https://padlet.com/kristymeiyi/at1 Mode: reading Focus area: early and emergent reading en-us 2018-08-09 09:18:04 UTC 2025-02-24 13:42:08 UTC hello@padlet.com kristymeiyi https://padlet.com/kristymeiyi/at1/wish/272466442 This resource offers strengthening vocabulary, building of reading confidence and stamina, and development of a deeper appreciation of storytelling, while using rich, lively visuals with limited amount of text to drive the narrative. This relates to adopting a multiliteracy approach when decoding a “text”, which constitutes of various modes in a graphic novel (i.e. written language, visual representation, gestural representation, and spatial representation), which is supported by Mary Kalantzis and Bill Cope’s 2009 research on new literacies and learning.

Visual literacy is the ability to find meaning in imagery, hence is a form of comprehension so children actually apply reading comprehension strategies as they “read” or infer from images. It is alos hence important that children comprehend visual prints in the different levels of comprehension. Sadoski (as cited in Ministry of Education, 2013) states that there are 5 levels of understanding: literal, inferential, critical, application, and appreciation.

Using graphic novels contains  multiliteracies that engage deep thinking.  

With that said, graphic novels holds potential in helping different types of learners. For children who are incapable of visualizing a story, the artwork helps them create context. Graphic elements also attract visually dependent readers, who then freely read the text, and help reluctant readers understand the plot of a story. This is especially useful for early and emergent readers to feel successful in meaning-making as they create their own perspectives and meaning. ]]> 2018-08-09 09:25:27 UTC https://padlet.com/kristymeiyi/at1/wish/272466442 kristymeiyi https://padlet.com/kristymeiyi/at1/wish/272467739 This resources offers inferring monitoring and this relates to engaging critical literacy when comprehending a text, which is supported by Jerome C. Harste (2003). He shares that preparing 21st-century literate beings requires children to think more than in terms of phonics, spelling, and grammar, and read things critically instead.

Through the song, we are reminded to infer deeper meanings from text, understand that language works beyond what is "in the text", that authors "give you just part of the story" (lyrics from Inferring Song).

Inferring is part of literacy that allow children to be critical literate beings.]]> 2018-08-09 09:43:44 UTC https://padlet.com/kristymeiyi/at1/wish/272467739 kristymeiyi https://padlet.com/kristymeiyi/at1/wish/273893718 This Reading Train Application resource offers early readers to use an App to begin reading simple stories with prompts to develop their independence and introducing them to a variety of genres. This relates to emerging reading with the use of technology. The App tailors to the need of beginning readers as they can listen, read and record, all by themselves.

Being introduced to technology at a young age is what Karen Wohlwend refers to as "early technoliteracies" (2010). According to Labbo (as cited in Wohlwend, 2010), children use keypads and touchscreens on a broad range of technological devices to browse, view, interpret, navigate, interact, and produce original texts (p. 145). Ways of reading and interacting with screens require concepts for reading screens (Merchant, as cited in Wohlwend, 2010) and new understandings about the organization of space and image that extend Marie Clay’s concepts about print. ]]> 2018-08-19 08:08:47 UTC https://padlet.com/kristymeiyi/at1/wish/273893718 gohjiaqi1995 https://padlet.com/kristymeiyi/at1/wish/274517084 This resource offers powerful connections about print between the adult and the child as it is based on visual intimacy with print. This relates to children developing print awareness whereby they may be able to learn how to read various text types, solving problems in identifying various words or ways in which punctuation and grammar are used to communicate meaning. This is supported by Don Holdaway (1979) who claimed that bedtime story is the main idea behind shared book experiences. ]]> 2018-08-22 09:17:19 UTC https://padlet.com/kristymeiyi/at1/wish/274517084 gohjiaqi1995 https://padlet.com/kristymeiyi/at1/wish/274527649 This resource offers engaging involvement of children making vocabulary predictions by using pictures from big books through shared book experiences. This relates to children’s increasing bank of vocabulary words as they make predictions through print awareness and comprehension of pictures. This is supported by Don Holdaway (1979) as he talks about the potential in the big books. 
To extend children’s learning, children can be engaged in making further predictions with solving phonics. This relates to the phonemic awareness which may be the crucial factor separating normal and disabled readers. This is supported by Adams (1990) as he highlights the importance of having phonemic awareness. ]]> 2018-08-22 10:51:29 UTC https://padlet.com/kristymeiyi/at1/wish/274527649 gohjiaqi1995 https://padlet.com/kristymeiyi/at1/wish/274544900 This resource offers creative creations of existing stories or poems from the children through analyzing. This relates to young children’s growing creativity as they innovate a brand-new creation from existing stories or poems with careful scaffolding from the teacher. This is supported by Don Holdaway (1979) as he mentioned that this will make cheerless reading sessions become more enjoyable for the children.  ]]> 2018-08-22 12:40:27 UTC https://padlet.com/kristymeiyi/at1/wish/274544900 gohjiaqi1995 https://padlet.com/kristymeiyi/at1/wish/274821241 This resource offers visual connections of the materials that the children are reading. It also acts as a tool to support children to become proficient readers when it comes to reading comprehension as a story is organized visually so specific relationships of selected story elements are highlighted.  This relates to children’s focus on the key concepts and vocabulary which enhance critical and creative thinking (Bromley, Devitis and Modlo, 1995). This is supported by Philip Yenawine (2015) who highlights that visual literacy is an integral component of skills and beliefs related to inquiry.]]> 2018-08-23 11:31:15 UTC https://padlet.com/kristymeiyi/at1/wish/274821241 gohjiaqi1995 https://padlet.com/kristymeiyi/at1/wish/274823111 This resource offers opportunities to explore the conventions of print and reading process whereby children learn how to read various text types and problem solve in terms of word identification. This relates to young children developing print awareness as emergent readers. They explore the large print and texts and children may even get help from their peers as there is group support as compared to an individual reader. This is supported by Lev Vygotsky (1978) as it highlights that social learning plays an important role in the process of “meaning making”. It is also supported by Susan Hill (2012) as it states that "Shared book reading develops children's vocabulary and grammatical development (Wasik & Bond, 2001), print skills such as left-to-right direction, letter names (Justice & Ezell, 2000), and comprehension development (McGee & Schickedanz, 2007)." ]]> 2018-08-23 11:44:07 UTC https://padlet.com/kristymeiyi/at1/wish/274823111 gohjiaqi1995 https://padlet.com/kristymeiyi/at1/wish/275315324 This resource offers a permanent display of words which helps children to see the relationships between words that enhance the phonics and spelling skills. This relates to clear connection between reading comprehension and word knowledge. This is supported by Davis (1944, 1968) as it highlights the importance of vocabulary knowledge that will affect comprehension. To extend the children’s learning, games can be integrated to the planning of word walls, such as “Wheels of Fortune” whereby children get to guess the words that will be going up the word wall. This relates to young children’s developing creativity and their understanding of phonemes in words. ]]> 2018-08-25 13:52:37 UTC https://padlet.com/kristymeiyi/at1/wish/275315324 gohjiaqi1995 https://padlet.com/kristymeiyi/at1/wish/275352651 This resource offers the joy and ability to tap into a child’s eye-view of the universe. Dr. Seuss’s books offer engaging content of different rhymes that are fun to read and easy to remember. This relates to young children’s ability to read at the emergent reading level and their lifelong interest with books. This is supported by Maclean, Bryant and Bradley (1987) as it highlights the relation between rhyming and the development of abstract phonological skills and emergent reading abilities. ]]> 2018-08-26 05:10:43 UTC https://padlet.com/kristymeiyi/at1/wish/275352651 gohjiaqi1995 https://padlet.com/kristymeiyi/at1/wish/275357185 This resource offers opportunities for young children to create stories based on their personal experiences which will provide a sense of belonging to them. This relates to the understanding of concept of print as children and teachers read the illustrations together to make it a point that the story remains the same every time it is read. Concept of prints consists of the handling of books such as reading from left-to-right, top-to-bottom and also the understanding of relaying a message through prints. This is supported by Allen (1976) as it highlights the importance of having the Language Experience Approach (LEA) as part of an emergent reading program. ]]> 2018-08-26 07:45:18 UTC https://padlet.com/kristymeiyi/at1/wish/275357185 kristymeiyi https://padlet.com/kristymeiyi/at1/wish/275364196 This resource offers alphabet awareness such as recognizing the letters of the alphabet and the corresponding sounds of each letter through the use of ABC books. Paging through an alphabet book, the adult points out letters and sounds based on what captures the child’s interest. This helps toddlers start to identify letters and its upper case and lower case form, and develop a connection between the shapes they see and the sounds they hear. Adults can ask the toddler questions about what one sees on the page. They can help the child listen for the sounds in a group of words with the same initial consonants. Reading and sharing ABC books with the toddlers help them learn that each letter has it’s own name and it’s own sound, and become interested in the alphabet.

Selecting ABC books that weaves in songs and rhymes relates to exposing them to new alphabets in a fun way, as supported by Singapore's Nurturing Early Learners framework (Ministry of Education, 2013, pp 39) which states that, "Songs, rhymes and finger plays are natural tools for learning about language in a fun way, especially those that have repetitive phrases... [they] expose children to new vocabulary and help them to notice sounds and intonation patterns which develops their phonological awareness." In this way, weaving songs and rhymes into text provides opportunities for children to develop sensitivity to beginning sounds of words.  ]]> 2018-08-26 11:23:08 UTC https://padlet.com/kristymeiyi/at1/wish/275364196 kristymeiyi https://padlet.com/kristymeiyi/at1/wish/275364327 This resource offers knowledge about print, where children collect visual labels, signs and logos in daily life. This relates to the importance of environmental print as word and print awareness comprise key elements of young children’s emergent literacy development. This is supported by Marie Clay (as cited in Aldridge, 2006), who found that children explore the details of print in their environment—on signs, on cereal packages, and in television advertisements (p. 4). They develop concepts about print in their environment and about books. Consequently, more advanced concepts emerge out of children’s earlier understandings. This leads to the formation of primitive hypotheses about letters, words, or messages they see. According to Aldridge et al. (as cited in Aldridge , 2006), reading environmental print is something children often engage in before reading print in books (p. 4).

Adults can take advantage of all this print by using it in ways to talk about letters, words, and print. After they have gathered lots of pictures of signs and words from items within the house and classroom, children can sort these items by beginning letter. A simple alphabet book can be created using all your cutouts by organizing all the A words, B words, C words, etc. Children can have fun learning to read even when books are not available and use their prior knowledge of the item to support their identification or guess of the sounds made by the letters in logos. Environmental print provides lots of opportunities for kids to interact with letters, sounds, and words. ]]> 2018-08-26 11:26:39 UTC https://padlet.com/kristymeiyi/at1/wish/275364327 kristymeiyi https://padlet.com/kristymeiyi/at1/wish/275365948 This Nurturing Early Learners resource by Singapore's Ministry of Education (2013, pp 49 -51) offers suggestions on how to organize the learning environment to support children's reading. Part of creating a print-rich environment is a teacher to provide prints related to daily classroom activities. Examples of functional print include labels, lists, calendars, classroom rules and messages. This is supported by the whole language approach by Kenneth Goodman. This form of instruction is taught using a holistic approach, meaning that children do not learn to break down sounds individually but to take words at face value and associate them with prior knowledge. Functional print such as labels and charts around the classroom develop children's print awareness. It also help children understand and recognize that print has meaning.  Lists and charts are useful resources as they contain simple phrases that children can learn to recognize. Also, when children put their names on a list, they gradually come to recognize their own names and their friend's names.]]> 2018-08-26 12:09:15 UTC https://padlet.com/kristymeiyi/at1/wish/275365948 gohjiaqi1995 https://padlet.com/kristymeiyi/at1/wish/275366278 Learning sight words is fundamental for all emergent readers. The National Reading Panel (2000) identifies the “sight word reading competencies” as an important part in developing young children to be early emergent readers. This resource offers an engaging way to help children learn sight words as they will be learning through play. This is supported by Bruner et al (1976), as it relates to the increase of children’s problem solving skills through play.]]> 2018-08-26 12:19:49 UTC https://padlet.com/kristymeiyi/at1/wish/275366278 kristymeiyi https://padlet.com/kristymeiyi/at1/wish/275367969 The Herald Sun website offers a combination of audio, visual and linguistic information for children readers to access the meaning of text regardless of their linguistic reading ability. This is relevant to the multimodal approach to reading. Reading is not just to decode, but to understand the meaning from words, the pictures and how these portray a story, the spoken word and how the inflection in spoken language can affect us. At the same time, it includes ICT in the classroom, providing resources from videos to news articles. The use of the news site can allow for rich discussions around critical literacy and can be used like any other reading event as the teacher draws attention to the vocabulary, images, perspectives and main ideas.]]> 2018-08-26 13:02:19 UTC https://padlet.com/kristymeiyi/at1/wish/275367969 kristymeiyi https://padlet.com/kristymeiyi/at1/wish/275372743 This resource offers alphabet awareness using textured alphabet letters, where children learn to distinguish letters based on visual features (i.e. lines, curves, direction) of an alphabet. This teaching target letter is an adaption from “Teaching Target Vocabulary” by Singapore’s Nurturing Early Learners framework (Ministry of Education, 2013, pp 38). It states that “children need to know the words in order to understand them. They need exposure to the words in different contexts over a period of time in order to learn them. Teachers should not assume that children will pick up new words just by listening to stories.” Thus, this research urges that teachers must select target letters and intentionally teach these letters to the children. As such, this resource creates the exposure through an art activity that invites toddlers to participate in creating and touching the texture, which helps familiarize them with the appearance of the letters.

This is another way to involve children in creating a literacy-rich environment. The teacher who responds positively and encouraging children to play with or make these art build their familiarity, interest, and comfort with them the alphabet.
 ]]> 2018-08-26 14:42:38 UTC https://padlet.com/kristymeiyi/at1/wish/275372743 gohjiaqi1995 https://padlet.com/kristymeiyi/at1/wish/275372842 This resource offers a literacy programme that is created to help children to reach age-appropriate levels within a period of time. It focuses on every individual as it highlights the importance of the different needs of every child, from the child’s prior knowledge to planning lessons for him/her. This relates to the importance of reading comprehension and the process of learning how to use letter and word without losing focus on its meaning. ]]> 2018-08-26 14:43:44 UTC https://padlet.com/kristymeiyi/at1/wish/275372842 kristymeiyi https://padlet.com/kristymeiyi/at1/wish/275375835 This documentation tool offers teachers a quick and easy way to identify and chart the interests of each child within their classroom. When teacher find out what children already know and are interested in, it relates to teachers opening the virtual school bag– accessing children's funds of knowledge (Thomson, 2002). This documentation tool serves as a portfolio, which can be identified as "a belonging and empowerment tool; a means for school teachers to access to children’s funds of knowledge; playing a role in constructing a positive self-image about learning" (Peters et al., 2009). Teachers can also use this tool as a checklist to identify literacy activities already occurring and available to children every day.]]> 2018-08-26 15:34:33 UTC https://padlet.com/kristymeiyi/at1/wish/275375835 kristymeiyi https://padlet.com/kristymeiyi/at1/wish/275377553 Microsoft Learning Tools is a free programme on computer that offers a dictation feature that converts children's spoken word to text on-screen. This offers children’s understanding and interest towards how words in print are symbols for voices and speech and communicates meaning. When children uses technology for learning, it relates to children being "early adopters". Karen Wohlwend (2009) explains that "early adopters signals two simultaneous identities for young technology users: 1) as developing learners of new literacies and technologies and 2) as curious explorers who willingly play with new media".

In a preschool classroom, many children enjoy decorating the room for special events like birthdays and holidays and each new season provides opportunities for decorating! Children will speak messages into this dictation programme (or a microphone for added interest), get it to print out their words for cards or displays, or record greetings to play during parties. In this way, children are using new technologies and embrace the collaborative nature of new literacies as they become and be proud of their literate identities. ]]> 2018-08-26 16:00:10 UTC https://padlet.com/kristymeiyi/at1/wish/275377553 kristymeiyi https://padlet.com/kristymeiyi/at1/wish/275579868 2018-08-27 15:44:22 UTC https://padlet.com/kristymeiyi/at1/wish/275579868