Reading Rug To The Play Center: Article Analysis

Oral Storytelling, fannel board and theatrical story are three creative method that could be used to motivate children to listen and stay involved while a story is begin read aloud to them. For instance using the old traditional method oral storytelling will give the storyteller the opportunity to put themselves in the story by using their own language. The book should be fascinating to the story teller with strong, clear characters and have their ability for the kids to use their imagination. Using the flannel board is easy and fun to make. It involves both hand and oral movements. As the story teller I must keep eye contact for attention of the children. One of the best part about using the flannel board is being creative and creating objects

Introduction to reading comes through phonetic reading boxes. The reading boxes are cleverly organized, going from simple to the complex. Reading does not follow the same process of writing, which is taking our own thoughts and symbolizing. When we read, it is not our language with which we are working with, it is the author’s language. Reading is the analysis of the language followed by a synthesis. Story telling and socio-dramatic play in the environment can help the child develop an imagination that fosters a higher capability to understand what is being read to them.

Books are some of the best teachers we have “they teach us vocabulary social skills and new ways of thinking”(leigh). It’s also true that textbooks could teach a child this, but not in the way they would learn from a story. When a child is really engaged in a story they will learn a lot more than they think. “Books teach us history ”(leigh). and many books are based on certain time periods or cover certain events. When a child reads these stories, they will retain the

Book-sharing experiences expose children to new concepts and vocabulary that they may not encounter in informal conversations. Children may use this new knowledge in their creative writing, “trying out” the words they have heard used in the books. When storybooks containing figurative language are shared and discusses, children are able to develop an understanding of the similes and metaphors.

Throughout the beginning of my Elementary school years we were taught literacy by writing creative stories with illustrations. In my story, “The Girl Who Had The Magic Finger” (4) you can see that I was not great at spelling and completing sentences. I also noticed my tendency to complete things in a big hurry and end sentences with phrases like, “And that’s the end of that.” I continued to learn by putting together little books like, “Little People Book (5).” These type of books aloud me to read the stories and comprehend what I’ve read because they were followed by short questions at the end.

1. Suggest an appropriate literacy play center for a 1st grade class. What does it teach/reinforce? What materials do you need?

In a similar study by Pentimonti and Justice (2009), preschool teachers used scaffolds as a way to gain language and literacy ideas that may be significant to children who are struggling. This method will help struggling children to be more effective. When the whole group read aloud, the teacher used high and low support scaffolds. Teachers used videotaped classroom surveillance to conduct whole group read aloud sessions in their respective classroom. Young students figure out how to discuss words, stories and characters, and answer questions about these components of the content through the joint read-aloud communication. Perusing resoundingly gives a connection through which adults and kids share a joint subject center which bears an open

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.

Learning corners are designed according to children’s interest and level of understanding. Children experience and grab the opportunities to connect their real-life experiences and develop a deeper understanding of narrative and practice appropriate responses (Burns, Griffin & Snow, 1999). We often design the materials and the board activities to promote their learning and meet their interests. It facilitates the growth of their vocabulary and reading skills. Play corners are great place for them to explore for example community helper theme, corner set up with costumes and props. They enjoy dressing up and taking turns by socializing and even acting out the behavior of them. They will communicate with each other and creating the situations by their own imaginations. According to William and Rask’s research (2003), they identified that supporting and modeling by educators and family members, children develop language and literacy skills being through the various kinds of situations they experience for example, shared reading with the parents or teachers together can enhance children’s reading and speaking ability by describing each picture in the story and strongly emphasizing on the words carrying the

Our activities that involved children in practicing reading "story retell". We use interactive, manipulative ways of learning literacy. We told the children to look at the picture and we told the children the word was something that can be seen in the picture. We asked the children to look for chunks in the word, such as “Touchdown, Munched, Crunched, and Feathers”, and some of them showed it.

Children love to hear a story because they can use their imagination while they listen, and storytelling is one of wonderful ways to teach children language and literacy skills. A good storytelling uses a variety of props, such as puppets, fingers, costumes, and changes a tone of voices and facial expressions in order to bring characters alive (Temple, Martinez, & Yokota, 2015). In addition, a good storytelling creates friendly atmosphere by “set off from day-to-day speech” (Temple, Martinez, & Yokota, 2015, p. 185). Moreover, a great storyteller creates an opportunity for children to participate in repetition lines, song, and physical movement (Temple, Martinez, & Yokota, 2015). Importantly, a great storytelling delivers emotion, thoughts, and experiences to children (Temple, Martinez, & Yokota, 2015).

This resource had been created to encourage a child to learn to read through play. It is in the form of a game and it is aimed at helping a child repeat the words that extra practice is needed from a book that has been read. The resource created is a game that incorporates play and praise in which are essential skills to support a child that is learning something new. Games enable all children to develop skills without pressure and are particularly important for children who may be less confident (Lindon, 1993). The ‘Let’s Read’ game can be used for a variety of ages as the words can be changed and personalised depending on the child’s reading ability. This game is a good way of helping to teach a child to read and improve on words that they struggle with because it is taught by learning through play, therefore the child is less aware they are learning and it is a fun way to practice. The child is also receiving praise and reward through the star reward sheet that comes with the game. By

My focus in this assignment is to describe learning from English picture books, but I shall take time to state the assumptions and theories that support this learning. In the first section, I will lay the purpose, procedures, use of this practice. Next, I will discuss some assumptions about children’s learning that are inherent in the practice. Throughout this assignment I will also provide examples to illustrate how picture books in the English classroom can increase the reading proficiency of ELLs. Then, some theories will be identified to explain my choice. At last, I will conclude with a critical evaluation, attempting to find more effective strategies of learning from picture books and activities to improve my pedagogic practice.

Many researchers believe that storytelling has a positive impact on children in terms of their oral language development and fluency. According to (Genishi & Dyson, 2015) story telling engages both sides of the child’s brain thereby allowing them to create a context where certain words be placed during conversation or any form of communication. Stories make children imagine therefore creating motion pictures in their brains and as such the children can copy and say the same words on their own while playing or imitating the story characters. Stories develops the inner world of imagination and creative thinking. Children tap into their imaginative minds and provide their own imagery. As such children can easily create meanings of unknown words. Just like storytelling, read aloud sessions have also been shown to boost children vocabulary and correct pronunciation, thus improving their oral skills. Children aged between three to five years have a higher concentration and listening skills, so stories considered to be a great tool to promote their phonetic knowledge and to hone their presentation skills. Children have to remember key points of the plot and character names. This is an excellent exercise to enhance memorization skills and it also may help guide children in their oral language. (Zipes, 2013)

Reading stories and storytelling have been hypothesized to affect the oral skills of little children. It was claimed that children who were told stories would use more formal language than the those who do not. We are three first and second grade teachers, we were wondering how we could use this idea in our classrooms to measure how storytelling and story reading influence the language development. We wanted to see if adding oral storytelling or reading would help our students in their oral language. This study was conducted on 30 first and second grade children aged between 7 and 8 living in Riyadh Saudi Arabia, 15 were subjected to story-telling and 15 assigned for story reading. Data was collected by observational retelling stories sessions and role-playing games and the reincarnation of the roles in the story. The findings suggested a huge correlation between telling and listening to stories and the oral language proficiency.