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,

Gummy Bears, cup, paper towels, triple beam balance, water, wax paper, metric ruler, calculator, and pencil.

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.

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.

There are many factors which can aid language development, particularly through writing (Watts et al., 2013). Jones and Coffey (2013) identified that writing should be developed procedurally through copying, initially at word level- to learn spellings and develop familiarisation with vocabulary and individual letters. Before then progressing to phrase-level and on to sentences. It is thought that through copying the children are beginning to memorise the vocabulary and can help them to engrain key sentence structures, as they pay close attention to the individual words and spellings. Macaro (2006) has also identified that copy-writing is often used as a way of remembering spellings for new target vocabulary. Hurrell (1999) criticises the motion of copy-writing: as it gives the children too many things to focus on.

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.

Writing is a complex social and cognitive process and requires fine motor coordination. Students with learning disabilities (LD) and Attention Deficit Hyperactivity Disorder (ADHD) struggle with remembering what to write, rules involved in writing, or facts needed for the writing prompt. Students with LD and ADHD require explicit and direct instruction in writing. In Head Start, we use a program called Handwriting without Tears. Handwriting without Tears is a scientifically based program used to teach young children how to form letters using a variety of methods. Many students with LD and ADHD struggle to learn the mechanics of writing, such as capitalization, rules such as I before E except after C, or write about scattered facts they have

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In the classroom, Aaron has availability to alphabet books, alphabet letters, crayons and pencils for writing, writing journal, and a desk for writing. With these learning materials Aaron is able to practice reading and writing skills on a daily basis. During writing, students are encouraged to write words to the best of their ability, and drawings are accepted as a form of communicating thoughts and ideas. When writing it is important to allow students to use resources around the room to help guide their writing. Aaron is able to locate a letter and then a word on the word wall. In addition, each day there are new sight word being introduced and anchor charts are being develop to help assist students in their writing. Sometimes during reading, students are able to see the words over the document camera as the book is being read aloud. Daily practice of reading letters and writing is essential in the learning process in kindergarten, each week students are given homework folders to take home for the week to practice saying the alphabet, reading sight words, and writing phrases. A daily schedule is composed of many literacy lessons throughout the day to help develop language, the foundation of

Describe what you did. This does not mean that you copy and paste from what you have posted or the assignments you have prepared. You need to describe what you did and how you did it.

Letter Identification will incorporate teaching children’s names, characteristics and construction of the alphabets. The objective of teaching Letter Identification is to confirm that children are able to distinguish names and sounds of the alphabet letters. These are three activities to enhance children’s learning experiences with recognizing alphabet letters. The letter Identification change project will compare three children in two different classrooms. An informal Letter Recognition Assessment was conducted in six Head Start children between three to four years of age to examine the recognition of the letters of the alphabet. The Data that is collected and used is Child Observation Record and Anecdotal notes. Children will actively engage

The language used in writing is different from the language used in everyday speech. Writing is permanent; once something is written or printed, it cannot be changed easily. On the other hand, speech is transient; the speaker can make a couple of corrections and change utterances as he speaks (Cali & Bowen, n.d.). Secondly, written text can communicate across time and space on the condition that the language is understood. Speech, unless recorded, is for immediate interactions (Cali & Bowen, n.d.). Thirdly, written language is mostly complex. Since written text is permanent, there is careful organization and choice of structure (Cali & Bowen, n.d.). The structure comprises of short and long sentences

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

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

As an elementary librarian, I currently have a Makerspace area in my library that is used throughout the week by kinder thru fifth grade students. It is located towards the side of the library next to the computers, and contains 2 small rectangular tables with 2 shelves that hold different Makerspace activities. Each activity or “Task Cards” is labeled with instructions of what that makerspace is and its task. It also contains the materials that will be used to build and explore that particular Makerspace. One of the Makerspace activities that I have is a “LEGO Marbel Maze”. To make a Lego marble maze all you need is a base board and lots of LEGO bricks. You first start by placing a border of bricks around the perimeter of the board, leaving two openings – this will be your entry and exit points for the