Tugasan 1

Kursus : Intervensi Awal Kanak-Kanak

Kod Kursus : PPGK 6305

Nama Pensyarah : Profesor Emeritus Dato’ Isahak

Haron

Nama Pelajar : Cik.Thilagarasi a/p Subramaniam

No.Matrik : PGF150001

Bahagian 1: Buat ringkasan power-point dalam Bahasa Melayu atau Bahasa Inggeris

TAJUK TUGASAN: “TEACHING OF EARLY READING”, “TEACHING OF EARLY WRITING

ARTIKEL

An Early Childhood Practitioner’s Guide: Developmentally Appropriate Literacy Practices

For Preschool-Age Children

Phonemic Awareness Instruction

Best Practice in Preschool Literacy Instruction

Conclusion

Developmentally Appropriate Literacy Practices

KANDUNGAN ARTIKEL

ABOUT?

Teaching reading must begin before kindergarten itself.

Children aren’t primed for learning language and

literacy in utero.

Literacy includes reading, writing, speaking and

listening.

Parents and early childhood teachers are significant

contributors in the process of preparing children to

receive instructions.

INTRODUCTION OF THE ARTICLE

Developmental skills and abilities of the child are used as

the platform for teaching literacy.

The child’s current ability and practice of emerging

skills provides the child to master the skill.

A sound knowledge of child development is necessary.

The early childhood educator’s responsible in developing

pre-literacy skills. (making the child ready for intense

literacy instruction)

DEVELOPMENTALLY APPROPRIATE LITERACY PRACTICES

Children focus and manipulate phonemes, the smallest

units of sound, in both syllables and words.

Identifying, isolating, deleting, categorizing, blending,

segmenting, adding and substituting phonemes.

Phonics connects the letter with the sound while

phonemic awareness focuses on the sound only.

Phonics involves learning letter-sound relationships

which is necessary to learn how to spell and read.

PHONEMIC AWARENESS INSTRUCTION

Fluency

Read orally with speed, accuracy and proper expression.

2 strategies = repeated oral reading & independent silent

reading.

Comprehension

Understand what has been read, intentionally engage in a

construction of meaning through problem-solving and

critical thinking.

Readers relate the ideas represented in print to their own

knowledge and experiences and construct mental

representations in their memory.

Well-Designed Literacy Centers Reading Center Writing Center Listening Center Books in All Centers Word Walls Read Aloud Conversations Build Literacy into Every Activity and Lesson Repeated Phonemic Awareness Activities Alphabetic Principle Experiences

BEST PRACTICE IN PRESCHOOL LITERACY INSTRUCTION

Group Stories Print Conventions Big Books Label the Environment Songs and Finger plays Sign-In Sheet Rebus Charts Literacy Props Guided Reading Activities Teach Vocabulary Use Props during Read Aloud

A) Well-Designed Literacy Centers Reading, listening, and writing centers should be well

stocked, open and available to the children at all times.

B) Reading Center Provide the children books which that are varying levels of

difficulty. Rotate the books on a weekly basis.

C) Writing Center Post the alphabet, both upper and lowercase letters in wall.

Asked children to see and copy the letters. Create mailbox for each child to communicate with all members of the classroom.

D) Listening Center Provide recorder to child and allow them to read a book and

record it. Asked them to listen it what they been recorded.

E) Books in All Centers Support the theme or concept with both fiction and non-

fiction books pertaining to the thematic or conceptual study.

F) Word Walls In the writing area, use large index cards, print the key

words associated with the weekly thematic study, including a picture so the children can begin to associate the letters/ word with the object.

G) Read Alouds Complete several story read alouds daily, utilizing open-

ended questions that get the children involved in not only the story but the literacy process.

H) Conversations Have engaging, genuine and meaningful conversations with

children frequently.

I) Build Literacy into Every Activity and Lesson Provide prediction chart, so children can think, speak, write

about and listen to what they are studying.

J) Repeated Phonemic Awareness Activities Provide phonemic awareness activities, fun and silly

rhyming activities like “Down by the Bay”.

K) Alphabetic Principle Experiences Post the alphabet in many places in the classroom, to allow

children recognize letters they see every day.

L) Group Stories In circle time, or small group create stories the children

dictate, illustrating print conventions as the story is written.

M) Print Conventions Demonstrate the proper way to hold a book, pointing to the

words as you read.

N) Big Books Read big books, illustrating print conventions.

O) Label the Environment Label all the objects in the environment, so children

associate the word with the object.

P) Songs and Fingerplays Sing songs and fingerplays and utilize rebus charts to assits

in learning the words to the songs and fingerplays.

Q) Sign-In Sheet Have children sign in and out daily as they arrive and

depart, practicing the letters of their names.

R) Rebus Charts Make rebus charts (words and pictures) for all activities.

S) Literacy Props Provide props to support the theme of the play.

T) Guided Reading Activities Select books with repetitive phrases, print the phrases and

have the children participate in an interactive read aloud, reading the repeated phrase.

U) Teach Vocabulary Intentionally include new vocabulary in books read out

loud, and implicitly and explicitly teach the vocabulary words as the books is read.

V) Using Props During Read Alouds Supply children with the props they can hold during a read

aloud, as the child has to raise the object, participating in the read aloud.

Literacy is a multi-faceted process which requires

practice and guidance.

Parents are the child’s first teacher.

Children learn in meaningful ways and construct their

own knowledge of the world.

Children who begin kindergarten with rudimentary

comprehension skills, a significant vocabulary, phonemic

awareness and understanding are primed for learning the

literacy skills.

CONCLUSION

Bahagian 2: Cadangan bagaimana idea dalam artikel itu dapat anda gunakan untuk mengajar awal membaca atau menulis Bahasa Melayu di peringkat pra sekolah atau pemulihan di sekolah rendah

Phonemic awareness involves teaching children to focus on

and manipulate phonemes in spoken syllables and words.

There are few ways to teach phonemic awareness to

preschool children .

PHONEMIC AWARENESS METHOD

Asked children to close their eyes so that they can concentrate on what they will hear.

Then recite or read aloud a familiar story or poem to the children.

But while read or recite teacher can change its words or wording, which is sense to nonsense.

Here the children's challenge is to detect the nonsense words or wording which pronounce wrongly.

Teacher can question children to explain what was wrong in the story or poem.

This way help children's to be awareness of the phonology, words, syntax, and semantics of language.

NONSENSE

Following are some examples of the "nonsense" that can be

created within familiar poems and rhymes:

Baa baa purple sheep Substitute words

Twinkle, twinkle little car Substitute words

One, two shuckle my boo Swap word parts

I'm a tittle leapot Swap word parts

Different Words, Same Initial Phoneme.

Asked children to sit in a small circle group. Then, teacher

give a few pictures out in the middle of the circle.

Teacher ask the children to say the name of in that picture

and initial phoneme. (e.g., t-t-t-t-ie,/t-t-t-t/, tie). (t-t-able./t-

t-t/table)

FINDING THINGS: INITIAL PHONEMES

Teacher teach a word using word card. Example ‘ox’ Teacher asked children to say the word "ox“. Add a new sound to the beginning of the word such as f-f-f-

f-f: "f-f-f-f-f…ox, f-f-f-f…ox, f-f-f-f-ox ." Then the will pronounce the word " fox!"

Teacher should explain that whenever adding new sound on the beginning it will be formed a new word.

Another example are ("ice…m–,–,–,…ice…m-m-m-ice…mice"). (mile---smile).

This activity help children to know of synthesizing words from their separate phonemes.

ADD A SOUND

First of all, children teach familiar word.

Teacher show the things to the children.

After that children asked to hear the sound which comes

from the things.

Then, teacher asked children to close their eyes and hear the

sound carefully.

After listening the sound children must guess the word

which taught to them.

Children must repeat the word again.

LISTENING SOUND AND SAY WORD

Example of the words and sound are as follows :

This activity may develop the memory and attentional abilities for thinking about sounds and the language for discussing them.

Words Sounds

hand clapping

bell ringing a bell

computer turning on computer

THE END