Informational Essay
The process of learning how to read and write can be a daunting task for both teachers and students. “Learning to read and spell is a process of matching oral and written language structures at three different levels: (a) the global level, at which the text is organized into phrases and sentences, (b) the level of words within phrases, and (c) the level of sounds and letters within syllables.” (Bear, Invernizzi, Templeton & Johnston, 2008, p. 87). Children must first be taught phonemic and phonetic awareness in order to begin making words and sentences. To help teach reading and writing, there are many strategies available.
When it comes to teaching reading, “the reading materials best suited for emergent readers are simple predictable books, familiar nursery rhymes, poems, songs, jump rope jingles, and children’s own talk written down” (Bear, Invernizzi, Templeton & Johnston, 2008, p. 93). It is important that teachers create classroom libraries that are filled with these types of books in order to expose children to many types of genres for reading. Books with rhymes are a great choice for classrooms of early emergent readers. This is because “early emergent readers need to participate in phonological awareness activities that focus attention on syllabus and rhyming words”, (Bear, Invernizzi, Templeton & Johnston, 2008, p. 96). It is also important to read often to children learning how to read. “Researchers claim that perhaps the greatest prognostic indicators of success in reading in the early grades are the frequency of being read to and the acquisition of a literate language style” (Rader, 2008, p. 4).
In regards to writing, there are many strategies to foster success. “Teachers teach students about writing strategies in mini-lessons. According to Harris, Graham, Mason, and Friedlander, strategy lessons should exemplify these characteristics: explicit instruction, modeling, collaboration, and independent application” (Tompkins, 2012, p. 48). Emergent writers need to be given strategies that can be used and should be given time to practice with using them. “Inexperienced writers lack knowledge about the writing process and have few problem-solving mechanisms that involve complex thinking processes available to use while they’re writing. Less capable writers seem reluctant to use unfamiliar strategies or those that require much effort.” (Tomkins, 2012, p. 45) Teachers should allot time each week to introduce strategies and model them multiple times, having the students practice using the strategies once they have been modeled. It is important that students understand the strategies so that they may be successful in using them. “Some children might need hints about how to make a letter or spell a word. For these children, teachers could say the letters or sounds of words for children, or point to a word in the room that contains the letter” (Bingham, Gerde & Wasik, 2012, p. 4). Again, doing either of these things involves modeling to the students a strategy that they can use when they have become stuck during the writing process.
There are many ways to ensure students are given the tools needed for success in literacy. One of the most important things that the teacher can do to foster this success is to model strategies and how they are used as well as when they can be used. Connections should be made between reading and writing, as these two processes are developed together. For example, “to invent a spelling, a child must have some degree of phonemic awareness and some knowledge of letter sounds” (Bear, Invernizzi, Templeton & Johnston, 2008, p. 91). The classroom should be rich with print resources and a classroom library full of different genres. In conclusion, teachers of literacy should be aware of and utilize the many methods that are available for emergent literacy and teach those strategies to students in order to support students’ literacy growth.
Bibliography
Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2008). Words their way: Word study for phonics, vocabulary, and spelling inventory. (4 ed., pp. 86-128). Upper Saddle River, New Jersey: Pearson.
Rader, L. E. (2008). Help: Healthy early literacy program. TEACHING Exceptional Children Plus, 5(2), 3-8. Retrieved from http://files.eric.ed.gov/fulltext/EJ967738.pdf
Tompkins, G. E. (2012). Teaching writing: Balancing process and product. (6 ed., pp. 32-54). Boston, MA: Pearson.
Gerde, H.K., Bingham, G.E., & Wasik, B.A. (2012). Writing in Early Childhood Classrooms: Guidance for Best Practices. Early Childhood Education Journal, 40(6), 351-359.
The process of learning how to read and write can be a daunting task for both teachers and students. “Learning to read and spell is a process of matching oral and written language structures at three different levels: (a) the global level, at which the text is organized into phrases and sentences, (b) the level of words within phrases, and (c) the level of sounds and letters within syllables.” (Bear, Invernizzi, Templeton & Johnston, 2008, p. 87). Children must first be taught phonemic and phonetic awareness in order to begin making words and sentences. To help teach reading and writing, there are many strategies available.
When it comes to teaching reading, “the reading materials best suited for emergent readers are simple predictable books, familiar nursery rhymes, poems, songs, jump rope jingles, and children’s own talk written down” (Bear, Invernizzi, Templeton & Johnston, 2008, p. 93). It is important that teachers create classroom libraries that are filled with these types of books in order to expose children to many types of genres for reading. Books with rhymes are a great choice for classrooms of early emergent readers. This is because “early emergent readers need to participate in phonological awareness activities that focus attention on syllabus and rhyming words”, (Bear, Invernizzi, Templeton & Johnston, 2008, p. 96). It is also important to read often to children learning how to read. “Researchers claim that perhaps the greatest prognostic indicators of success in reading in the early grades are the frequency of being read to and the acquisition of a literate language style” (Rader, 2008, p. 4).
In regards to writing, there are many strategies to foster success. “Teachers teach students about writing strategies in mini-lessons. According to Harris, Graham, Mason, and Friedlander, strategy lessons should exemplify these characteristics: explicit instruction, modeling, collaboration, and independent application” (Tompkins, 2012, p. 48). Emergent writers need to be given strategies that can be used and should be given time to practice with using them. “Inexperienced writers lack knowledge about the writing process and have few problem-solving mechanisms that involve complex thinking processes available to use while they’re writing. Less capable writers seem reluctant to use unfamiliar strategies or those that require much effort.” (Tomkins, 2012, p. 45) Teachers should allot time each week to introduce strategies and model them multiple times, having the students practice using the strategies once they have been modeled. It is important that students understand the strategies so that they may be successful in using them. “Some children might need hints about how to make a letter or spell a word. For these children, teachers could say the letters or sounds of words for children, or point to a word in the room that contains the letter” (Bingham, Gerde & Wasik, 2012, p. 4). Again, doing either of these things involves modeling to the students a strategy that they can use when they have become stuck during the writing process.
There are many ways to ensure students are given the tools needed for success in literacy. One of the most important things that the teacher can do to foster this success is to model strategies and how they are used as well as when they can be used. Connections should be made between reading and writing, as these two processes are developed together. For example, “to invent a spelling, a child must have some degree of phonemic awareness and some knowledge of letter sounds” (Bear, Invernizzi, Templeton & Johnston, 2008, p. 91). The classroom should be rich with print resources and a classroom library full of different genres. In conclusion, teachers of literacy should be aware of and utilize the many methods that are available for emergent literacy and teach those strategies to students in order to support students’ literacy growth.
Bibliography
Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2008). Words their way: Word study for phonics, vocabulary, and spelling inventory. (4 ed., pp. 86-128). Upper Saddle River, New Jersey: Pearson.
Rader, L. E. (2008). Help: Healthy early literacy program. TEACHING Exceptional Children Plus, 5(2), 3-8. Retrieved from http://files.eric.ed.gov/fulltext/EJ967738.pdf
Tompkins, G. E. (2012). Teaching writing: Balancing process and product. (6 ed., pp. 32-54). Boston, MA: Pearson.
Gerde, H.K., Bingham, G.E., & Wasik, B.A. (2012). Writing in Early Childhood Classrooms: Guidance for Best Practices. Early Childhood Education Journal, 40(6), 351-359.