More handpicked essays just for you.
The effects of early childhood education essay
The importance of early childhood education
The importance of early childhood education
Don’t take our word for it - see why 10 million students trust us with their essay needs.
This semester I had the pleasure to be in Mrs. Smith’s kindergarten class at Normal Park Museum Magnet School. For the last four months I was able to observe and do a guided reading lesson. During this time I was able to reflect over what I have learn from Teacher Reading and connect it to what I have seen happen in my classroom during Guided Reading, writing, and reading. During Professional Development School I had the opportunity to see many different reading levels and see how my teacher taught her many different reading levels. In kindergarten at Normal Park the grade will study an author for one month. They would read many books by that author that would go along with their module. When introducing the new book Mrs. Smith would show …show more content…
The students are very proud of their Travel Journals and they are put out on Exhibit Night. Exhibit Night is when all the students work is put on for show just like a museum and parents come and look at the different work of the students. To make sure the writing in their Travel Journals are correct, Mrs. Smith will have the class sit down on the carpet and together they write the sentence that will go in their travel Journal. Mrs. Smith will use a document camera and write the sentence for all the students to see. The first thing she will do to get the students to think about their sentence is she will ask the class what they have been talking and ask them to list them. By doing this she is getting the students to think back to their reading. When Mrs. Smith is writing out her sentence using the document camera she will say each word as she is writing making sure she pronounces each syllable in the word. I like this concept because the students can see what she is writing on the board and also hear the letter sound while seeing the word being written out. For modeled writing, my teacher will tell the class what she is thinking about writing but she will ask the class what they also think as well. When she does this she is able to get her students on the correct path of thinking and they will either tell her they like this sentence or sometimes a student will come up …show more content…
Smith would go over phonics, spelling, and word study. Each reading level has a different set of sight words that the students must know before moving up to the next reading level. One way Mrs. Smith goes over spelling is a strategy called “What’s Missing”. “What’s Missing” is when Mrs. Smith will write the word on the white board, she will spell out the word and then say it and the students repeat after her. Next she will erase one letter and ask a student what letter is missing, she will do this until each student has a turn and each letter has been erased at least once. Another way Mrs. Smith goes over spelling is each student gets magnetic letters and they have to spell the sight word that they are currently spelling. This activity is called “Mix ‘n’ Fix” once the student a spelt the word correctly they have to point at each letter and then say the word and then Mrs. Smith will mix the letters up and the student spells it again. The last way Mrs. Smith practice sight words is called “Table Writing”. The students say the word as they use their finger to write the word out. I think this is a great strategy to use because when you are actually writing words you don’t say each letter as you write you say the word. By doing this the students are hearing what the word sounds like and they are writing
Draw a line down the middle of the board; write lion and lamb on the top of either side of the line. As a class come up with words describing a lion. Write these words on the board under the lion (i.e. angry, mad, big, brave, fierce, strong, etc.). Do the same of lamb (i.e. shy, quiet, gentle, friendly, etc.). Educator needs to write down words (on paper) in case a student was unable to complete task. Inform the class that they will be writing a multiple paragraph
Students will pull out their sight words. The word will also be written on the board. The educator will ask the students to identify each letter in their sight words. The educator will explain to the students that letters form words and words form sentences. Tell the students what a space is and the definition of sentence. The educator will put different words together to form a sentences (i.e. The cat is fun.).
Writing and Reading across the Curriculum. Laurence Behrens and Leonard J. Rosen, Boston: Pearson 2011. 274-279
The teacher will begin reading the book, but also participate in guided reading, in where she/he will pause every so often to recollect ideas from the students.
S. follows the Common Core Standards (n.d.), and the program for reading is called, Ready Gen. For speaking and writing activities, Miss. S., has her students turn and talk about a question to see what kind of answers the students have to say to each other. This is a good way for the students to see what their classmates have to say and a good way for them to interact with each other. This teaches the students that they have to take turns when talking and listen to the speaker. Miss. S., also uses frame words and the students have to write a sentence about the word that is in the frame. She will also have her students write about a word or topic in their notebook using, words, pictures, and sentences. For the English Language Learners in Miss. S. classroom she does a lot of modeling with webs and pictures. This way the students are able to see the words and the spelling, and they are able to see what pictures go with what
For as long as I can remember, I have always enjoyed writing. Writing is an opportunity for me to express my thoughts and feelings while helping me grow to understand who I am as an individual, a student and furthermore, a future teacher. Yet, if someone were to ask me how I do it, I am afraid I could not give him or her a clear and precise answer. Trying to find that answer almost seems harder for me than the actual writing process itself. However, after having done my student teaching last semester, I have learned that modeling my own writing for the students not only helps them to see more clearly how I write, but helps me understand how I write as well.
During adolescence, I began reading and writing through a fundamental learning program called, "Hooked on Phonics." This program consisted of long hours spent reading short novels and writing elementary phrases which were commonly taught in the second and third grade. With the motto, "Improve your child's reading and writing skills in just four weeks!" I was bound to become the next Mark Twain. The method of this course specialized in the improvements of word acquisition rates as well as reading speed; however, it lacked in the area of teaching comprehension. At a young age, I was instilled with the dire need to be highly educated and although I was unable to experience a fun and adventurous childhood like many other children, I am grateful for being raised with a greater knowledge and wisdom than that ingrained in many.
My previous conceptions and beliefs about reading have been challenged by looking at a different group of learners. Now, I have a more solid theoretical understanding understanding of the importance of reflective reading practices, in which the reader realize that reading is a complex process that is not determined for the fluency and “correctness” of matching the printed word with its expected and “appropriate” sound. I am also more aware of the importance of continuous support for struggling readers in post-secondary
As a teacher, you need to encourage all attempts at reading, writing, speaking, and allowing children to experience the different functions and use of literacy activity (The Access Center, n.d.). Moreover, it is crucial for educators to understand phonological awareness and phonics; know what constitutes good children’s literature and how to use it; know children who need additional assistance with beginning reading and writing (Cunningham et al, 2004 as cited in McLachlan et al, 2013, p. 112). Educators also need to plan effective activities to assist children experience reading aloud, listening to other children read aloud, listening to tape recordings, and videotapes so children have opportunities to integrate and extend their literacy knowledge (The Access Center, n.d.). Morrow (1990 as cited in The Access Center, n.d.) notes that classroom with greater teacher facilitation promote literacy behaviours, so it is educators’ role to provide literacy rich
While I believe every child is a reader, I do not believe every child will be enthralled with reading all the time. All students have the capability to read and enjoy reading, but just like any other hobby, interest will vary from student to student. The students in my classroom will be encouraged in their reading, be provided with choice, taught how books can take you into another world but, my students will not be forced to read. This paper will illustrate my philosophy of reading through the theories I relate to, the way I want to implement reading and writing curriculum, and the methods I will use motivate my students to read and help them become literate.
When children first start school they begin a new extensive journey, first meeting all new people and then having to learn a broad array of new things. One of those new things is how to read and also write. Teachers start out slow by having students write in big capital letters on funny looking red and green striped paper, next moving on to cursive letters with still that same silly paper. After a short while the students are on their own, writing notes for classes, notes to friends and family, along with research papers and stories for their teachers in school. And that is where my story begins, room 216 on the second floor of Pottsville Area High School.
During the course of this class, I have had the opportunity to read literature from authors who come from different backgrounds and places in the world. Some of the stories and poetry we read were straight forward while others were confusing and sometimes required a second look. But one thing is clear, it changed the way I think about literature in a few ways that I wasn’t expecting. Three works in particular stand out in my mind. “ I Wont Let You Go” by Rabindranath Tagore, “To New York” by Leopold Senghor, and Pedro Peramo by Juan Rulfo all had an impact on my thinking for similar yet different reasons. They all incorporate their cultural backgrounds into their work through the setting of their pieces. They also compose their pieces in a way that makes you want to research their history to find the deeper meaning. Finally, a couple of the authors write about things they are emotionally connected to. Some of the examples we will look at, really opened my eyes to going beyond a superficial understanding of literature.
In this information–driven age, preparing students to read a variety of texts with complete understanding should likely be one of our educational system’s highest priorities. Understanding is more than just the ability to produce information on demand (knowledge) or the ability to perform learned routines (skills). “Understanding is the ability to think and act flexibly with what one knows.” (Active Learning Practice for Schools, n. d.) A review of the literature in the area of reading comprehension of elementary-age students shows two principle areas of focus. There is a body of literature that examines the development of proficient vs. struggling comprehenders and another body of literature that compares methodologies for teaching reading comprehension.
Two days a week in the morning, the children participate in a reading and writing block called “literacy and writing workshop.” The classroom is organized into five different levels with one group having one extra person; the levels are based on scoring of reading assessments. The groups are rotated so that each may spend 15 minutes cycles with either the teacher or Para-educator. The groups not with an instructor were to work on the “Daily-5” (explanation later) until their scheduled lesson. After the students finish their lesson, they are to fill the remainder of the workshop time working on “Daily-5.” This workshop is part of a regular routine. The students understand that after a reading a story with the teacher, they are verbally given a writing assignment. The assignment is usually to write a five sentence paragraph and color a picture related to the reading.
Staying current with professional development is our fast-moving world is crucial. In my teaching career, I doubt that I have invented any method of teaching reading that has not been previously used in some way by someone else, but I have done many of the same things in reading classes that are currently being taught to new reading teachers today. Even so, I have endeavored to learn new techniques in my area, especially during the past five years. I have taken as many inservice courses and have attended as many of the professional conferences as I could without sacrificing the time owed my students.