EDF 3034 AT 1 Literary Resource (Reading and viewing) by Nur Laila Natasha Wahid https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k Done by AT 1 Group Curry Puff: Nur Laila Natasha Binti Wahid (29779219), Shazana Lim (31977278) and Li Ling Choo (31132553) en-us 2020-07-31 17:23:06 UTC 2026-01-30 10:36:48 UTC hello@padlet.com Reading and Viewing lailanatashawahid https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/666735899 Reading and viewing is the ability to decode and interpret with a range of text. This will include multi modal texts with purpose and critical awareness, which is also a process of constructing meaning from print and other symbols. Reading is also an integral part of literacy as a whole and it is not separable from writing, viewing, speaking and listening. 

Young children's development of emergent literacy skills begin in early life. By observing and participating in literacy events at home and in other social settings, they learn about the functions of literacy. Their reading and writing skills will develop in correlation with their visual and motor skills (Susan, 2009). Children was exposed to literacy skills through verbal and non-verbal communication patterns such as body gestures, sign language and various prints and symbols. This also means that children are learning literacy everywhere ranging from their homes to other social context like shopping malls and sometimes even outdoor play

According to the National Reading Panel, there are five essential components of reading.
1. Phonemic Awareness
2. Phonics
3. Fluency
4. Vocabulary
5. Comprehension
(National Reading Panel, 2000)

Importance of reading and viewing. 
As a child starts to understand the print on the page stands for something, they are developing print awareness. This skill might aid the child in future development like holding a book properly and eventually allowing the child to know when a story starts or ends, and even knowing that texts is read from left to right (Shrier & Michigan State University Extension, 2013). 

As a child's reading skills develop, their independence level will increase as they are able tackle unknown words on their own. When they learn to read, their vocabulary expands and they have a wider understanding of the words, hence leading the child to be more expressive with the way they speaks. 

As they build a base knowledge of words, spelling and grammar, they will feel confident in learning new vocabulary and using the words they have acquired previously. They would develop the skills in decoding the unknown words by analyzing the situation and condition.

A child's ability to read also help them in unlocking achievement in other subjects in the future. ]]> 2020-07-31 17:25:19 UTC https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/666735899 Choral reading lailanatashawahid https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/667045404 This resource offers educators a video example on how to carry out a choral reading activity to practice fluency. The students practice fluency by given opportunities to read independently at their independent level or read with feedback from a teacher/more able reader. ]]> 2020-08-01 09:47:45 UTC https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/667045404 The four resources model lailanatashawahid https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/667047577 This resource offers educators a diagram of the four resources model developed by Allan Luke and Peter Freebody, 1990. It helps educators to understand the key processes involved when a reader approach a text. This model can be used as a way to scaffold students towards becoming active users of texts.

The four resources model is important as it is a framework for teachers to use to develop and plan teaching activities for literacy learners.

Using the four roles of a reader:
1. Code breaker - ability to break the code. Readers understanding of alphabetic principle, phonemic awareness, letter knowledge and phonics.

2. Text user - identifying the purpose and text type or book genre.

3. Meaning maker- comprehending the text on a literal, interpretive and critical level.

4. Text Analyst - evaluate the author's intention/accuracy of the information.

(Hill, 2012, pg.197-200)]]> 2020-08-01 10:04:46 UTC https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/667047577 Modelled Reading lailanatashawahid https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/667048926 This resource offers educators a video resource on how to do a modelled reading activity. 

Modelled reading is an activity whereby children listen to a text read aloud by the teacher. Teachers demonstrates fluent and expressive reading, complex vocabulary and good reading behaviour while providing readers with opportunities to familiarize with linguistic and visual features of text.

Modelled reading can be used as a strategy to target various literacy focuses like concepts of prints, phonological awareness, phonics, vocabulary, comprehension, fluency.
 
Modelled reading is important as it develop students understanding about reading and allows students to see a purpose in learning to read.
]]> 2020-08-01 10:14:45 UTC https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/667048926 Shared Reading (Favourite) lailanatashawahid https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/667048966 Shared reading is a reading activity whereby the teacher read a story to a group of students using enlarged books. The use of big books allows students to engage with the print and illustrations in the book. Teachers can use pointers to help draw children's attention to the print.  

The focus of shared reading is to explore conventions of print, identifying words, read various text types, learn how punctuation and grammar is used in sentences. 
(Hill, 2012, pg 83)

Holdaway (1979) recommends the use of big books as a teaching tool for conducting shared reading in the classroom. The shared reading activity includes the rereading of stories that helps to build reading fluency and story comprehension. (Tracey & Morrow, 2006, pg 92)

This resource offers educators an example of a shared reading activity. This video shows procedures on how to carry out Shared Book Approach (SBA) using big books. 

Goals for Shared Book Approach:
1) Provide an enjoyable experience with books.
b) Encourage children to talk.
c) Provide oral English models for both book and spoken language.
d) Provide further language practice opportunities when the story is reread.
e) Introduce beginning reading skills through motivating stories.

(Ministry of Education, 2013) ]]> 2020-08-01 10:15:06 UTC https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/667048966 Guided Reading lailanatashawahid https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/667049000 This resource offers educators an example of how guided reading is conducted in a classroom. Guided reading is usually conducted in small groups whereby children read individual copies of the same text selected by the teacher based on the children's reading level. The teacher then prompt the children to use a range of problem solving strategies to read the text. 

The guided reading activity reflects Vygotsky's (1981) zone of proximal development as the teacher helps scaffold children's level of reading and provide additional support.]]> 2020-08-01 10:15:24 UTC https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/667049000 Peer Reading lailanatashawahid https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/667049036 This resource offers educators a video demonstration on how to carry out peer reading activity in the classroom. Peer reading encourages students to work together with peers. More fluent readers can be paired with less fluent readers to support peer-assisted learning. Students take turns to read aloud to a partner.
(Reading Rockets, 2019) ]]> 2020-08-01 10:15:40 UTC https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/667049036 Reader's Theatre lailanatashawahid https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/667049057 This resource offers educators a video resource of children participating in Reader's Theatre. Reader's theatre is one of the strategy to promote reading with fluency. Children participate by oral reading parts of a script without the need to memorize the script. Re-reading the scripts helps reader develop fluency. 

Reader's Theatre helps to build student's fluency skill and builds the reader's confidence. It helps readers to learn how to read aloud with expression.
(Reading Rockets, 2019) ]]> 2020-08-01 10:15:53 UTC https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/667049057 Why is Fluency important? lailanatashawahid https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/667261671 Reading fluency is defined as "accurate reading of connected text at a conversational rate with appropriate prosody or expression." (Hudson, Lane, and Pullen, 2015) 
The elements of reading fluency includes accuracy rate, automaticity, phrasing and expressiveness.

Fluency is important because it provides a bridge between word recognition and comprehension. 
Fluency also leads to a better comprehension and having the ability to read efficiently. ]]> 2020-08-02 01:53:52 UTC https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/667261671 What is Phonemic Awareness? https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/667275937 Phonemic awareness is the ability to focus on and manipulate individual sounds in words.
 
Phonemic awareness is the foundation for spelling and word recognition skills. Educators can use Phonemic awareness to predict how children will learn to read during the first 2 years of instruction.

Phonemic awareness is not phonics it is auditory and not print dependent.

Teaching Strategies:
Teaching phonics through play based activities.  Games for children younger than 4 years old involves rhyming activities, older children 5 years old and above includes blending and segmenting of words into onset and rime,

  • Recognizing which words in a set of words begin with the same sound ("Ball, boy, and bird all have /b/ at the beginning.")
  • Learn to isolate and say the first or last sound in a word ("The beginning sound of ball is /b/." "The ending sound of kit is /t/.")
  • Practice combining, or blending the separate sounds in a word to say the word ("/b/, /a/, /g/ – bag.")
  • Breaking, or segmenting a word into its separate sounds ("an – /a/, /pn.")
]]> 2020-08-02 03:02:02 UTC https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/667275937 Multimodal Literacy lailanatashawahid https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/667339106 Kress (2004) mentioned that literacy in the new media age involves "human, cognitive/affective, cultural and bodily engagement with the world and on the forms and shapes of knowledge". He suggested a shift from alphabetic literacy to explore the new forms of literacy needed in today's world. This "multimodal turn" is a recognition that language with other semiotic resources and meaning is made multimodally. Communication with multimedia and social media involves both language and the use of multimodal resources such as imges, videos and three dimensional objects to make meaning  in different context(Smith et al. 2014). 

Developing multi modal literacy in children is about developing their ability to view multimodal texts critically and for them to represent their ideas through the production of effective multimodal texts. This approach provides scaffolds for children to access the meanings made in multimodal texts by introducing the features and typical functions of the text while using it in mutlimodal texts to make meaning(Lim, 2018). ]]> 2020-08-02 08:29:30 UTC https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/667339106 Play-based Assessment lailanatashawahid https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/667340262 This resource offers educators an article that talks about the best practices in play assessment. Educators could consider play-based assessment as part of assessing children's learning. Play assessment is also used in interventions by psychologists as an observational strategy.

Froebel's theory on play emphasized on the importance of integrating play in children's learning. Froebel believes that play is the highest form of learning. (UKEssays, 2018)

Types of Play Assessment
- Play Assessment Scale
- Transdisciplinary Play-Based Assessment
- Play in Early Childhood Evaluation System (PIECES)]]> 2020-08-02 08:37:47 UTC https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/667340262 Observation lailanatashawahid https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/667342728 This resource offers educators a guideline on how to go about conducting an observation to assess children's learning and development based on the Nurturing Early Learners (NEL) framework. This resource also provide examples and scenarios for teachers to have an insight on how teachers can tackle the different situation using observations and documentation to plan what is the next step for the child to improve on.

Based on the NEL framework, systematic observations and documentation are important to keep track of children's learning progression. The information gathered from the observations are evidence that will help teachers understand the children's strengths/weaknesses and likes/dislikes.Teachers can then make modifications and plan more constructive learning experiences based on children's response and observations.

Methods of observations:
- Anecdotal records
- Checklists and questionnaires
-Time sampling 
-Event/Frequency sampling
-Photographs, artefacts and work samples
- Information and Communication Technology (ICT resources)

(Ministry of Education, 2013)]]> 2020-08-02 08:50:56 UTC https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/667342728 Reader's Theatre tips lailanatashawahid https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/667344475 This resource offers educators a video on an example of how to carry out reader's theatre in a classroom.

1. Modelling expressive fluent reading
- Teacher model multiple roles.
- Teacher model how to hold script for reading.

2. Echo read
- Children repeats after the teacher.
- Children practice phrasing and expression.

3. Differentiate roles
- Teacher to ensure children are comfortable with their assigned roles.
- Children with higher reading ability can be assigned to bigger parts of the script.
- Children can switch roles when they are more confident and comfortable after reading the script a few times.

4. Rehearse
- Repeat and practice expressive reading of familiar text in a reader's theatre group.
- Build children's confidence in reading aloud.

5. Joyfully perform
-  Children to practice projection. 
- Children can create props or masks to add details to the performance.
 ]]> 2020-08-02 09:01:02 UTC https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/667344475 Importance of Vocabulary lcho0015 https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/667397313 Children would have a hard time to comprehend the texts, verbally, written or multimodal if they encounter too many words that they don't understand. Some children would be able to deduce the meaning of the words through the context of the text using some cues but sometimes, inadequate receptive vocabulary would lead to a breakdown in text comprehension (Fellowes & Oakley, 2014).  

Vocabulary is critical to reading success as:
  • Comprehension improves when young ones know what the words mean
  • Words are the currency of communication. They help to improve all areas of communication - Listening, Speaking, Reading and Writing
  • When the vocabulary of a child improves, their academic, social confidence and competence improves too (“Understanding Vocabulary | Scholastic,” n.d.). 
]]> 2020-08-02 14:02:54 UTC https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/667397313 Supporting language in Dramatic Play lailanatashawahid https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/672918332 This resource offers educators to help plan for a language-rich environment in the dramatic play centre to aid children in developing literacy skills.

According to an article in NAEYC, authentic dramatic play benefit children in developing literacy skills such as learning new vocabulary when they interact with peers and the learning materials provided in the dramatic play centre.

Children used their prior knowledge to enhance their play where they reenact what they see and observe from home, culture or their environment around them.

By engaging and listening to children's conversation, teachers can plan the theme of the dramatic play centre based on children's interest and what they would like to learn about.

When teachers plan for intentional play, children's play becomes interactive as it leads to meaningful learning. By creating such authentic experiences, children can have fun in a comfortable setting, providing them the opportunity to practice their communication and literacy skills.

The emergent literacy theory advocates literacy-rich classrooms that helps promote emergent literacy development. This includes environmental prints and extensive presence of books to create opportunities to interact with the items in meaningful ways.
(Tracey & Morrow, 2006, pg 94)
 
Planning for a language-rich environment:

1. Verbal mapping
Engage in meaningful conversation with children. Describe what the children/the teachers are doing (describe actions and objects in the  dramatic play centre) and expose children to new words in a meaningful context.

2. Provide props to extend children's play
By providing props in the dramatic play centre, children can extend their learning and build on their knowledge. Teachers can change or add on the props periodically depending on children's level of knowledge, understanding and interest on a particular theme.

3. Make it a print-rich setting
It is important to display materials like pictures, books, functional labels in the learning space so that children can be aware of prints as it symbolises language they use in their daily lives. Prints in the environment also help children to scaffold their language and help them with reading and writing. (NAEYC, 2018)

Examples of dramatic play centre themes and literacy materials:

Restaurants/ Cafe
- menu, signs for food and drinks, restaurant/cafe name.

Clinic/hospital
- patient folder, medicine labels, visual schedule for booking appointments.

Grocery store
- shopping list, price tags, food labels, receipts.

Camping
- maps, compass, food labels, tent instructions, trail signs.

Aquarium/ Zoo
- brochures, diagrams of animals, animal life cycle diagrams, directory of the aquarium/zoo.
(State Government of Victoria Australia, 2019)]]> 2020-08-08 00:39:21 UTC https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/672918332 Print referencing tips for parents and caregivers lailanatashawahid https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/673091681 This resource offers parents and caregivers some tips on how to read to a child. This resource is based on a program name STAR (Sit Together and Read) program that is developed by Dr. Laura Justice.

Before reading with your child
- Find a quiet and comfortable reading space away from distractions.
- Sit in a position whereby your  child can see the reader and the storybook.
- Point out to the cover page and the tittle of the book.
- Talk about the book and ask your child what they think the book is about.
-Relate the topic of the book to your child's prior knowledge.

While reading with your child
- Read at a slower pace so that your child have time to comprehend and understand the parts of the story.
- Pause between pages to allow your child to spend some time to look at the pictures in the book, ask questions, point to words or letters.
- Actively involve your child in the story by encouraging them to make predictions on what will happen in the story. It is important to explain new words and ideas in the story.
- Read with expression. Change voices for different characters or for slow/exciting parts of the story. This is to add excitement and add details to the story.
- Pay attention to prints (learning about letters/ prints/ sentences/ punctuation marks).

After reading with your child
- Ask questions relating to the book. E.g. Ask what they like/don't like from the story. Ask the children open-ended questions.
- Encourage and provide support during storybook reading.

(Justice & Sofka, 2010)]]> 2020-08-08 11:49:34 UTC https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/673091681 NEL Language and Literacy curriculum framework lailanatashawahid https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/673464430 This resource offers educators and parents a guideline of what are the learning goals for language and literacy at Kindergarten level.

This resource is an informative resource which provides examples of lessons with the focused literacy skill and literacy teaching strategies/tools suggestions. Teachers can use this resource to guide them in planning their literacy lesson based on the literacy learning goals in accordance to the NEL framework.

Learning Goal 1
Listen for information and enjoyment.
e.g Identify the main events/characters in a story.

Learning Goal 2
Speak to convey meaning and communicate with others.
e.g. Show understanding of questions by responding with gestures/expressions/words/ phrases.

Learning Goal 3
Read with understanding and for enjoyment.
e.g. Show interest in books. (Looking at pictures and words in the book, asking questions about the story)

Learning Goal 4
Use drawing, mark making, symbols and writing with invented and conventional spelling to communicate ideas and information.
e.g. Use different forms of writing during play.

(Ministry of Education, 2013)]]> 2020-08-09 13:11:36 UTC https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/673464430 Principles for teaching Vocabulary lcho0015 https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/673840297 - Vocabulary should be taught both directly and indirectly, mainly indirectly through the provision of stimulating and language-rich environment such as home and school. Hence, educators should work hand in hand to maximise the potential learning of the child.

- Repetition and multiple exposure to vocabulary words, in different contexts; oral and written are important. This includes revisiting and revising the meaning of new vocabulary learnt and taught. 

- Learning in rich and meaningful contexts is valuable for vocabulary learning and is impactful for the child.

- Vocabulary can be acquired through incidental learning and should entail engagement in learning task (Fellowes & Oakley, 2014). ]]> 2020-08-10 03:46:09 UTC https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/673840297 Assessment for vocabulary knowledge lcho0015 https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/673849858 According to Paratore & McCormack (2007), three effective ways of assessing vocabulary are: 
  1. Asking children to provide synonyms and antonyms of the word
  2. Asking children to categorise the words under headings
  3. Observing children's use of words in oral and written contexts. 
  4. Picture vocabulary can be used to assess receptive vocabulary. 
  5. Analysing texts produced by children (both written and spoken) can aid in the assessment of expressive vocabulary. 

Example of activities that help in assessing:

  1. Semantic feature analysis
  •  involves children filling in a grid that pertains to a certain category. 
  • Choose a category names (E.g. Zoo Animals)
  • Allow children to brainstorm on what words fit into the chosen category. 
  • List some of the features of the items in the category (E.g. Animals with four legs, vegetarian and pouch) 
  • Create a grid and allow children to complete it as a group or class. 
  • After creating the grid, discuss the features of the words with the class. 

Synonym Webs
  • Educator nominates a target word and write it on the board
  • Children brainstorm synonyms and may use a thesaurus to find others
  • Both educators and children to collaborate and decide which words go together in categories. 

Vocabulary word maps
  • Children work independently or in pairs to discuss and explore a particular word by writing a definition of the word, putting the word in a sentence and drawing a picture to illustrate the word while thinking of synonyms and antonyms of the word. 
  • Target word chosen by educator or children
  • Allow children to discuss the word in order to arrive at a definition in their own words, some synonyms and a sentence containing the word. 
  • Draw a picture to illustrate the word. 
]]> 2020-08-10 03:59:22 UTC https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/673849858 Reference List lcho0015 https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/673868660 2020-08-10 04:24:38 UTC https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/673868660 Introduction Video lailanatashawahid https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/674415089 AT1 - Team Curry Puff ]]> 2020-08-10 15:48:48 UTC https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/674415089 Theoretical perspective on literacy lailanatashawahid https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/674470942 Theory of Literacy Development
Holdaway (1979)
- Holdaway believed that "learning to read is viewed as a natural development occurrence".
- reading begins at home where parents models and reinforced  reading to children.
- rich literacy classroom environment to immerse children in meaningful language experiences with high-quality
children’s literature.
- recommends the use of big books and shared reading techniques in the classroom.

Maturation theory
Morphett & Washburne (1931)
- According to the maturation  theory, children should only be taught to complete tasks when they are physically and mentally ready to do so.

Cognitive Development
Jean Piaget (1969)
- children acquire knowledge by interacting with the world.
- children are active participants in their own learning.
- children learn through direct experiences and social interaction with peers.

Emergent Literacy Theory
- Children's development in the areas of listening, speaking, reading and writing are interrelated.
- emphasize on the critical role that children's home environments have on children's literacy development.
- believes in literacy-rich environment.
(Tracey & Morrow, 2006)

Friedrich Froebel Theory on play
- importance of play as a central integrating element in a child's development and learning.
- requires adult guidance and a planned environment that promotes curiosity,  enquiry, sensory stimulation.
(UKEssays, 2018)

Social constructivism
John Dewey (1966)
- process of inquiry.
- children learn by asking questions and actively seeking answers.
- hands-on approach.
- learning is child- centered (built around the interest of the child).
- children learn best through play because of social interaction.

Lev Vygotsky (1981)
- children construct knowledge.
- learning leads to development.
- learning occurs in social context.
- language plays an important role in intellectual development.
- zone of proximal development.
(Hill, 2012, pg.3)

Family Literacy Theory
- focuses on the role of parents in children's literacy development. 
-  literacy-rich homes environment contributes to children’s early successful literacy development.
(Tracey & Morrow, 2006, pg 88)]]> 2020-08-10 16:22:47 UTC https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/674470942 NAEP's oral reading fluency scale lailanatashawahid https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/674517080 This resource offers educators a fluency rubric that focuses on the level of skill a student demonstrates in phrasing and expression while reading aloud. The educator rates the student according to the level that best describes student's overall performance when student is reading aloud. ]]> 2020-08-10 16:50:56 UTC https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/674517080 Multidimensional Fluency Scale (MFS) lailanatashawahid https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/674525694 This resource offers educators a fluency rubric that can help record their assessment of children's fluency in phrasing, smoothness, pace, expression and volume. 
(Fellowes & Oakley, 2014, pg. 347)]]> 2020-08-10 16:56:29 UTC https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/674525694 Example of Phonemic Awareness Teaching https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/675698637 Lindamood Phoneme Sequencing Program
This video highlights how a teacher can teach phonemic awareness to children by using phoneme sequencing.
]]> 2020-08-11 14:33:25 UTC https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/675698637 Letters vs Phonemes https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/675756882 Refering on the video on letters vs Phonemes. She highlights that early childhood educators need to teach children to differentiate between letters and sounds in a word.]]> 2020-08-11 15:06:08 UTC https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/675756882 Phonemes and their sounds https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/675792615 There are 44 phonemes in the english language and this resources guides teachers and students on how to pronounce them.]]> 2020-08-11 15:25:29 UTC https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/675792615 The difference between phonemic awareness and phonological awareness https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/676768667 Although both phonological awareness and phonemic awareness are about recognising words are made up of a variety of sound. Phonemic awareness deals with only one aspect of sound: mainly the phoneme. A phoneme is the smallest unit of sound in a language that holds.

Phonemic awareness is actually just one aspect of phonological awareness. While phonological awareness encompasses a child’s ability to recognize the many ways sounds function in words, phonemic awareness is only children 's understanding of the most minute sound units in words. 

]]> 2020-08-12 06:03:26 UTC https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/676768667 Chall's Stages of Reading Development lailanatashawahid https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/679250504 This resource offers educators a chart showing Chall's stages of reading development. This can serve educators a useful benchmark to plan for future learning. However, educators do have to keep in mind that children learn at their own pace and they may use the stages of reading development as a guide.

  • Stage 0:  Pre-reading, birth to age 6.
  • Stage 1:  Initial reading, grades 1-2.5.
  • Stage 2:  Confirmation, Fluency, Ungluing from Print, grades 2-3.
  • Stage 3:  Reading for Learning the New, grades 4-8.
  • Stage 4:  Multiple Viewpoints, high school, ages 14-18.
  • Stage 5:  Construction and Reconstruction, college and above, ages 18+.
        (Chall, 1996)
]]> 2020-08-13 18:20:31 UTC https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/679250504 Assessing and Evaluating Phonemic Awareness https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/681682195 Why evaluate?
Assessment serves essentially dual purposes:
1) To initially identify students who appear to be at risk for difficulty in acquiring beginning reading skills.
2) To regularly monitor the progress of students who are learning those skills.
3)Achieve the goal of children being able to demonstrate phonemic blending and segmentation and using sounds to spell simple words.

Assessment Strategies
1) Test of phonological awareness in kindergarteners. 
Requiring students to indicate which of three words (represented by pictures) have the same first sound as a target word.
This measure of phonemic sensitivity strongly predicts which children will demonstrate high segmenting ability following small-group instruction in phonemic awareness. 
(Torgesen, J. K., & Mathes, P. G., 1993)
 
2) Nonword spelling
Five non-words (jeg, tir, wud, gef, yid), children receive one point for each phoneme that they represent correctly in the spelling. This activities assess children's  growth in blending and segmenting after small-group phonological awareness lesson.
 
3) Yopp-Singer Test of phoneme segmentation
This test consists of 22 items and requires children to separately articulate each phoneme in the presented words. The student receives credit only if all sounds in a word are presented correctly. Teachers are encouraged to give praise if children has achieved the correct answer, or give correction if child mispronounced the phoneme. The test is done with individual students for 5 to 10 minutes and their responses are recorded and evaluated.

(Yopp, 1995)

]]> 2020-08-16 05:52:19 UTC https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/681682195 Activities to teach Vocabulary (Favourite) https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/681750241 Visual Vocabulary:  
  • Give children a set of pictures and a set of words in correspondence. 
  • Allow children to match it 
  • At the end of the activity, go through the list with the children and explain the meaning of each word. 

Concept based approach
  • Give children a short paragraph with idioms or expressions to be learned, incorporating clues and hints that help children to get its meaning of the certain idioms.
  • At the end of the activity, put the idioms in funny sentences and have the children try to guess the meaning. 
  • This activity help them to remember the meaning of the words longer. 

Blind Seat
  • Have a child sit down on a chair with his/her back against the board (Where idioms or words is written)
  • Allow the rest of children to explain the meaning of the word without mentioning the exact word. 
  • This activity allow children to add a new vocabulary word and also practice fluent speaking and active listening. 

Story teller
  • Write some words on the board and allow children to choose the words
  • Sit them in a circle and tell them that they are going to be storytellers today. Explain to the children the meaning of words that they chose and explain to them that they are going to create a story together. 
  • Allow one child to create a sentence with the word they chose and subsequently the other children to continue the story with the word they chose until all the words on the board were used. 
  • This activity help children in sentence structuring, imagination, making sense and unleashing their creativity.

Mystery box
  • Write word cards and place it in a bag or box. 
  • Allow children to choose from it and make a sentence without knowing the meaning of the word. 
  • Afterwards, explain the meaning of the words and ask the children to read out the sentences that they create previously to see if it make sense. If it doesn't make sense, allow children to re-write the sentences. This helps them to learn from mistakes.

]]> 2020-08-16 10:49:04 UTC https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/681750241 How families promote early Literacy lailanatashawahid https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/682231149 This resource offers parents/families research-based suggestions on how they can play a part in promoting early literacy at home. This resource reflects the family literacy theory whereby it emphasize on the role of parents in children's literacy development.

1. Families create literacy-friendly home environments.

2. Families have ongoing and engaging conversations with their children.

3.Families hold high expectations for their children’s learning.

4.Families make reading enjoyable.

5. Families use their home language.

6. Families communicate with their children’s teachers.

7. Families visit the library.

(Caspe & Lopez, 2017)]]> 2020-08-17 04:19:14 UTC https://padlet.com/lailanatashawahid/4otl86lr7s9djs4k/wish/682231149