Literacy Rating Scale Observation Essay

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

Children draw upon their use of text everyday Flint, Kitson, Lowe, & Shaw, 2014 specify “In order to read proficiently readers need to develop their repertoire of practices for interacting with text.” As suggested in Luke and Freebody’s Code breaking, children use of text emphasise on; decoding and encoding the codes, symbols and conventions of written, spoken, visual

Starting from the parents, the child must inherit the instinct of wanting to learn to read, developing the curiosity that comes with the increase of knowledge, interaction with others and building positive memories, that motivate the child’s learning to read. An approach that Vygotsky supported promoting scaffolding, a guided process that adults use to teach students how to master a skill, in this case a reading and writing skills. Children begin from the womb recognizing parent’s voices, singing tone for then building connections through prints and letter sounds in an environment that promotes literacy with stories, songs, games, group activities with families, “All about me” share, and “Show and tell”, to display and build a sense of belonging in the class. Nevertheless, incorporating strategies or methods that facilitate learning to read stimulated by own personal learning style. Most young children learn kinesthetically and are visually-sensory prompted to hands on experiences, using appropriate materials in a different setting. Foremost, with an ongoing informal and formal assessment to evaluate students’ pre-knowledge at the beginning of the scholastic year, students’ way of learning, feelings, and connections through the year, and at every lesson, check for understanding, and ways to improve the next step. Ongoing assessment is part of the whole learning process, it will tell you how the students learn, and achieve appropriate reading and writing goals. A good reader promotes a good writer and vice versa, but a firm stepping stone during the developmental stages, in rich literacy environments, attempting to positive interactive experiences, and always monitored, influences the chances of the child sense of wanting to learn to

For this task you are required to determine the risk context associated with establishing a new business outlet, within the existing business structure. They will be required to review internal and external environment factors and liaise with all stakeholders to generate a list of risks.

The development of writing skills largely relies on fine motor skills. First the child must master the holding of writing implements (Huffman & Fortenberry, 2011). There are four stages in the development of holding a writing implement and depending on the culture the child grows up in, the final stage may be attained at an earlier time (Walcer, 2016a). The last stage of learning to hold a writing implement is called the dynamic tripod. In this stage the child has finger coordination and displays a mature way of holding a writing implement (Walcer, 2016a). The dynamic tripod is usually present at the same time that the mature writing pattern is observed,

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

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.

Use these observations and assessments to identify learning priorities and plan relevant and motivating learning experiences for each child.

Teachers, who are aware of children becoming emergent writers, can better understand the amount of effort and concentration required. Teachers can appreciate the value of observing children’s early writing for evidence of children’s developing phonological knowledge of written language.

To develop reading comprehension many are taught at an early age to read and write basic letters and shapes. In a 2012 study conducted by Indiana University, psychologist Karin James tested a five year old children, who was not yet able to efficiently read or write, by asking them to reproduce a letter or shape in three different ways: drawn onto a blank sheet, traced over a dotted line, or typed on a computer. Results of the three test concluded through a MRI scan that was conducted while the tests occurred, that only while the children were drawing freehand that activation across the brain associated in adults with reading and writing occurred. Therefore in the development of a child’s reading comprehension freehand drawing is proven to aid in development greater than typing and tracing over dotted lines, which are both common ways in modern times used to teach children reading and writing. Using a digital media when developing a young child’s reading comprehension skills will then be less effective in the development as well as

This lesson observation data tool is for the observation and support of literacy instruction and learning.

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.

As a child, my nightly bedtime routine consisted of being read a book, singing a tune, and a brief summary of tomorrow’s agenda. “Frog and Toad” was the expected book of choice, with it being my favorite. It’s safe to say that my mother had it memorized. She would often try to convince me to pick a different choice, but my heart was set on “Frog and Toad.” I remember her pointing to every word as she read aloud to me. By doing, so I became aware of words and eventually started to recognize them. One of my favorite car games as a child was “the alphabet” game. The alphabet game consisted of my brother and I trying to find every letter in the alphabet, whether it be on a license plate or a billboard. My older brother Jesse had hawk eyes so he usually beat me to a lot of letters but I still enjoyed playing and got better with each game. My childhood experiences helped me recognize and develop early stages of literacy.

Analysing children’s writing is critically important because it allows teachers to have an understanding of what the child knows already, and what he/she needs to build on with their writing (Stewart, 2012). In the paragraphs ahead, two samples have been chosen and have been analysed using the Victorian Essential Learning Standards and the Western Australia First Steps Developmental Continuum.

Assessment is the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development (Palomba & Banta, 1999). Educational assessments are carried out to measure the efficiency of the program, the quality of instruction and progress of a child’s learning. The purpose is to determine the growth and development.