"Young children want to do everything that grown-ups can do...and if they grow up in homes where the grown-ups reading and write, they pretend they can read and write. As they engage in these early literacy behaviors, they learn important concepts" (Cunningham P.M., & Allington, R.L. (2010).)
Kids come into the classroom with a big range background knowledge in literacy. Parents dictate the beginning of their child's knowledge in literacy. If the parents are consistently reading with their kids, and displaying their own feelings of importance of reading and writing (such as reading or writing themselves) then the probability of their child achieving in these early stages is high. If the parents are not involved in the child's literacy and don't seem to display importance for reading or writing, then the probability of their child achieving in the early stages is low.
Something to consider:
- How can teachers begin to teach students how to read if they are all on different levels?
- How was the foundation for your own literacy affected by your background?
Reading through chapter three I found many great ways to build the on foundation of reading. I came across "teaching letter names and sounds." Letter names and sounds are incredibly important to the foundation of reading! Without learning these, you would not be able to read! I found this activity on Pinterest and I think it is great for students learning letter sounds. This activity allows students to think and use prior knowledge by recalling the picture. It also is interactive- allowing students to cut and glue the pictures! I think that this activity incorporates several important factors to learning and that it is a fun way to learn letters and their sounds!
Hi Kelly,
ReplyDeleteYou discuss about how each child comes from a different background/culture and how it effects their progress in the classroom and it reminded me of what we talked about today in class. I find it very interesting how each person reads and takes in the information differently than the person sitting next to them. This is something to take into consideration when teaching children how to read. Because children grow up in different environments, they will read words differently. Each child has a different image in their head when reading a passage. Although I had considered this in the past, I never really thought about in such depth as we did today in class.
I loved this activity Kelly! Not only are students learning letter names and sounds, but they are getting to cut and glue them on to the paper. This encourages students big time, and is something they can show off to their parents, etc. saying that they did it. Great idea!
ReplyDeleteOne of the best ways I have found to help teach kids on different reading levels is to cover the basic in whole group time and then get deeper into the material in smaller reading groups. This allows you to focus on the specific earnings goals of smaller groups and you won't be going too far ahead of the low groups but also not keeping the high levels back.
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