Eml1501 Emergent literacy Assignment 02 2021.

Eml1501 Emergent literacy Assignment 02 2021. Physically: Children develop muscle mass and flexibility through practice, try various sensory sensations and get a good amount of exercise. Playing increases physical activity along with passive modes of recreation such as watching tv. Children develop muscle mass and agility by leaping, walking, spinning, running, and moving during play. 2. Emotionally: Emotional learning helps children develop and successfully apply the information, behaviours and skills required to identify and control feelings, set and accomplish positive goals, experience and display concern for others, create and sustain healthy relationships and make rational decisions. 3. Socially: Play encourages the social learning of children in different ways. We are formed not just psychologically but also linguistically through the part played through children with imaginary friends. As children mimic others they acquire a language that helps them to identify and explore the natural world. In creative play children that do not speak a lot in general, will talk more than in other situations. 4. Mentally: Mental growth is a child's capacity to use their intelligence to interpret knowledge. This requires problem-solving, language processing, and the perception of sensations. It also concerns the brains of children and allows them to develop early reading and language abilities, awareness and vision, and simple science and mathematics. Question 3 1. The direct method is used by using everyday vocabulary and sentences and giving instructions in the target language. Or the Communicative Language Learning, this method is used by working in groups or pairs and no specific syllabus or textbooks are used and a child determines the context or lesson with their own meaning, just like in the scenario where the teacher ask the students to write their own sentence and draw their own picture of what happened in their own lives. 2. Reading, writing, speaking, and listening. 3. I would say this approach is best because the children are still small and have not mastered all the necessary skills for reading and writing. It is easier for them to express themselves through drawing and colouring. By letting each child write a sentence, the teacher is giving them opportunity to think freely, they are not bound to a certain lesson or structure. By letting them read each other’s sentences they are improving their reading skills. By the teacher discussing the words afterwards and spelling it correctly the children get a better understanding of the word and the meaning of it, and by having a word board and posting the words on the wall the children see it everyday and we know little ones learn by repeating and by seeing the words everyday it will improve their reading and writing skills and spelling ability.By reading the words aloud they are repeating the words, giving them the opportunity to understand the words and pronounce it correctly. The more the child sees a word and can associate it with another seen elsewhere, the better the readiness to learn how to read. It also gives the children the opportunity to express themselves and talk In front of an audience. This is the only time some children speak because they are shy, and this will improve their self confidence from a young age. Whole word approach recognizes that words are not just learned of memories, but also of type and shape. Word cards are shaped to match the type of letters and the way the letters are formed. Even if children are unable to understand sentences, images are used to interpret the meaning of written language. 4. I have learned that the teacher has put in a lot afford in this lesson by letting the children write their own sentence on something that happened previously. In this manner she forced the children to think back on things that they did the previous day and to also illustrate it in the order that it happened. I have learned that as a child develops their insight on words develop as well. As stated by Emergent Literacy (2018:51) as children develop, they develop more than just the outside structure and perceive that there is more to only the outside of something. For example, when children see the shape of the word, they can relate to other words that has the same structure. You can cut the name of the child in the shape of the letters and then they can see the resemblance of other words easier. The approaches of reading aloud or shared reading teaches the children certain skills and help them with self confidence and improve their reading and writing skills. I have learned that children learn better when they learn from their own experiences. So, let them do mistakes and learn from their mistakes. It also helps if the child can relate to a story or have contributed to it, it gives them a sense of belonging and then they will be more prone to remember new words or new experiences. It makes the children feel good about themselves if they have been part of something and by seeing their artwork on the wall makes them feel important, therefore, they might be more prone to remember the new words, but if they cannot remember the words they use pictures to decode the meaning of the written text. 5. Instead of just posting the new words, cut it in the shape of the letters so the children can recognise it easier. For example: Read along with the children, when they do not know how to spell the words or to pronounce the words write the words on the board and explain the words to them, brake the word into syllables to make it easier for them to read and remember. For example: Design a rhyme, song, story,or sight words (words that occur regularly in a sentence, e.g. is, are, and) that has a repetition of the same beginning sound, for example Question 4 Alphabet Knowledge: Provide children with clear and regular effective activities within the framework of daily tasks with written letters and phrases. Children learn best through play, and they demonstrate alphabet comprehension when regularly introduced to written words. They start recognizing certain printed letters, especially those found in their own names. Letter awareness occurs when children understand each other's unique letters and start recognizing different letters and sounds. Give them colouring activities like colour the picture that starts with the letter A for example. Do activities that excite your child, each child is different and is fascinated by different things, so therefore, every parent will do what fascinates their children. Print awareness: children begin seeing text, learning how to treat a book, and understanding how to read words on a page, it is an indication when they're being knowledgeable. They begin to know that books are organised from left to right, the words are read from left to right and top to bottom, and how to tell words from letters.Print awareness relates to the understanding that letters are different from each other, knowing their names and sounds, and recognising letters everywhere. Children get to know that messages are presented in letters. By everyday encounters with printed content, young children rejoice in starting to understand the relation between spoken and written words, without these skills, a student would have trouble learning how to read and write. Evidence of print awareness shows a child 's interest in and enjoyment of books. Children who have mastered the print awareness might enjoy being read to, playing with books, pretending to write, and going to the library as stated by Emergent of Literacy (2018:8). Read books with your children as much as possible, it is good to read them bedtime stories or even switch it up a little and let them read the story to you for a change, this way they will learn how to handle a book and show interest in reading, by reading a lot it will also improve their writing skills. Comprehension: according to Emergent of Literacy (2018:9) Comprehension refers to the ability to understand or make sense of written messages. An interest in reading stories and an understanding of difficult words is a sign that comprehension is mastered. When a child displays interest in reading books with difficult words, it is a sign that such a child understands what he or she is reading.Children develop knowledge of writing and reading through their experiences with spoken words, print and everyday activities. In fact, children learn about reading topics better if they stay in a print-rich atmosphere and can manipulate books. The more stories you read to your child and the child read to themselves, the sooner they will understand difficult words and make sense of a written message. Reading is essential to children, because the sooner they start reading or spell words the sooner they have an understanding of what words mean and the sooner they will be able to read and write and understand the meaning of a text in general. Listening to stories being read, mimicking reading, retelling the story are all things we can let the child to to improve their reading skills. Question 5 1. The outcome of this lesson is to promote print awareness, to teach a child to read from left to right, top to bottom and to hold the book correctly. Create a safe and quite environment where a child can sit and listen to a story without any interruptions. Children learn best through play they communicate with one another and form a friendship. In this way the teacher provide opportunity for free play which support motor development. 2. Goodmorning friends. Today we are going to learn how to read some letters, remember that we first learn each letter of the alphabet before we can form a word from those letters, only after we know all the letters we can read a word as a whole and then we can start by writing words. For example, A is for apple, or our friend Abigail over here. Every day we will read a new word and I will but the words up for you so you can see it every day, in this way it will be easier for you to remember, you can also use your alphabet blocks to form words, two or more letters put together form a word and every word has its own meaning. 3. I am going to give each of you a paper, what I want you to do is to colour the picture that starts with the letter that is shown in the beginning. For example in the first line we will colour the angel because a and angel match in the second line we will colour the anchor, so every time we see the letter we have to match it with the picture that has the same sound. Say the name of each picture and listen if you can hear the a sound in the beginning of the word, remember there is only one picture that matches the beginning letter, so you can only colour one picture in every line. In the second worksheet that I am going to give you, you are going to colour only the picture that starts with the letter A. which means we will colour the apple because apple begins with A, ant begins with A, so say the word to yourself and listen if you can hear the letter a when you say the word. Like star, can you hear the letter a? yes we can but the letter is in the middle of the word so therefore we will not colour the star because it does not start with the letter A it starts with the letter S. 4. Now that we know what beginning sounds are and we know that a lot of things have the same beginning sound I want you to be a little creative, I am going to give you some paper and paint and I want you to paint me a picture that has the same beginning sound as your name for example, if your name is Becky you can paint a picture of a butterfly. Or if your name is starts with a T like Tylor you can paint a picture of a tiger, it does not have to be an animal it can be anything that has the same beginning sound this is inly an example to help you think a little. After you have done that write your name on the paper with the beginning letter of your picture. This activity will help them to be creative and since we know children learn best through play they are more likely to remember the beginning letters especially those that are linked to their names because this gives them a sense of belonging, so they will remember those letters easier in the future. By letting them paint they are developing their gross motor, fine motor and perceptual-motor skills in a way and they are developing a friendship with the children they are sitting next to. By playing the teacher can see who is struggling with pencil grip for instance, remembering of words or forming of letters and the teacher can give more attention to these children than those that doesn’t have such a hart time, so it creates .