Teacher Would Teach/Facilitate a Child Term Paper

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..[and]strengthen and improve the coordination of the small muscles in their hands and fingers. They use these muscles to control writing tools such as crayons, markers, and brushes" (Koralek & Collins, 1997). Thus even simple crafts and fun art projects can expand literacy skills, as can games like playing a matching game such as concentration, which show children that

"some things are exactly the same" like letters, and this "leads children to the understanding that the letters in words must be written in the same order every time to carry meaning" (Koralek & Collins, 1997). Reciting rhyming poems or singing songs that contrast short and long letter sounds teach children phonics basics. "Research has shown that phonemic awareness is the best predictor of early reading skills. Phonemes, the smallest units of sounds, form syllables, and words are made up of syllables. Children who understand that spoken language is made up of discrete sounds - phonemes and syllables - find it easier to learn to read" (Koralek & Collins, 1997). "When children achieve phonological awareness, they are able to think about how words sound, apart from what words mean. For example, they appreciate that the word kitchen has two spoken parts (syllables), that the word bed rhymes with bread and that the words cat and king begin with the same sound. Children can and should develop some degree of phonological awareness in the preschool years, because it is a crucial early step toward understanding the alphabetic principle and, ultimately, toward learning to read" (Burns, 1998). Children who are unable to do so, after repeated exposure to the concept of different word sounds being connected to different letters may experience difficulty later on, and may need to receive added attention in this area.

A classroom environment that promotes literacy should enhance reading and writing in all of its aspects of daily life, not simply the part of the day devoted to reading.

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When the children come into the classroom, they should see posters with letters and words, and their names should be on their desks. When the children recite the Pledge of Allegiance by memory, the words should be posted on the board, so they can associate letters with familiar phrases. Children should be allowed to do crafts and physical games that enhance their fine motor skills and teach them the difference between left and right, up and down, concepts that are crucial in reading a book and writing on a piece of paper. Children should sign their names to their art work, and write simple letters and notes to others. When the teacher gives instruction, he or she should write on the board, as well as speak. Reading aloud to the class should be frequent, and should be an interactive experience, as the children should be encouraged to point to different letters and words on the page.

Of course, children all progress at different rates when acquiring literacy, and this may vary from child to child. The same instructional curriculum may not be appropriate for all children, and if a child is falling behind his or her grade level, such as being able to figure out unfamiliar words from simple context clues in first grade, understanding the symbolic nature of letters, or reading aloud in class, the child may need to be singled out for special assessment, to see if he or she has a diagnosable learning difficulty. But whether the child is a natural reader, or only learns to read with difficulty, reading should be a fun activity, and every child's love of wordplay must be continually encouraged in class.

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