that guided reading supports the development of phonological awareness due to, focusing on unfamiliar words that can be easily broken down through decoding,

“A Read Aloud Curriculum integrates intentional direct comprehension and explicit vocabulary instruction into read alouds while maintaining the integrity of an authentic read aloud experience that would be highly engaging for students (Fien, et al., 2011).” The Read Aloud program is structures as to “(a) set a purpose for reading, (b) building vocabulary knowledge, (c) making text-to-text and text-to-life connections, and (d) having students retell stories or information on a regular basis (Fien, et al., 2011).” The problem is that Read Alouds by themselves do not help close the gap between children who enter school with strong vocabularies and children who enter school with weak vocabularies, accordingly the gap between students with strong and weak vocabularies only grows as the children progress through school. Another setback for students with weak vocabularies is that there is a direct link between word knowledge and comprehension, consequently the children with weak vocabularies will struggle with comprehension. Small-group instruction shows promise in improving student’s vocabularies thus improving their comprehension. By spending more time with the text and receiving instruction in a group of 2-5 students, those with weak vocabularies have shown improvement in their word knowledge and

The strength of shared reading has been well documented by many researchers in the field of education and thus is a widely used practice among elementary teachers. Researchers have concluded the importance of shared reading experiences as it gives students opportunity with texts that helps “facilitate the

Doing small group activity also help them to understand what they read. Teacher asks students have a discussion about the story in a small group. When they have an interactive discussion with their peers while sharing information about the

This artifact represents eleven methods helpful for developing student’s oral language skills. Components essential for developing language and literacy include practice speaking and writing formally, as well as reading and listening. Communication has five areas to oral language development including; vocabulary, syntax (grammar), morphological skills (meaning of words forms and parts), pragmatics (the social rules of communication), and phonological skills (rhymes and syllables). In this artifact I provide strategies for developing these skills emphasizing the need for students to talk more than the teacher, regardless of their skill level. Practice need not always be structured around a curriculum goal such as chemistry, it can be an activity that encourages an ELL student to tell about their favorite food, or their family, or a special tradition they have at home. Developing oral language is about having student practice. Having student’s write down their stories can help develop their literacy.

As the standards of education change a consistent factor remains the focus on reading. Early childhood educators must provide an atmosphere that is both developmentally stimulating to the student while also meeting the standards of education. The methods used to help recognize phonics and begin the transition into emergent readers vary from student to student. Without the foundation of phonics research shows that a child will not learn to read. All children must know the alphabet in order to communicate effectively. Phonics cannot be drilled into the child. This will only produce memorization. Instead, educators must understand a child’s individual needs as well as balance. There is no true need to teach phonics as a separate subject. Most children will develop a sense of curiosity from their own knowledge, ideas, and interest. There will of course be a select few that may benefit from a more formal instruction. When children

Literacy is important for young children. It’s so much a child has to know before entering kindergarten. The Essentials of Early Literacy Instruction stressed the importance of teaching literacy. Early literacy is an emerging g set of relationships between reading and writing. Today a lot of terms have been referred to for literacy development for preschoolers the term that’s mostly used is early literacy. The term was chosen because the earliest forms of literacy development are forming reading and writing concepts. Linking early literacy to play is the most effective way to for young children to learn. There are many ways educators can teach literacy activities such as rich teacher talk, storybook reading, phonologic awareness activities, alphabet activities, support for emergent writing, shared book experience, integrated, and content-focused activities, Young children understand print by oral and written language. Asking students to help read a book and turn the page help them understand the basics of a book. There are at least three critical content categories in early literacy: oral language comprehension, phonological awareness, and print knowledge. Children need to learn phonological awareness, alphabet letter knowledge, the function of written language, a sense of meaning making texts, and vocabulary. Alphabetic writing is quite difficult once children understand the language of their community they learn which words stand for which concepts in that language.

The Alphabetic Principal is necessary when children are learning to read. Not being able to recognize a letter and the sound that represents it will result in students not being able to read or write, both crucial not only in primary grades, but for the rest of the student’s life. Alphabetic Principal can be directly taught. When children are able to recognize a letter and the representing sounds, they are much more likely to read and write.

There are many strategies teachers can use when working with children to help them learn letters of the alphabets. In past years children learned their letters alphabets by singing the “Alphabet song”. However, children sings the alphabet song, but do not always recognize the letters individually. There are several ways children can distinguish and identify the sounds for each letter of the alphabets. In the classrooms I have chosen to help children learn the letter of the alphabets, children will recognize letters by doing these various activities. The activities that are chosen is shaving cream, name cards and Twister Phonic Letters. Allowing these activities will give children many opportunities to learn to identity the alphabets letters. The focal project will be called Twister Phonic Letters. Johnston explains “alphabet knowledge includes not only visual recognition but knowledge of the letter names and letter name give early reading achievements” (Johnston, 2004, p. 2). Phonic awareness are essential for letter recognition and reading skills. In addition, phonic awareness helps expand children’s ability to hear the sounds of each letter and

Language is the universal connection that brings all humans together. We share this common ground to communicate. The three major points that I would like to focus on are: How does language influence our culture? Does it define us, or does it refine us? And lastly, the impact that language has on our societies.