Our readings this week focused on issues in Early Literacy.   I was pretty amazed at the terms used in this chapter and how they have been coined apparently for funding purposes.   I was most intrigued by the Predictive Approach.  This approach looks at children in terms of their deficits.  I understand “at risk” but these terms can really place limitations on the lives of young children and their expecations for school success.   It is pretty clear to me now why Dr. Justice asked us to be careful with the language we use, especially “deficit language” in our notes during the kid watch project.  

  I also found the Anna Plan pretty interesting too.   I was just wondering if anyone has used this approach with the services of the Reading Recovery coach perhaps in another state?    If so, was this process helpful to the students or to you as a teacher?

    The article entitled, “An English-Speaking Pre kindergarten Teacher for Young Latino Children:   Implications of the Teacher-Child Relationship on Second Language Learning”  reinforced the important part that we have to consider with ELL students, building positive relationships.    I’m sure all of us at some point have felt like “Sarah”, the teacher in this article.  I’ve taken beginner spanish classes and have even considered volunteering in spanish speaking countries to be fully encompassed by the spanish language in order to benefit from it.     All of these efforts may be well intended but honestly I think the important way of ensuring that we are doing the right thing for our ELL is to simply care.    I’ve read the book by Geneva Gay, entitled “Culturally Responsive Teaching”.  She talks extensively about how we show students that we care in our simple everyday routines.   For example, greeting ELL students in spanish, having a print rich environment that is inclusive of all of the cultures represented in the room and singing songs that are familiar in both english and spanish.    These efforts will help with the student’s social engagement while supporting their postive interactions throughout the day.

   I think it is also important to have well structured classrooms with predictable routines that will give ELL students a sense of security as they began the task of learning both the english and spanish language.

I just read a really interesting article entitled, “Whatever Happened to Developmentally Appropriate Practice in Early Literacy?    The author talked about a recent visit to a pre-k classroom where children were drilled by the teacher to recite the days of the week, count the numbers on the calendar a number of other rote type activities.  

The article went in depth about the quality of literacy experiences and practices rather than the number of times children are able to recite the letters in the name or within a context provided by the teacher.    Do you think the “No Child Left Behind ” act has forced us to jump ship with what we know is true about how young children learn?

It’s very interesting that we might consider taking more time for drilling our kids rather than taking quality time to plan great experiences as cogntive building blocks.

SOMETHING TO THINK ABOUT.

Wow, who knew that running records are mandated  by schools in North Carolina to assess student reading.    I didn’t realize this.   I have one question for my fellow elementary school teachers, how time consuming is the process per child and does it work to adequately evaluate student progress?

Our program uses the Creative Curriculum as an ongoing assessment of a child total development.  Our assessment items are integrated into the essential developmental areas for young children.   If I’m assessing a child emergent reading skills would this be similiar to the running records?   I’m hoping my Kidwatch project will answer this question .

I like the fact that running records can be used to adjust and enhance classroom programs.   I think this is a more individualize approach to reading and less threatening for children.  I would love to see how this information is gathered and used for each child.   

      Sorry for the delay with my posting.    Our power was recently restored.   At any rate, I really enjoyed our readings for this week.    I especially enjoyed  “Nurturing Emergent Readers Through Readers Theater.” ( k. J.K Moran).    I’ve never heard of this type of approach to literacy.    I think it is really interesting that even my kiddos ( who are not proficient in reading yet) could gain meaningful experiences  through the use of drama.   

     I really think this approach would be great for children that are shy and not likely to become active participants in literacy type of activities.   My only concern is comprehension.    Would children really get the skills that theater drama are intended to teach?     I understand the use of props or visual aids to help with the process but  would the children really understand the beginning , middle or endings of stories or would they simply be acting out their favorite parts of characters?

I would like to see this approach in action.    I think this would be a great match for teachers and children who love to reinact a great text.   Does this approach require more time to plan?   

     The article entitled, “Revisiting the Language Experience Approach” was extremely beneficial to me.  I often wonder about the best approach with my English Language Learners and this article  really placed alot of issues and concerns I have about literacy in perspective.

    What better way to teach reading and writing than to build upon the familiar experiences of children or adults for that matter.  I think the ahh moment for me has to do with the way in which the LEA way is implemented as described in this literature.  First, the group approach.  The reader is invited to think about a familiar event, time or experience relevant to each person.   Next, the class will discuss their knowledge or information related to the experience.  Students then dicate a story to the teacher who writes the information on a board or chart paper.  Students then write a sentence to be added to the story’s content.  At last reading aloud. 

    Although I teach Pre-K, I see total inclusion of all children in this process.  I believe the impact of this process alone would prove successful and equitable for all students.   What a great way of helping students become great social creatures too.

    The article entitled, “N is for Nonsensical was very interesting to me.   To be very honest, I felt extremely vunerable after reading this article.    In some intervals within my classroom I have implemented some of the activities that were described at the beginning of this article.   HAVE A RUINED THE EARLY LITERACY PROCESS FOR MY KIDS?  

     The article made some very interesting points.   I believe that “schemas”, the building blocks of cognition are extremely important in the lives of young children.    Experiences are essential  to get information and to build on present knowlege in order to prepare for additional knowlege.     I believe the article is great in theory however are we really preparing  teacher to teach in this manner?    Have we provided the appropriate tools so that teachers understand how this could be implemented and the benefits of such a design?

   I think the gap may be with how we prepare teachers from Pre-K through College level.

    I found our readings this week to be very helpful in understanding the differences between phonemic awareness and phonological awareness.   Prior to reading the articles, I thought the two had similar  meanings.    Phonemic awareness is the insignt about oral language especially sounds that are used in speech.  It is the understanding about the smallest units of sound that make up a speech stream.

     Phonological awareness encompass larger units of sound  such use of syllables, onsets or rimes.

     IRA’s position statement on phonemic awareness I feel is in alignment with the NAEYC standards.  

*   Offer students a print rich environment, engage students with surrounding print as readers and writers, engage students in lang. activities that focus on both forms of spoken and written language.  

I think the important thing to keep in mind as educators is to be intentional and purposeful in what we do with young children with this process.

Hi,

    My name is Cheryl Johnson, I’m a student at the University of North Carolina in Chapel Hill.   I’m very new to blogging but I’m finding the journey pretty intriguing.  

    I look forward to reading the blogs of my professor and classmates.

    Presently, I’m a teacher with the Chapel Hill /Carrboro City Schools.   I’ve been with this school system and Pre-k Head Start for the past six years.   Prior to my work in this district, I was a state consultant with the Div. of Child Development in Raleigh NC.     I’ve been in the field of Early Childhood Education for more than 18 years.    As one might imagine this field has evolved a lot.

Happy blogging!

GO CAROLINA!!!!

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