Crating Language Rich Preschool Classroom

c.Explain how your plans build on each other to support children’s language and literacy development through active and multimodal learning.

There are many strategies used in childcare services to help the children understand and respect the cultural identities.

Rhyming words is a skill kids need to learn at a young age and, the best way for a student to learn rhyming words is by reading them for a book and Dr. Seuss books Rhymes

In the beginning I talked about wanting to understand how when newborns develop their cognitive learning development of two different languages as they got older for example attending a bilingual Preschool, would they be able to continue with their development of learning both English and Spanish and be able to grow and become experienced in both languages and be able to transition from their first language they may use at home and their second language they may use at school. Now that we got to take a look at two studies that wanted to know if children from low income families either attending a bilingual preschool or a stay at home, are able to grow in both English and Spanish language. In those two studies they had many things in common

Have you ever walked into a preschool classroom and wondered what they are doing and why they are doing it? The Highscope Classroom to an untrained eye may look like the kids are just "Playing". The classroom is full of conversation and play and the teachers are actively engaged with the children, on the floor talking with and or playing with them. What is the theory behind all this play?

One must look at classroom management as a plan for what procedures students will follow throughout the day. Teachers must understand their role in making sure students have a successful experience each day. Wong H. & Wong R., state “Effective teachers teach how to responsibly follow procedures” (2009, p. 165). To have a smooth-running classroom with minimal behaviors, students must be taught classroom procedures from the very first day. In my classroom we have procedures for many things we do each day. Some of these are arrival of children, snack time, lining up and walking down the hallway, and cleaning up centers. I have been teaching these procedures for many years with much success.

Buckstein (2010) explored the relationship between rhyming ability and PA skills/reading ability, by examining the effect of explicit rhyming instruction on those skill sets. It is hypothesized that explicit rhyming instruction, provided concurrently with the standard classroom curriculum PA instruction, will cause a significant improvement in rhyming skills and possibly reading skills, but will not significantly improve the other PA skills assessed. A total of 18 typically developing, kindergarten-age children participated in this study. They were randomly assigned to either an Experimental Group (EG)(N=9) or a Control Group (CG) (N=9). They were each pretested using 7 subtests from the Phonological Awareness Test. Following pretesting, EG

Accordingly, Buckstein (2010) explored the relationship between rhyming ability, PA skills and reading ability by examining the effect of explicit rhyming instruction on those skills. The participants of the study were (18) kindergarten children. They were randomly assigned to experimental group (N=9) and control group (N=9). Seven subtests from the Phonological Awareness Test (PAT) were applied to both groups before and after the treatment. The results confirm the effect of explicit rhyming instruction on improving early reading abilities and PA skills among the

For the rhyming words last year he was not able to identify a pair of spoken rhyming words. He was given hat/cat and asked if they rhymed and he said yes. Then he was asked if cub/cat rhymed and he said yes. Therefore, I knew that he did not understand what a rhyming word was. This year was the same and so there was not change on his score for rhyming words. For the purposes and situations from last year we saw him use a lot of gestures to get his wants and needs because we did not understand what he was saying. This year we understand more of his speech and we are seeing fewer gestures and more words but it is usually please help. I would like him to use more words of what he wants help with. For example, I would like him to say, “Open my milk please.” Even though he is using fewer gestures and more words because he has not expanded on it he stayed in the same category as last year. On word meanings form last year would use some simple two or three word phrases and understood most of the words that the teacher was saying. When he was asked to do something he was able to it because he understood what was asked of

Specifically, I would email people in my classes and ask on Facebook for people who are University of Maryland students who were either raised bilingual from an early age or raised speaking only English, in addition to being willing to anonymously disclose their standardized test scores and college GPAs. I would then provide them with a link to a very short and simple survey asking them about their test scores and GPAs, clearly illustrating my interest in finding a correlation between early childhood bilingual proficiency and academic performance later in life. The end of the survey would have a brief thank you note in exchange for their time and effort contributions, in addition to my contact email in case they have any

This test is designed as a screening tool to direct other areas of diagnostic testing, while used along with other assessment tools. The originator of the test, Catherine Renfrew, says that the purpose of the test is to “ascertain in a simple form the ability to give a coherent description of a continuous series of events” (Renfrew et al., 1994). It calculates children’s ability to “retell relevant information about a story” (p. 1). How the children retell the story gives us information about the children’s integrative language skills by making use of an activity that is natural to the children.

Firstly, it is important to discuss the findings of the word frequency query applied to the data. The term 'children ' was the overall second highest weighted word within the interviews and the only noun within the typical adjectives you would expect in a verbal exchange. This child focused language is unsurprising as this is consistent with the most predominant theme found in the literature review conducted prior to completing the research. Notably, the language used within the interview agenda was based around 'families ' rather than specifically 'children '. This finding can lead us to assume that professional 's mindsets automatically gear towards children when considering the adversities prisoner 's families may experience. This was supported by a statement made by the looked after children 's social worker who expressed that she feels "children are the most vulnerable group and that is why I do the job I do and love to help children". As previously discussed, within social work theory and legislation there is typically an emphasis on child protection and welfare (.......).Additionally, it is important to note that three quarters of the professionals interviewed work within children 's services and so this could have influenced their child focused language. Further research into the discourse used by adult services may provide further

When students enter into the kindergarten classroom, they are greeted with a plethora of new knowledge that they may have previously not had exposure, such as phonics, phonemic awareness, fluency, comprehension, and vocabulary. Within these, vocabulary is often a major struggle for many children in kindergarten. Young children are often exposed to vocabulary through conversations, but not in a manner of teaching it explicitly. Through this literature review it was my goal as a researcher to find primary studies that focused on high quality instruction in the field of emergent vocabulary, especially in the kindergarten classroom. This topic came into fruition through wanting to understand literacy practices in kindergarten classrooms, since the implementation of Common Core State Standards.

ELLs and Vocabulary Erica Villarreal Concordia University Educational Research 5305 Dr. D. Hastings   TABLE OF CONTENTS Chapter One: Introduction...............................................................................................................3 Purpose Statement..................................................................................................4 Chapter Two: Literature Review..................................................................................................... 5 Chapter Three: Methodology........................................................................................................... 9 Hypothesis................................................................................................................

I learned how to read a second language other than my mother language, and I 've practiced it for almost ten years. One might think that I was rich, and I had a private tutor for that. I wasn’t. The reason behind that is the country I moved in was too interested in providing a better educational system than any others in western countries. Before any of this happened I was a five-year-old Palestinian girl living with her parents, two brothers, and two sisters at a small house in Jordan, the country adjacent to the eastern side of Palestine where I was born. We moved there from fear and brutality, with hopes of rebuilding new lives depending on low paying jobs that my father could find. We had enough but not a lot.