https://padlet.com/abin0023/Atiqah ASSIGNMENT 1B (EDF3034) en-us 2021-08-14 09:11:53 UTC 2023-02-18 14:26:40 UTC hello@padlet.com abin0023 https://padlet.com/abin0023/Atiqah/wish/1678952963 Dr Alice Tang is a phonics instructors who offers a complete 3 day phonics course for preschools in refining teaching methods of literacy in class. Her programme encompasses explicit and systematic phonics approach and this is beneficial not only for teachers but also parents who are looking to help their child in developing early literacy. She provides a short video of a child introducing the letter sounds. 

This is linked to reading and viewing in the Learning Continuum Model of which the children learn literacy through phonological awareness which leads to understanding of the text.

In the collaborative paradigm, families are collaborators or participants in the attempt to educate their children (Amatea, 2013). With the participation of both teachers in school and families at home in helping children developed in literacy, the child will be able to benefit from this two prong approach. The learning will be concrete and children can seek help from both parties.]]> 2021-08-14 10:15:20 UTC https://padlet.com/abin0023/Atiqah/wish/1678952963 abin0023 https://padlet.com/abin0023/Atiqah/wish/1678952997 In this video, it teaches how to make a sentence using the 'naming part' and the 'telling part' and the things to lookout for when forming a sentence. Naming part is the who and the what of the sentence while the telling part is what's the action of the who and what in the sentence. An example of a naming part would be 'My parents' and for the telling part would be 'brought me to the toy store'. 

When we combined the sentence, it says 'My parents brought me to the toy store'. Prepare a bunch of naming part cards and telling part cards and children can do a mix and match to form a sentence and see if the sentence fits. Children can identify naming part card by looking at the first letter of the word if it's in uppercase and the telling part card has a punctuation at the end of the word. When children identified both cards, they can copy the sentence into a book. When children have completed matching all the cards, they can come up with their own topic to write. 

This relates to the writing in the Learning Continuum Model whereby children learn to create text through matching the cards and forming a sentence before writing it to help children get started in writing.

Each phase of the writing process should be taught to children, and they should be given the opportunity to practice it (Fellowes & Oakley, 2014, p. 363). With this activity, the children are introduced to vocabulary and gain confidence with practice to think and form their own sentences and eventually expand their ideas.]]> 2021-08-14 10:15:29 UTC https://padlet.com/abin0023/Atiqah/wish/1678952997 abin0023 https://padlet.com/abin0023/Atiqah/wish/1678953036 This easy activity in the learning continuum model connects with the speaking and listening part of which the child is required to listen and interacts by answering questions. 

Need ideas to keep the children occupied while traveling by car, bus or train rides? Reading aloud is the simplest way to keep your child entertained throughout your journey. The texts chosen should be appropriate for children's listening comprehension and interest (Fellowes & Oakley, 2014, p. 272). Allow the child to choose the book of their choice so that they can look forward to the reading aloud during travel and read it with your voice by creating intonation and use facial expressions to show how the characters are feeling which captures their attention. They are exposed to new terminology, topics, sentence patterns, and different types of texts (Fellowes & Oakley, 2014, p. 273).

]]> 2021-08-14 10:15:39 UTC https://padlet.com/abin0023/Atiqah/wish/1678953036 abin0023 https://padlet.com/abin0023/Atiqah/wish/1678953105 Children are encouraged to describe the food on the table instead of saying the name of the food. Instead of saying blueberries, children will think of ways to describe the colour, shade or shape of it such as the dark blue tiny balls. 

When the child mentions the words 'dark blue', we can evolve the question to allow children to express themselves and let the conversations flow in an open-ended manner by asking "How does the colour dark blue makes you feel?". Through such conversations, we can  build upon their vocabulary by introducing new words during meal time.

This relates to speaking and listening from the Literacy Continuum Model which allows the child to listen to  communicate with their family. 

Children will have more opportunities to communicate about their own interests, and the teacher will be able to participate in a more balanced dialogue with the kid, taking turns (Whorrall & Cabell, 2015). By manipulating further our question through the description of food, children have the freedom to be engaged in conversation using a wide range of vocabulary and express their enjoyment of the topic.]]> 2021-08-14 10:15:57 UTC https://padlet.com/abin0023/Atiqah/wish/1678953105 abin0023 https://padlet.com/abin0023/Atiqah/wish/1678953135 Sight words game when played allows the child to eventually keep the word in sight and helps them recognised the word. When a child has seen and worked with a word multiple times, it becomes a sight word (Fellowes & Oakley, 2014, p. 242). This is in line with reading and viewing literacy continuum model which creates phonological awareness. Children who remembers an unusual word will be able to know that similar words to it will sound the same such as 'would' and 'should'.

This game comprises of colourful ice cream sticks. To play this game, write the sight words at the ice cream sticks. Each time a player picks a stick and reads the sight word gets to keep it. If someone picks 'oh snap' ice cream sticks, all the ice cream sticks the player is holding on to goes back to the cup and start all over again. Play it until your child is able to say the sight words confidently. Players are to take turns. If the child is unsure of how to say the words, he can ask an adult to repeat the sight word. This action of asking gives voice to the thoughts that surround learning events, leading to the development of concepts and the creation of new information (Fellowes & Oakley, 2014, p. 17). When the child has memorised the word, encourage a child to ask questions during this game such as 'what is the letter sound of the first letter?', 'What does this word means?' or challenged the child create a sentence with the word.]]> 2021-08-14 10:16:06 UTC https://padlet.com/abin0023/Atiqah/wish/1678953135 abin0023 https://padlet.com/abin0023/Atiqah/wish/1678953156 2021-08-14 10:16:12 UTC https://padlet.com/abin0023/Atiqah/wish/1678953156