The teacher I interviewed is in a first grade classroom, and her name is Jill. She stated that her approach to literacy is the following...
She does not teach reading without teaching writing with it. She feels as if they go hand in hand.
She also stated that she feels it is important that children understand that words are ALL around us. She prefers to take a whole language approach to literacy. Her goal is to have her students understand that words exist outside of just books, and the classroom walls. She encourages her students to notice and search for familiar words outside of the classroom environment.
Jill continued by stating that one of her main goals is for her students to recognize the need to use their reading strategies outside of just decoding books in their classroom. She wants them to realize the necessity of decoding words in their writing as well as in their reading.
I agreed with Jill's philosophy of reading and writing going together. Although our goals for our students vary because of the difference in proficiency levels between 1st and 3rd grade, we share the common goal of wanting our students to share a love for both reading and writing. With the help of mentor texts, author shares, and Writer's Workshop activities, we strive to motivate creative thinking and a passion for both reading and writing throughout the classroom.
Wednesday, October 26, 2011
Entry #2- The relationship between oral language and the reading process
I believe that a child's oral language development and success at the reading process are dependent upon one another.
At an early age, students need to have constant exposure to the English language and also have the opportunity to practice both speaking and listening skills. Children who grow up in an environment where they are encouraged to participate in family discussions and listen, greatly benefit when it comes to understanding the relationship between oral language and the reading process.
Students need to be introduced to the sounds of the English language (phonemic awareness) as well as build a connection or association to the symbols that produce these sounds. (phonics) Without these beginning blocks to build a strong foundation, a child will have little success when it comes to the overall reading process.
As these skills strengthen, students will have the ability to make connections with words that appear frequently in text, and start to understand that the words coming from a note or book are connected to the exact words that we speak aloud to each other.
With further practice and repetition of words, letters, sounds, and how they connect, the child will embark successfully in the reading process.
At an early age, students need to have constant exposure to the English language and also have the opportunity to practice both speaking and listening skills. Children who grow up in an environment where they are encouraged to participate in family discussions and listen, greatly benefit when it comes to understanding the relationship between oral language and the reading process.
Students need to be introduced to the sounds of the English language (phonemic awareness) as well as build a connection or association to the symbols that produce these sounds. (phonics) Without these beginning blocks to build a strong foundation, a child will have little success when it comes to the overall reading process.
As these skills strengthen, students will have the ability to make connections with words that appear frequently in text, and start to understand that the words coming from a note or book are connected to the exact words that we speak aloud to each other.
With further practice and repetition of words, letters, sounds, and how they connect, the child will embark successfully in the reading process.
Subscribe to:
Comments (Atom)