Theories Of Literacy Development

Some children may not be able to understand the words being spoken to them and/or the grammatical rules of sentence construction. Therefore, when their teacher tells the class what they need to do, or explains a new idea or concept,9 they may struggle to understand what is being said. Having inappropriate vocabulary is

This has deepened my understanding of the big 5 concepts of literacy (phonemic awareness, phonics, vocabulary, fluency, and comprehension) through understanding what criteria can be used to determinate what is effective developmental for a reader and what needs improvement. The Informal Reading Inventory is one example of this because it allows me to assess word recognition, oral and silent reading, comprehension, and literacy capacity. All of which is valuable information which I can then use as a reading teacher to determine further instructional moves. While I have yet to have a place to fully put these assessment techniques into my full practice as a first year teacher. Learning about how to properly assess these components has better equipped me to think about my students' literacy abilities and further strategize my instructional planning to meet the diversity of their literacy

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

vocabulary and a better meaning of the words. By reading the book it not only helps them with

Writing is an essential tool and has been noted as a precursor for great speaking by teachers at all grade levels. However, with writing being an important aspect throughout one’s academic career and beyond, it is one of the most tedious tasks to teach. It sounds like a cliché, but in order to get better at something, one has to keep completing the task and each time, accomplish something different while maintaining prior knowledge. There are various ways that enhance a student’s writing abilities and the focus of these research strategies will prove that encouraging students to write enhances writing.

1. This document teaches students how to read the word by introducing lots of vocabulary and

The teaching assistant can have one to one sessions with a pupil, getting them to read certain passages aloud from a story and then getting them to repeat the passage, this will help with word recognition, and their speed and accuracy will improve the more they are

[ ] In order to build on the children’s understanding and content knowledge, lesson one’s purpose is to engage the children through making a prediction based on the text, pictures, and title. Lesson two builds on the language and literacy by continuing with using the mentor text, “Fancy Nancy” and using the rich academic language associated with the central focus of predictions. For example, each lesson has a distinct objective in which the activities are built on but all three lessons build on each other by incorporating similar academic language and literacy. The children start out in a whole group setting and are actively engaged through discussions and sharing activities. The children are then scaffolded into independent reading and activities to assess their understanding of the content objectives. They then use their prior knowledge and rich vocabulary to successfully complete the objective of each lesson through verbal discussions, independent work, and physical movement. In lesson one, the children are actively engaged through participating in a gallery walk. This gallery walk is done with the children’s table groups and encourages community and social interactions. During this activity, the children will work together to activate their prior knowledge of predictions and record through writing what they

If time, ask students to come up with their own sentences using some of these vocabulary words.

The lesson was to continue exploring the five senses. The class was read aloud the book “The 5 Senses” by Nuria Roca. The objective was for students to understand how each of the five senses work. The teacher reviewed the five senses and briefly reminded students how each sense works. The task of the lesson was for students to answer WH-questions on a worksheet. Instructions were given in small steps, and the activity was broken up into sequence of smaller steps over the week. The worksheet that was provided had visual illustrations and directions were highlighted. Students were to work in small groups, with partial level of support from teachers and paraprofessionals. The standards were CCSS.ELA-Literacy.RL.2.1: ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. CCSS.ELA-Literacy.RL.2.3: describe how characters in a story respond to major events and challenges. CCSS.ELA-Literacy.RF.2.3: know and apply grade-level phonics and word analysis skills in decoding

Creating and implementing effective lessons for a literacy learner who is struggling with reading and writing takes much effort and appropriate resources. Throughout the Literacy Development course, I have gained much insight and resources that have become valuable tools in addressing students’ literacy needs. Each week, I conducted lessons and activities that targeted the needs of many students, but my initial focus on was on one particular student. His individual reading level, spelling development, and writing abilities were analyzed and the recorded data was used

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

Writing has always been regarded as playing a prominent role in learning a second language. The purpose of this research was to investigate the difficulties and challenges facing students in writing and spelling, the factors causing these difficulties and how to overcome these challenges.

Oral language is also an important component in reading. When a child enters school, they enter with an amount of oral language and background knowledge that would come from their experiences so far. This knowledge helps them to understand their peers and others around them. The amount of oral language development within is student, directly reflects upon their reading level. The easier it is for a child to speak, the easier it is for them to pick up reading. Reading is not an easy task, but oral language does help with the process. Additionally, oral language would also help with the recognizing and association of words to text that is being read. There may be a situation in which the student is reading about for which they can relate too. This could be due to their prior oral language development. Associating words that are recognized in their vocabulary with words that are in the text creates a link that the student can expand on. This

Making words as a lesson helps students gain knowledge on decoding words within text and uses the six principles of word study instruction. The idea of the six principles of word study come from the textbook, Teaching Reading in the 21st Century (5th edition). The first principle is to start where the student is; this idea can be brought throughout the entire lesson. First, when spelling each word on their own, I would call on those less-advanced readers to spell the smaller words out for the