My Shared Reading Project

Her mother received a BS in Child-Life Development at MSU and her father earned a Business Management of Sales at Rasmussen. Her mother never had any educational problems while she went to school. She always enjoyed reading and was advance compared to her peers. Nealy’s dad did struggle at school, he had to repeat 2nd Grade. Nealy’s mom didn’t know that her husband struggled with reading until Nealy was born. At night when Nealy’s dad would read to her, he would skip over words and would sound extremely “choppy.” According to Nealy’s mother, her husband claims he can read fine when reading to himself, he just “can’t read out-loud.” Therefore, Nealy’s mom does the majority of the bedtime reading to all their children. Nealy’s mother is an in-home daycare provider and her father co-owns a Bio Wood Processing Business. Since Nealy’s mom is a daycare provider, she works with all her “kids” on reading and writing every day. In the summertime, there is less emphasis on academics and more on outside exploration and

The objects are hidden in a colorfully illustrated story on the right page. Interactive development is an integral part of the process of reading through these books, as children learns to first ask a question then answer it by finding the pictured object in the opposite page, which is a kind of a map where kids need to locate said object. Kids explore the pages and in the process develop memory skills by learning how to listen. The objects to find are mostly animals but may include toys, and other inanimate objects. The sheer variety of objects helps to build

My mentor told me she likes to read the book a few days before the lesson plan to make the children familiar with the sounds. Fifth, the children will have the opportunity to express their thoughts to the teacher, TA's, and classmates. The child will then dictate to the teacher what their monster is feeling that day. Most children will understand what is written on their paper because it is their own words. It is important to tell the child you are starting their sentences with an uppercase.

Introduction to reading comes through phonetic reading boxes. The reading boxes are cleverly organized, going from simple to the complex. Reading does not follow the same process of writing, which is taking our own thoughts and symbolizing. When we read, it is not our language with which we are working with, it is the author’s language. Reading is the analysis of the language followed by a synthesis. Story telling and socio-dramatic play in the environment can help the child develop an imagination that fosters a higher capability to understand what is being read to them.

When her mother takes her to the library she is happy to get cool new books. She prefers to read alone so people will not distract her. She dose not mind helping others read, for example she helps her classmates pronounce words. If she were teaching her

The child knew how to turn the pages, show me the title of the book, and show me the title page of the book. The child struggled in holding the book right side up, showing me the front cover, and the back cover, and finding the first page of text. The child was not able to tell me what the author or the illustrator did. With the conventions of print the child was able to tell me where it tells the story at, where we start to read. Lastly the he could tell me that we read from left to right and top to bottom. The child struggled with the return sweep when reading. The child excelled in showing me the spaces between words, and pointing out letters to me. The child struggled in one on one reading, and finding word boundaries around a word. The child also had problems with finding the first word on the page, and the last word on the page, and with counting the words and letters for me. The child was not able to show me the difference between a capital and lowercase letter. The child was able to identify the letters on a page, some of the specific letters that I pointed to, and also was able to identity some of the letters in his name. The child was also able to name some of the letters on a page, some of the specific letters, and some of the letters in his name. He was able to

There are several reasons why I choose to read this book to her. Firstly, the story is related to children’s world. Hill (2015) mentioned that building on the familiar which means making connections to children’s world acts as a driving vehicle for literacy development. She may help her parents to do chores at home and the illustrations of the little boy doing different housework in the book could arouse her similar memory. To gain her attention and interests, I choose a book with vivid and funny illustrations. Hill (2015) stated that picture books offer young children the visual context and additional information that is conveyed in longer paragraphs though complex language. Colorful pictures, exaggerate facial expressions, funny figure images and continuous illustrations provide high level of support for children’s understanding.

After quickly reviewing her Arabic alphabet, she would immediately pull out the Arabic text and set upon it with an insatiated hunger. She would read aloud, her voice filling the room, her head bent over the book, moving back and forth in deep concentration, her finger slowly moving across the page as she traced her voice. She would routinely look up at me for approval as she tackled a particularly difficult word, eager for my smile or nod marking her progress. She refused to let up during her break times, albeit five minutes, and until her Mom’s familiar car would honk twice in my driveway. I could not have been

Learning to read and write as a child is an experience that all can relate to. The average child learns to read and write at the early ages of three and four. Developing literacy at an early age is crucial to academic development as well as to performance in life. Early development can be just what a child needs to stimulate their minds, which in turn is assisting in the evolution of their future. The early and latter stages of development in a child’s literacy journey are the makings for their reading and writing skills. It also plays part in their analysis of obstacles as well as their developed or problematic literacy future. A child

Ever analyzed a picture book before? The colors, shapes, and underlying message on every inch of the page create a story. A story that makes your brain tick and contemplate what exactly you’re looking at. These things are significant to the constant development of a human being, but the specifically to a child.

Zarillo (2007) notes that in the case of children who have not acquired concepts about print, “these concepts must be explicitly taught” (13). For Peyton, who has lost a lot of vital foundational instructional time, Ms. Oglesby will have to provide direct intervention lessons. Initially, Ms. Oglesby could start by modeling text direction with a picture book. She could pull Peyton with a small group and read the text aloud to them. Then, she could have each student re-read a page in the group, having the children follow along with the text as they read with their fingers. She could place Peyton in the center of this group and have the group share their reading from his right to his left. In this way, Peyton would observe his peers practicing

Danjuma is very verbal at home; his family can easily understand what he says. His teachers have said that he is difficult to understand as he has many substitutions for different words. For example: “Coat” is “boat” and “hungry” is “bungy”. His family often has to step in and translate for others outside the family. This child can understand simple directions as well as other phrases used in typical everyday situations. When his mother prompts him, Danjuma can tell his two older siblings about his day at school. He loves “reading” books and is often seen looking at familiar books in his own. He also knows the A B C song but has no understanding that the letters he sings correspond to specific graphic designs. He also loves drawing and makes a variety of scribble marks using a fist grasp on his crayon.

The book shelves had plenty of books to choose from. The difficulty of the picture and comic books ranged from beginner to advanced.. The books were based off of the season and the children’s interest. The children got read to before washing hands for snack and they seemed engaged with the story. Throughout the story the teacher would ask questions like “What would happen if.. What would you do? What do you think will happen next?”. The staff encouraged the children to draw their names on their crafts and they patiently would spell out sentences for them. As stated on page 260, these children communicated through “invented spelling”. Some of the children wrote notes for their parents and would find their name on their cubbies to keep in for

The vocabulary within the story was slightly unfamiliar to her. For example the circumference, radius, and perimeter were the ones she had the most trouble with. While we were working on the “Circles Overhead” activity I explained and showed her what the meaning of each vocabulary word because it was new material for her. While we were working on the word problems she understood the exercise very well and did it mostly without my help, the only trouble she had was multiplying large

Literacy is important for young children. It’s so much a child has to know before entering kindergarten. The Essentials of Early Literacy Instruction stressed the importance of teaching literacy. Early literacy is an emerging g set of relationships between reading and writing. Today a lot of terms have been referred to for literacy development for preschoolers the term that’s mostly used is early literacy. The term was chosen because the earliest forms of literacy development are forming reading and writing concepts. Linking early literacy to play is the most effective way to for young children to learn. There are many ways educators can teach literacy activities such as rich teacher talk, storybook reading, phonologic awareness activities, alphabet activities, support for emergent writing, shared book experience, integrated, and content-focused activities, Young children understand print by oral and written language. Asking students to help read a book and turn the page help them understand the basics of a book. There are at least three critical content categories in early literacy: oral language comprehension, phonological awareness, and print knowledge. Children need to learn phonological awareness, alphabet letter knowledge, the function of written language, a sense of meaning making texts, and vocabulary. Alphabetic writing is quite difficult once children understand the language of their community they learn which words stand for which concepts in that language.