Developing reading and writing skills
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School
Grand Canyon University *
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Course
436
Subject
English
Date
Jan 9, 2024
Type
pptx
Pages
10
Uploaded by MajorGoose3235
DEVELOPING READING & WRITING SKILLS
Caitlin Roeder
Professor Suzy
ESL-436
July 9
th
, 2023
READING & WRITING DEVELOPMENT •
Reading and writing skills begin in early childhood.
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Reading and writing skills are used in everyday life from school to jobs.
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Helps build knowledge in with their early literacy skills. 2
3
WRITING DEVELOPMENT STAGES
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Audio Storytelling, this is typically between ages 3 and 4 years old.
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Early Emergent writing, takes place between 4 and 5 years old.
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Emergent Writing, takes place between 5 and 7 years old.
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Transitional Writing, takes place between 6 and 8 years old. •
Fluent Writing, takes place between 8 and 10 years old.
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4
LANGUAGE & LITERACY INSTRUCTION •
Phonemic Awareness: How we hear and manipulate individual sounds.
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Phonics: how to read based on sounds of letters, groups of letters, and syllables. •
Fluency: Becoming fluent with sounds, letters, syllables. •
Vocabulary: The words in which we use in the dictionary.
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Comprehension: The ability to understand something.
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EXPLICIT INSTRUCTION
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“Explicit instruction makes learning crystal clear.
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It gives kids lots of opportunities to practice skills and get feedback.
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It can be especially helpful for kids who learn and think differently” (Greene, 2023).
SYSTEMATIC INSTRUCTION WITH SCAFFOLDING
It is taught in segments and followed in sequences. The instruction is broken down to be understood better. When creating lesson plans, there is always a specific end goal. It is used with students who have disabilities. It connects to the general education curriculum. This promotes a child's motivation in the classroom and allows them to be 6
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Presentation title
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MULTIPLE OPPORTUNITIES FOR STUDENT PRACTICE
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They can practice their academic skills and build them up.
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ESL students can practice their English learning.
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Real connections can happen while building up real life experiences.
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ASSESSMENT & PROGRESS MONITORING
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Evaluate progress and performance
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Measure comprehension •
Goal oriented •
Can assess strengths and weaknesses in the children
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Assess social and emotional progress
Presentation title
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FEEDBACK
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You can give written or verbal feedback.
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Give information on their performance.
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Feedback can be important for their learning.
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Can redirect their learning and keep their focus.
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REFERENCES
10
•
Kim Greene, M. (2023, June 15). What is explicit instruction?
. Understood. https://www.understood.org/en/articles/what-is-explicit-instruction •
Phonological and phonemic awareness
. Reading Rockets. (2023, January 17). https://www.readingrockets.org/teaching/reading-basics/phonemic •
The relationship between reading and writing: An overview
. Learning Center for children who learn differently, their teachers and parents in Dubai, Middle East. (2021, June 14). https://www.lexiconreadingcenter.org/reading-and-writing-
relationships-an-overview/ •
Stenger, M. (2014, August 6). 5 research-based tips for providing students with meaningful feedback
. Edutopia. https://www.edutopia.org/blog/tips-providing-
students-meaningful-feedback-marianne-stenger •
University of Oregon Center on Teaching and Learning. (n.d.). Big ideas in beginning reading
. Phonemic Awareness: Concepts and Research. http://reading.uoregon.edu/big_ideas/pa/pa_what.php