As my brother started attending school, I always grew intrigued by the homework he was having sent home. His teachers would send him simple things like letter charts to trace with a dry-erase marker, or short books with chunks of words to sound out. By seeing David’s homework and having a growing interest to go to school myself, I often couldn’t wait for David to get home so that we could play school out on our porch. David would bring a grey ... ... middle of paper ... ...ollege, because I am excited to learn new subjects, just as I am given the opportunity to sign up to attend classes that contain information that I am interested in. As I began this paper, I explained the process that I went through as I learned to talk.
It just wasn’t fair! I wanted to learn too! When I began Kindergarten I was prepared by knowing how to spell my name, recite and write the letters of the alphabet, and spell a few small words like, “CAT” and “DOG.” Our teacher, Mrs. Lowler, encouraged us to continue learning literacy by: sounding out letter or words, giving us more words to practice spelling, reading aloud to us every day, allowing us to take turns on the typewriter, recite poems and songs, take turns reading to each other, and finally writing a few small sentences. We also had a heartening contest that whoever read the most books would get a free pizza at Pizza Hut. There are two things I remember Mrs. Lowler did to encourage my literacy skills.
When I was two, I started preschool at my synagogue. In preschool, I continued to learn the alphabet and I learned to recognize my name. Reading has always been a big part in my life. When my mom was pregnant with me she used to read to my older brother, so in a way she was reading to me too. When I was a toddler, my favorite books were
Reflecting back own my own personal experiences with books, I would consider myself an avid reader motivated for the enjoyment of a good story, from my elementary years to now in high school. The development of the lifelong skill of reading begins in kindergarten. There young minds begin to understand the concept of a word and the meanings behind it. As a kindergartener I began to learn the basic of letters by sounding them out, and soon began to realize how they would connect into the words in books that I would later enjoy. The stories would come alive in my imagination as I read the words and looked at the pictures.
I do not remember when I first started reading and writing, but I remember my mother sitting by my side helping me sound out words. We would start out with simple words like “bed,” and end up with a more difficult word such as “proofread.” Reading aloud became easier because I could spell out the words in my mind. My mother encouraged me to read challenging books and learn the definitions of complicated words. My relationship with my mother is similar to the relationship that Alexie had with his father. Alexie wrote, “My father loved books, and since I loved my father with an aching devotion, I decided to love books as well” (129).
I have started being able to work with less stress without bothering my co-workers to help me in writing professional notes. My job has become more fun. I am also able to help my son with school homework. Finally, I had developed new good habits. As I have learned a new vocabulary I have started to like to read books in English instead of watching online TV in my first language .
As I write in English I have faced many challenges to include learning to think in English before I write. I am use to think in Spanish and therefore the words flow as a river with minimum effort on my part. I have tried to think in Spanish, translate my thoughts and then writing in English but has proven to be the most difficult process to follow. As I wrestled with the idea of writing in English and learning to think in English, my writing has become better with each assignment. As I reflect on how my writing has evolved, it is my intention to compare how the different tools and genres of writing had helped me write academically papers and how I expect to continue to better myself for mu future, even after I graduate from college.
The story time in the evenings changed to me reading part of the stories once I was a strong enough reader. Once I was able to read short books with small words, I would read them to my little sister. She would usually listen, or at least I thought she did at the time. When I started to learn letters in school, I would go home and show my parents my new skill. At the time I am sure that they pretty much looked like scribbles, but I was really proud of those.
1. The first non-dominant hand activity that I tried was writing the alphabet backwards. This activity was very difficult because it was hard for my hand to move in a smooth motion like it does with my dominant hand. It was also quite difficult to write the letters of the alphabet backwards because I was having to slowly say the alphabet out loud to make sure I was putting the letters in the correct order. I can easily say the alphabet backwards when I am speaking, but as I began to write them down, I realized it becomes more challenging because I’m having to focus on the movements of my hand along with the order of the alphabet.