emmalinemoore.ecl.assignment

=Emmaline Moore = =700148815 __ This Wiki Contains Information on __=


=  PHONICS =
 * 1) Phonics
 * 2) Reading Stages
 * 3) Assessing Reading
 * 4) Reading Comprehension
 * 5) <span style="COLOR: #bd4ee9; FONT-FAMILY: 'Palatino Linotype', 'Book Antiqua', Palatino, serif">Genre
 * 6) <span style="COLOR: #e59af9; FONT-FAMILY: 'Palatino Linotype', 'Book Antiqua', Palatino, serif"><span style="COLOR: #bd4ee9; FONT-FAMILY: 'Palatino Linotype', 'Book Antiqua', Palatino, serif">Writing Development
 * 7) <span style="COLOR: #e59af9; FONT-FAMILY: 'Palatino Linotype', 'Book Antiqua', Palatino, serif"><span style="COLOR: #bd4ee9; FONT-FAMILY: 'Palatino Linotype', 'Book Antiqua', Palatino, serif">Stages of Writing
 * 8) <span style="COLOR: #e59af9; FONT-FAMILY: 'Palatino Linotype', 'Book Antiqua', Palatino, serif">Assessing Writing
 * 9) <span style="COLOR: #e59af9; FONT-FAMILY: 'Palatino Linotype', 'Book Antiqua', Palatino, serif"><span style="COLOR: #bd4ee9; FONT-FAMILY: 'Palatino Linotype', 'Book Antiqua', Palatino, serif">Reading and Writing Supporting One Another
 * 10) <span style="COLOR: #bd4ee9; FONT-FAMILY: 'Palatino Linotype', 'Book Antiqua', Palatino, serif"><span style="COLOR: #e59af9; FONT-FAMILY: 'Palatino Linotype', 'Book Antiqua', Palatino, serif">References

Phonics is a way of instruction where relationships are created between sounds and letters, which is integrated to through to reading and writing. Phonics is the process in which relationships are formed between letters and the sound values that accompany such letters. It is important to promote investigation into phonics as fundamental ideas like the letter /c/ can create different sounds by using the one letter. A /c/ sound can be interpreted to create a ‘sea’ sound, an /s/ sound, similar to that in ‘central’, as well as a /k/ sound, similar to that found in ‘cradle’. The alphabetic principle of phonics states that specific sounds or phonemes are represented by letters, or groups of letters, which can create certain sounds. As an example the words cue and queue make the same sound, but differ by one phoneme. The common phoneme being the /u/e/.

For a list of phonemes are their corresponding sounds you can access these two links below; http://www.auburn.edu/~murraba/spellings.html or http://hyperphysics.phy-astr.gsu.edu/Hbase/Music/phoneme.html Type in the content of your new page here.

The alphabetic principle ‘is the idea that letters in words usually stand for specific sounds’ (Hill, Susan. Developing Early Literacy; Assessment and Teaching. Page 208. 2006). . Writing, reading and spelling is based on the phonetic interpretation of letters, letter groups and syllables and an understanding of the alphabetic principle. Children then are able to identify similar sounds, or spelling, and develop their own understanding of individual meanings, and thus actively create their own knowledge about language, and the way in which it is written as well as spoken.

Phonics helps in word identification because the phonemes become a strategy for children to use when ‘sounding out’ words and spelling. When reading children are encouraged to ‘sound out’, words, letters and letter groupings, developing their own ability to construct as well as recognize different phonemes. For example the combination of ‘ough’, can create at least four different sounds, and many more meanings, when paired with single or blended phonemes. /c/ - /o/u/g/h/ becomes Cough, creating an ‘off’ sound. /b/-/o/u/g/h/ becomes Bough, creating an ‘ow’ sound. /t/h/-/o/u/g/h/ becomes Though, using the sound value of ‘O’. t/h/r/-/o/u/g/h/ becomes Through, developing the sound value of ‘oo’.

By incorrectly identifying the phonemes the meaning of the word is lost or changed. It is essential that children understand the symbols used to represent sounds in both their lower and upper case form, to ensure learning is undertaken at a child's full capacity. According to Hill "Letter knowledge is the single best predictor of first-year reading achievement, and the ability to discriminate phonemes auditorily ranks a close second". (Hill 2006, page 209).

An activity to teach phonemic segmentation can be found by following this link; http://teams.lacoe.edu/DOCUMENTATION/classrooms/patti/k-1/activities/segment.html

=<span style="DISPLAY: block; FONT-SIZE: 140%; COLOR: #006bff; FONT-FAMILY: 'Lucida Console', Monaco, monospace; TEXT-ALIGN: center">Reading Stages =

In //early emergent book reading// children start to tell the story by looking at the pictures and then develop as they concentrate on printed word. The flow and tone of their reading will also change from story telling into sounding like reading. Children in early years will use visual cues as well as past memories in early emergent years. In the //emergent// phase of reading children are beginning to read for meaning and are familiar with direction of text, they pay particular attention to the print and focus on learning new features of words and letters. In emergent reading, difficulty levels of text are based around the;
 * complexity of concepts in the text
 * length of the text
 * amount of text per page
 * sizing and placement of text
 * text support through illustration
 * the complexity of vocabulary.

There are several levels in emergent reading that concentrate on different features of language. Difficulty will increase as students move through the emerging levels. They then move into transitional reading.

In //transitional// reading, students are moving towards greater fluency with reading and have a larger base of problem solving strategies to decipher difficult words, sentences, or to comprehend different meanings. Texts in this level will become more complex and be more extended than in the emergent levels.

In the //extending// phase of reading development, readers use information from several sources, and are to read fluently. Children at this level begin to read silently, developing independent sustained reading, but may revert to reading aloud, should the text prove too difficult. This is to develop problem solving in texts, as the same strategies can be used, but formulating such strategies silently may prove more difficult than aloud. Books in this phase of reading are again longer than the transitional phase. They may contain a series of different ideas and are often what is known as episodic, similar to a chapter book. In case of an episodic text the sentences are repetitive. There is less support to the text in the illustrations requiring the reader to develop their own ideas about the text from their own reading and comprehension of the text. Text types are introduced at this level.

<span style="DISPLAY: block; FONT-SIZE: 140%; COLOR: #7128e6; FONT-FAMILY: 'Lucida Console', Monaco, monospace; TEXT-ALIGN: center"> =<span style="DISPLAY: block; FONT-SIZE: 140%; COLOR: #7128e6; FONT-FAMILY: 'Lucida Console', Monaco, monospace; TEXT-ALIGN: center">Assessing Reading =

<span style="DISPLAY: block; FONT-FAMILY: Arial, Helvetica, sans-serif; TEXT-ALIGN: left"> Teachers today will assess reading by using running record sheet that will contain information on a schilds progress. This then means the teacher can find appropriate material for students to read during their two hour literacy block. By taking running sheets the teacher is also able to see where ac hild self corrects and what problem solving strategies a child has and uses whilst reading. When children are taking part in their two hour literacy block they will attend to a learning centre to practice different things to do with reading. This can include comprehension activiteis, sequencing activities, group work as well as many others. During this time the teacher will work with a focus group. The teacher would select this group and it's members would be dealimng with the same issues in their reading. By doing this a teacher is able to give time to children who need help on certain parts of reading. Each literacy block a different group can be choosen as the focus group, however the teacher needs to be flexible in group movements as some children will be able to combat and deal with problems sooner than others.

=<span style="DISPLAY: block; FONT-SIZE: 140%; COLOR: #6ee651; FONT-FAMILY: 'Lucida Console', Monaco, monospace; TEXT-ALIGN: center">Reading Comprehension = "Comprehension is the act of simultaneously extracting and constructing meaning from the text." (Hill, page 207) This is extremely necessary for reading. Teachers are able to assist students in reading comprehension with simple activities to encourage them to discover meaning in the text. This can be done through a range of activities **.** By clicking on this link we are able to access a video by Adam Waxler about teaching reading comprehension through video.

media type="youtube" key="x9OWs-NDTME&hl=en" height="355" width="425"

Different kinds of texts should be read to gather different types of information from texts. Teachers can ask questions of students to ensure that they understanding the menaing in the text. Without a proper comprehension, meaning in the text can be lost and children can get frustrated and confused in a text. Comprehending texts is especially important in later years, where meaning or ideas are not expressed clearly in the text. Students must find their own meaning by reading between the lines. Some free worksheets for what I would reccommend for grades 5 and 6 can be found by following this link; http://www.rhlschool.com/reading.htm

=**<span style="DISPLAY: block; FONT-SIZE: 140%; COLOR: #e3356b; FONT-FAMILY: 'Lucida Console', Monaco, monospace; TEXT-ALIGN: center">GENRE **=

There are six text types or genres that will be introduced to children in the extending phase of reading development. They are a recount, a narrative, a procedure, a report, an explanation and an argument.

__Recount__ A recount tells past experiences and elaborate on what has happened. A recount tells a reader an event happened and with whom. It is written chronologically, and in conclusion may contain a personal comment. A recount is a personal retelling of a story, a factual retelling, for example a news segment or imaginative, like a piece of text that a child may produce for example "If I won 1 million dollars, I would...".
 * Who,
 * What,
 * Where,
 * When



( [|www.instantdisplay.co.uk]) __Narrative__

According to Hill (page 315) "The purpose of a narrative is to entertain, to teach or to extend the reader's imagination." There are four main features of a narrative, the //orientation// which introduces the characters, setting, location and time. This is then followed by a //complication//, in which the characters must resolve. A //series of events// will take place after that, and the characters must find ways to resolve the issue. The //resolution// is the final part to a narrative, where the characters achieve what they intended to, normally the 'good guys' win and the 'bad guys' end up in jail. In younger years these terms would more than likely be introduced as a //beginning//, //middle// and an //end//. Narratives are seen in fairy tales, legends, plays, cartoons, horror stories, romance novels. Narratives are common with quests.

( [|www.reallifecomics.com]) __Procedure__ A procedure is also known as an instruction manual, as is commonly found in recipes, or directions. Procedural texts do not refer to the reader specifically or at all, using a simple instruction like "you bake" or "bake". Procedural texts contain and use a
 * goal, for example to bake a cake
 * materials - spoon, bowl, sugar, egg, flour etc
 * method - steps to achieve the goal
 * evaluation - this would describe what they desired outcome of the cake should be.

__Report__ The purpose of a report is to organise and store information together. The information may have a certain structure like a question/answer format. Complex reports may be commonly found in science reports. A description however is the simplest kind of report that can be given. A report must contain an opening statement or classification, the facts about a certain item for example food, habitat etc. A report may contain diagrams or labels where necessary.

__Explanation__ Explanations are give reasons as to why something works or give reasoning of how something came about. It contains a statement about the topic and a series of different explanations. These are also common in science texts.

__Argument__ The purpose of an argumentative piece of text is to take a point of view on an issue and present it with justified reasoning. An argument is commonly used in newspaper articles and tries to get the reader to side with a particular viewpoint. An argument contains a statement with the position held by the author. It then provides evidence to support that viewpoint and then in its conclusion summarises the previously stated arguments.

=<span style="DISPLAY: block; FONT-SIZE: 140%; COLOR: #f39a35; FONT-FAMILY: 'Lucida Console', Monaco, monospace; TEXT-ALIGN: center">Writing Development =

When children begin wirting they are able to tell better stories than they are able to wirte, this is because they have not yet developed their writing skills. In order to be able to write and communicate effectively through writing children must learn to express sounds and words into written symbols, learn how to hold a pencil and create letter symbols as well as learn orientation, direction, spelling and grammar. In the early development of writing the easiest way for students to communicate their ideas is through the medium of drawing. Many young children will attempt to display cursive writing, yet it will appear on paper to be scribbling. Children will model their own writing on that of adults. Commonly young children will attempt pieces of writing like signatures, or writing on bank deposit slips, in order to act more grown up and imitate grown up life.

__The Sign Principle__ The sign principle according to Hill (page 281) "develops when children realise that letters and symbols stand for something", this includes signs like McDonalds, BP, Shell and many others. They will also learn that the word dog does not have any features of a real dog.

__The Flexibility Principle__ Children will experiment with the way that letters are written to discover which ways of letter writing are acceptable and which are unacceptable. Children at this stage of learning will also learn that there are several different ways of writing one letter, commonly A and G.

__The Linear Principle and Letter Placement__ The linear principle is the idea that in English writing is from left to right, just as it is read. Children in the early stages of writing development also need to be guided of spacing between letters and correct grammar. Common practice includes full stops between words and large spaces between letters contained in words. The concept of leaving a blank space can prove difficult for some children and this is why full stops in stead of spaces will be common practice in early writing.

Stages of Writing
In //beginning writing// children will use drawing to communicate their ideas. The will use writing in playtimes, making pretend marks on pieces of paper, and will try to imitate adult behaviours like list writing, note taking, form signing as well as many other everyday tasks.



As children develop into //early-emergent// writers children begin to explore using of making symbols through both drawing and writing. Basic spelling is used and children will spell a word as it sounds, common examples include; As children move through to the //emergent// level of writing, children will begin to create more letter shapes. These letters will begin to represent words and writing may begin to be written in the right direction. In //early writing// children will continue to create their own spellings of words. Children will often repeat words or phrases to build up confidence of what they already know. They will also begin to use capital letters and put spaces between their words. Children will be introduced to certain genres at this level, particularly narratives and informative pieces. The next stage of writing development is that of //transitional writing//. In transitional writing the amount of writing in a piece will increase and there will be repetitions of __sentences__ and phrases. As this stage of writing students punctuation should be well developed. The last stage of writing is that of //extending writing//. In this stage of writing spelling is correct most of the time, and the writing will resemble that of an adult. Children will learn and develop knowledge of what text types are used and to what audience they are presented. Extended writing is the final stage of writing and at this stage of development a students understanding of correct use of grammar and punctuation should become more apparent, if not excelling.
 * because - bcoz
 * girl - gel
 * school - skool or scool

=<span style="DISPLAY: block; FONT-SIZE: 120%; COLOR: #72ef61; FONT-FAMILY: 'Lucida Console', Monaco, monospace; TEXT-ALIGN: center">Assessing Writing =

In early and beginning writing assessment is based on the written language, the ideas and the text conventions of the piece. For example children would score a point if there are any recognisable letters, and two points for any recognisable word. The ideas will score a point if the child makes a comment that the writing says something. It is key that children understand that they need to commuicate their ideas through the text. Children will score more points for text conventions like direction, attention to punctuation and capital letters. In early emergent and emergent writing teachers will use assessment sheets to not down what is taking place in the written language of a student. These sheets should be done on a regular occasion to note progress. Children can also self assess their work to show how they feel they are writing and to get an understanding of what they need to do to move into the next phase of writing which is transitional writing. In the more complex writing stages children will write and develop a series of ideas in the writing, key features to assess in these types of writing are;
 * ideas
 * organisation
 * language
 * mechanics

Teachers will look for clear ideas, original ideas, sequenced ideas, a clear text structure with it fitting to a text type, sentences f different lengths, simple and complex sentences are used, appropriate vocabulary, punctuation, correct spelling, and in some cases paragraphing of ideas. By assessing writing teachers can then make their writing program appropriate to the needs of their students. Again a teacher can work with focus groups who may have trouble with a particular part of writing. Other children when a teacher is working with a focus group can do other writing activities similar to that of a reading learning centre.

=<span style="DISPLAY: block; FONT-SIZE: 140%; COLOR: #20c8f3; FONT-FAMILY: 'Lucida Console', Monaco, monospace; TEXT-ALIGN: center">Reading and Writing Supporting One Another =

Reading an writing have a significant relationship. Both reading and writing have significant influence over the other, when a child begins to learn to write they will find it difficult to create symbols for the known letters. Children will learn to read by remembering words that they have previously seen in print and then remembering these when they come across them in texts. Sesame Street and other shows that have small segments are a great way to intorduce letters to children who are beginning to read and write. A letter is introduced followed by the way to write it and what words that it may be found in, see the below example on the letter J.

media type="youtube" key="8gJz4CY7uwI&hl=en" height="355" width="425"

Reading will influence writing in several ways as children will write specific features that they have come across in their reading. Children will mimic these text types in their own work and can even use smaller scale language features like dedication pages, glossaries and illustrations. Hill notes that "Writing informs reading because when young children are writing they engage in a slow analysis of what they are saying and how this is to be represented in written form." (page 287) When writing children are able to develop their knowledge of phonics and how language and letters can be written and expressed in many different spellings.

References.
Hill, Susan. Developing Early Literacy; Assessment and Teaching. Page 208. 2006 http://www.rhlschool.com/reading.htm http://teams.lacoe.edu/DOCUMENTATION/classrooms/patti/k-1/activities/segment.html http://www.auburn.edu/~murraba/spellings.html http://hyperphysics.phy-astr.gsu.edu/Hbase/Music/phoneme.html www.instantdisplay.co.uk www.reallifecomics.com Adam Waxler Video [|http://www.youtube.com/watch?v=x9OWs-NDTME]> Sesame Street Video http://www.youtube.com/watch?v=8gJz4CY7uwI