Rc II Language Diary Report

In our childcare center we have a variety of materials placed where children are able to access and reach easily. There are six different learning centers for children to explore. There is a carpet area for circle time, a quiet area with books, an area with blocks and puzzles, an area for painting, writing and coloring to develop fine motor skills, and dress-up and pretend home area i.e. kitchen sets with dishes and pretend food,

The teacher provided the children to identify some letters in the print but does not provide opportunity for all the children to become engaged in the activity. The teacher did take some opportunity to draw the childrens attention to the sounds in words but the children were not motivated to complete the activity. The activity seemed rushed and the children seemed to think the activity was drawn out. Some other activities that were observed in the classroom seemed to promote letter recognition. Children were encouraged to identify letters on their mat and match them to their lower-case letters. Although the activity had a goal in mind there was no opportunity for the children to discuss and there was little opportunity for the activity to be extended. Another activity available was a drawing activity where the children were able to draw a picture of their favorite animalsThe teacher shared that they can use their mouths and lips to say each word to help them identify the beginning letter sounds. After discussing with the teacher the activities in the classroom she shared that she has been incorporating an abundance of fine motor skill activities and has found that language activities are provided but not on a consistent timeline. Home school projects were also discussed and she shared that activities were sent home monthly to encourage parents to have a much more hands on role in their childs literacy skills. Newsletters are also sent home monthly

315-317) was used throughout the lesson in order to give the students an example of how to use the strategies that were taught. Before children would work on assignments alone, the teacher would model exactly what is expected of them, and keep examples of what was modeled during the lesson so the students could look back to it if they need to. Read-alouds (Cooper, 2015, p. 37) were used in this lesson to really help children to focus on certain topics of the text. “Sometimes the best way to help children understand a particular piece of text is to read it aloud to them and discuss it with them” (Cooper, 2015, p. 37). Think-alouds (Cooper, 2015, p. 30) were incorporated into this lesson when trying to explain how to use the strategy of character mapping. Think-alouds are a great way to explain to students how to use a specific skill or strategy so that they can have a better time comprehending it. Semantic maps (Cooper, 2015, p.83) were used in this lesson for brainstorming ideas from the text to later reference when making illustrations and creating short responses to the text. This strategy is also a great tool for second-language-learners because it helps to narrow down the specific parts in the text to help create more details of the topic being taught. Cooperative “popcorn” sequencing(Annenburg Learner, 2015) was used in the lesson to allow a variety of students to participate in the

In my block center, there are wooden blocks where the child can use their imagination to begin to create anything possible. There are other items such as empty cardboard boxes from old cereal, cars, trucks, wooden people, and books on transportation, maps and dress up play clothes. On a shelf in the block center there is a basket filled with books related to transportation, building, space, structure construction. Some of the children favorite books are.

Goal: To gain knowledge of letters of the alphabet through sensory play during small group time in the classroom.

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.

This website is incorporated into the all learning styles that are visual, auditory, and kinesthetic expertise that support kids to execute, perceive, review, and analyze their skills individually. For instance, by clicking on any letter, kids will distinguish between speech sounds (Phonemes) and letters forms that support to build their alphabetic intelligence. This process is called “Alphabetic Principle” which is the base of the phonics. Each letter row comprises the sounds or phonemes; children listen, recognize, and manipulate single sounds or phonemes in spoken words (phonemic awareness) and understand that the letters in a word are methodically characterized by sounds (alphabetic

Put all the blocks on the table or ground. Invite the students over. I will tell them that they will be building a house for a Dog today. Ask them what they think they will be using to build the house. Tell them that they will be using play dough and blocks. Clarify that pretend is not real. We can pretend to cook at the play kitchen or pretend to be a dog. Explain that mice cannot really build a house with blocks and clay. This is just pretending and the Dog they are using in their activity is pretend only. Ask the children what they like to pretend to be or do when they grow up.

At this stage, students are aware of letter formation, print knowledge, how to alphabetize and phonological and phoenemic awareness as taught in Level K. New skills include segmenting words into syllables and syllables into sounds (up to 5 sounds), short and long vowels when given letters or sounds, identification of the structure of words such as blends, digraphs, base words, suffixes and syllable types including closed and vowel-consonant-e syllables. Students are expected to read and spell closed and vowel-consonant-e syllable type words, name sounds for r-controlled vowels and for vowel digraphs and vowel diphthongs, how to read and spell compound words and other words with two syllables, how to read and spell words with “s”, “es”, “ed”, and “ing” suffixes, and how to read and spell words with unexpected vowel sounds. Students will learn to read and spell words with CVC, CCVC, CVCC, CCVCC, and CVCe. They will read and spell 100 high frequency words including a list of trick words and they will read and spell targeted high-frequency, non-phonetic words. Students will begin to produce sentences using vocabulary words, will read about 60 words per minute with fluency and comprehension,

Kyra has been working to use her knowledge of letter/sound relationship to decode unfamiliar words, and apply various strategies to gain meaning of a text including answering WH questions orally and written, and use a variety of evidence from the text to help support her thinking. Kyra benefits from having a teacher scribe for her and then Kyra will write the sentence. Given appropriate materials and instruction, Kyra works to improve her oral reading fluency and to learn new vocabulary in a structured reading program. Kyra continues to make progress with answering “WH” questions and dictating sentences and copying the sentences with correct punctuation and end marks with 75% accuracy.

The goal of this worksheet to allow a class of 1st graders who are beginner typists to check their understanding of the keys located on home row, reinforces their understand of finger placement on home row, and work in groups to share learning with each other.

Chapter 5 was filled with important information over alphabetic code knowledge. I learned that children develop 3 separate but related types of alphabetic knowledge, which are phonemic awareness, phonics, and spelling. Students learn phonemic awareness by noticing and manipulating the sounds of oral language. Students who are phonemic aware know that spoken words are made of sounds and they can segment and blend sounds in spoken words. Student use phonics to convert letters into sounds and blend them to recognize words. Those who apply phonics concepts can use decoding strategies to spell unfamiliar words. With spelling, students learn to segment spoken words into sounds and convert the sounds into letters to spell words. I thought the individual

David waited until every page was passed by me, and every book was over to ask for the other. On the second section of the Literacy Rating Scale, right next to the reading station, the teacher had works of art of the children, and in the middle, was their names. I asked David to show me his, he walked straight to this piece of art. I responded, “wow David I see what you did, do you see your name?” He responded with a jump, a smile, and a firm “yes!” He pointed to his name; hence, I was able to record David can accurately recognize his own name. Followed by the free choice, learning stations where through 36-month-old children do not get writing utensils, he did hold the paintbrush with a high grip. On outside time, while the children were playing I had the chance to talk with the teacher and asked her about the aspects I was not able to observe on David. These were communication through writing, beginning writing, and writing in play. To these three questions in the same afore order, she answered David does not denote manipulation of writing tools, and communicates through writing all the time, but does

233). Reading and reading comprehension is a basic skill that scholars will be able to use all along their lives and it all start here by encoding, decoding, adding and deleting sounds. This research will make use of CVC as a beginning set of letters that five year olds start manipulating nth verbally and in writing.

The child generally lacks knowledge of the alphabet, lacks left-to-right directionality in writing, and lacks concept of word (one-to-one matching of spoken and written words). Consistent spacing between words and consistent use of letter-sound correspondences are absent.