Summary This lesson was designed for use in a pre-kindergarten classroom over the course of the literacy block, with built in brain breaks for students. The goal was to introduce students to the parts of the book, as well as help students with the unit’s essential question, “How do good readers read books?” Using a shared reading format students were introduced to the book through an interactive experience, they were asked to describe a strawberry that had been placed before them. Since the book being read centered on a strawberry, the goal was to give students both shared experience and background knowledge, as well as integrate in a science standard of using the 5 senses to describe an object. The focus was then turned to the big book version of The Big Hungry Bear, where the parts of the book were modeled before giving out smaller copies of the same book to students. As a group the children searched for different parts of the book, sharing aloud to a partneras well as silently showing the teacher. After the introductory period students followed along as the big book was read modeling proper word correspondence with a large hand pointer and dramatic wording to model fluency while …show more content…
(Tompkins, 2005). When I first began working on developing a pre-kindergarten program at my current school I was put off by a lot of boxed curriculums due to the lack of quality literature available to students. With this in mind I worked with a team to begin developing a well rounded curriculum for our youngest readers that would not only teach them how to read but would allow them to fall in love with reading as an art. Shared reading and thematic units are the crux of this curriculum. The lesson I presented was a trial run of a lesson that is being designed for use next
In the article: Effects of Small-Group Reading Instruction and Curriculum Differences for Students Most at Risk in Kindergarten by Debra Kamps, Mary Abbott, Charles Greenwood Howard Wills, Mary Veerkamp, and ,Jorun Kaufman they argue that the implementation of small group reading intervention done on the three-tier model of prevention and intervention were beneficial to students. The study was conducted using 83 at risk (reading failure) students during the winter of kindergarten. It was an evidence-based curriculum done in groups of one to six. They concluded that students in the small interven...
Fountas, I., C., & Pinnel, G. S., (2009). When readers struggle: Teaching that works. Portsmouth, NH: Heinemann.
Children’s pictures books are a staple in every young person’s life, from Dr. Seuss to Maurice Sendak. They shape thoughts, values, provide life lessons, and open them to cultures and experiences they may never get a change to be a part of. Many times, the story has been passed down orally for centuries, before being put to paper. They connect generations to each other. And they manage to do all of this through all entertaining characters and vibrant colors. Their words encourage development in learning, and their stories stimulate the imagination. However, in recent decades a new category of books has emerged on the market: wordless picture books. These have become a growing trend in today’s society. There is debate amongst scholars, teachers, and parents as to whether or not these books stimulate imagination, language skills, and literacy skills, as much as a book with words would. Wordless children’s books are beneficial to today’s children, and can provide unique insight into the way their imagination works, and a look into their developmental processes.
This detailed text provides an understanding of reading and writing through detailed case studies, reflective questioning and further reading; in addition to links with the Early Years Curriculum (EYFS)(DCSF, 2008) provide informative information accessible to both practitioner and parent. As pointed out by the authors, literacy relates to fifty % of the early learning goals, therefore highlights the importance by the practitioner to make the acquisition of literacy exciting and meaningful through a multitude of role play scenarios, stories, rhymes and oral language, thus providing opportunities for the child to put life experiences of literacy into context, while scaffolding existing knowledge.
Several lessons were taught throughout the course of my observations. All of the lessons taught were from the Common Core State Standards (CCSS). During group reading time and the reading center, the lessons consisted of being able to identify characters, setting, and major events in a story. The students were to be able to tell which was the author or the illustrator of a book. They were to compare and contrast the adventures and experiences of characters in familiar stories with their own life experiences for example, when the Councilor read the book Kelly Bear which was all about...
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 doing so I had chosen two activities based on the learning domain literacy, the first resource exposes the child to blocks and the second was an alphabetic sensory table, both of theses resources provided the basic understanding of how literacy can develop from play based learning. Blocks can be placed in any part of the early childhood setting either indoors or outdoor play spaces, however the sensory table can be used in any indoor play space area. As educators we all know that the first few years of any child’s life is essential to their learning, development and growth, and with theses activities we can give new meaning to the interactions young children have towards language, communication and their
How do the predictions about integrating reading into future instruction compare for these two groups of secondary pre-service teachers? (169).
I was lucky enough to have the opportunity to work with Maribel, who is a first grade student at Lou Henry Elementary School in Waterloo, Iowa. Our sessions were once a week, for six weeks, on Tuesdays that lasted for thirty minutes. Together we worked on developing Maribel’s reading and writing skills and to evaluate her growth. Throughout this experience, I learned that Maribel likes to read chapter books and likes funny books. When looking for a book, I tried incorporating one of those two characteristics. Our sessions included a read aloud, shared reading, guided reading, word work, and working on her writing. One of our ultimate goals was for Maribel to write full and complete sentences and for her to understand and grasp
The traditional teachers follow the famous list of books to be read by his or her students. Many children will not enjoy reading because they do not have the background to understand the material. They do not have any interest in the book, which makes reading confusing and difficult to understand. “Students have felt what mattered most was the relationship teachers established with their students providing guidance to students who have felt inadequate or threatened” (Rose 115). Teachers who follow the traditional curriculum do not necessarily need to focus on their traditional ideas, but rather interact with their students and find interesting topics to discuss with their
Early literacy cannot simply happen overnight; it is a social process which is made possible by the efforts of children’s parents, siblings, grandparents, friends, caregivers, and teachers. The importance of parent involvement cannot be overstated. Parents need to understand and appreciate the value of early reading habits. Shared reading experiences is one of the most important elements in children’s overall developmental and educational outcomes. However parent-child interactions in different cultures can vary widely. Some do not feel comfortable or professional enough to teach their child. Some may not know the importance of modeling reading to their children. Others may not realize that even babies can benefit from books.
In pre-school I gave “reading lessons” to Big Bird, Elmo, Strawberry Shortcake, and several Popples, even though I couldn’t read; I had just memorized my story book tapes.
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.
Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2010). Literacy: Reading, writing and children’s literature (4th ed.). South Melbourne, VIC: Oxford University Press.
A comprehensive approach to literacy instruction is when reading and writing are integrated. This happens by connecting reading, writing, comprehension, and good children’s literature. A comprehensive approach to literacy should focus on the many different aspects of reading and writing in order to improve literacy instruction. This includes teachers supporting a comprehensive literacy instructional program by providing developmentally appropriate activities for children. Comprehensive literacy approaches incorporate meaning based skills for children by providing them with the environment needed for literacy experiences. This includes having a print rich classroom where children are exposed to charts, schedules, play related print, and