These chapters reminded me of the incredible and intricate process of language acquisition and the process of learning how to read and write. It is never an instant experience, but rather a process that occurs over time, as a child begins to realize that symbols on a page actually hold meaning and eventually begins to read and write on their own.
Literacy development encompasses oral language development, print knowledge, alphabet knowledge, phonological/phonemic awareness, and inventive spelling. (Flint, 176) As teachers, it can be overwhelming to provide children with opportunities to grow in all these areas, but it is possible by providing children with numerous opportunities to interact with authentic literacy events (grocery list, store sign, etc.).
It is important to remember that not all students share the same experiences with literacy including having a parent, relative, or friend read to them regularly but they do bring with them unique and meaningful experiences with literacy including daily interactions with environmental print. Keeping this in mind, teachers can build off of these experiences to help develop a child’s understanding of the meaning and use of literacy in an authentic way.
While reading these chapters it was hard to connect the content with what I see in my 5th grade classroom placement. However, a fifth grader’s literacy development is far from complete and in fact my teacher continues to help foster growth and development in literacy practices by continually introducing word families and uses mini-lessons to introduce new concepts that good readers and writers do and use. My teacher also records the growth of students’ reading and writing ability throughout the year through regular reading and writing conferences. From these conferences she is able to determine what the child has grasped and what needs additional attention and can be taught in a future lesson. While students have different needs as readers and writers, she is able to spur each student on individually to improve as a reader and writer.
Anna,
I responded similarly to these chapters as you did. I am in a fourth grade classroom, and I have trouble connecting to this reading. I think it is important to know about this, though. I would hate to see myself placed in a kindergarten or first grade classroom and not know anything about what emergent literacy is all about. However, I think I would also be terrified to be placed in a pre-k, k, 1st grade classroom. They do have a huge job preparing students to be fluent readers when they reach our classrooms, especially when kids come from such different literacy backgrounds (like the student at the beginning of ch. 6 for example).
Anna Gus
By: Anna Gustaveson on November 8, 2009
at 2:24 pm
I feel like many students in my classroom may lack that reinforcement at home. I think it’s important for us to surround them with as much as possible so that when they leave our classroom they are able to see examples for themselves. Introducing the idea of authentic literature like grocery lists and recipes is very relevant to my students because many of them are in charge of things like that because of parents working long, late hours.
You still used big words and quotes from the book, PS. ha. Maybe trying to do work together isn’t the most…productive idea we’ve had so far… but definitely entertaining!!
By: jordan on November 8, 2009
at 7:57 pm
I think it is interesting reading responses from those of us in different grade levels. I actually felt i could find multiple connections, but I also felt much of the reading was directed at the lower grades. Even though chapter 7 seemed to verbally states its focus towards 3-6th grade I found connections to 2nd grade. I though it was interesting to hear from a 5th grade placement it was harder to make connections. I was wondering if that would make a difference.
By: Emily Hobbs on November 9, 2009
at 1:49 am