Kucer chapter 3 and B&M Chapter 9
Kucer
The relationship of oral and written language is very interesting and quite complex. If you spend anytime in a classroom this is easy to observe. The way students speak to one another is often different than the way that they would speak to the teacher. The way the teacher speaks to the child is different than that of a colleague. Even with these differences in oral communication, written communication has a different context. It is not the same as oral language. Kucer noted oral and written language differences along these dimensions: pragmatic, text type, genre, text structure, semantic, syntactic, morphemic, phonological, orthographic, graphophonemic and graphemic.
Written language moves past dialect and common verbal errors, and can endure the passage of time. Written language is more prescriptive in nature and is processed differently than oral communication. There is less concern about using larger words in written language because the reader can go back and reread for further meaning.
Given all of the information presented by Kucer, I am reminded as a teacher about the complexity of asking a student to express themselves in written form. There are many phonics rules that I try to teach my students. Kucer showed the complexity of the topic and the relative disagreement about the most important rules.
Often, I ask the student to follow these phonics rules, and cross from oral communication to a written one. This can be a really difficult task. I try to provide my students with daily writing opportunities that are not graded on any phonics skills but simply written communication.
It was very interesting to read about the history of the development of the English spelling system. I think it is important for teachers to remember the differences between oral and written communication, then take that into account when considering the complexity of letter sound relationships.
B&M Ch. 9
The National Early Literacy Panel relayed that phonological awareness and alphabet knowledge are the two most powerful predictors of early literacy achievement. These skills are essential to reading. It seems we should make it a priority to ensure that all early childhood children have the tools they need to be strong in these areas.
It is important to note, that phonological awareness and phonics are two different things. Alphabet knowledge and phonological awareness are the foundation for phonics instruction. These two elements aren’t sufficient on their own, but together give kids the tools they need to become strong readers and writers.
Phonological awareness and alphabet knowledge need to be assessed in order to ensure that all students are progressing. This can be done through the use of hands-on activities like using cubes to represent syllables heard or identifying letters using tiles.
Assessment needs to drive the instruction within the classroom. If most students are missing a particular skill, this should be addressed with whole class instruction. If only a few kids are missing the skill, it could be addressed in a small group or one-on-one. We often do this for older grades, but the same principle of formative assessments driving instruction should apply to early childhood students also.
Phonological awareness and alphabet knowledge are foundational skills that are critical in the development of good readers and writers!
Questions:
- Kucer Questions:
- What do you think are the best ways to help young learners make the connection that oral and written language are very different from one another?
- Is it necessary to teach the differences of these to the students in your classroom?
- What do you think are the most significant distinctions between oral and written language? Why?
- When considering phonics in written language, there were few generalizations across basal readers about phonics rules. How so we know which one are the most important to teach?
- How do think inventive spelling in useful in the early childhood classroom?
- B&M Questions:
- Why are phonological awareness and alphabet knowledge the two greatest indicators of reading success as stated in our chapter?
- Why do you think phonological awareness and alphabet knowledge reciprocal in nature?
- What are some ways to help students who have missed some basic phonological skills?
- Why should phonological awareness and alphabet knowledge be taught explicitly? How have you done this?
- How are phonological awareness and alphabet knowledge related to writing?
- Why should assessment help drive instruction in an early childhood classroom?
Article:
Regarding the articles this week, I read “Moving to Assessment-Guided Differentiated Instruction to Support Young Children’s Alphabet Knowledge,” by Shayne B Piasta. Piasta’s purpose for writing this article was to express the importance of moving beyond whole group instruction for alphabet knowledge, to providing alphabet knowledge instruction based on assessment data.
She noted that alphabet knowledge is one of the key indicators of future literacy success. Also, difficulty acquiring this knowledge is an indicator of future reading difficulties. These students could have difficulty with speech and language, developmental delays, English as a second language, and lack of background.
Research suggests that not all letters are learned at the same rate. Letters at the beginning of the alphabet are often learned more readily than those toward the end. The frequency of the use of the letter affects learning. Letter names and sounds don’t always correspond. Letters with distinct shapes are easier for students to remember.
Given this information, Piasta admonished educators to use assessment-guided differentiated instruction. First, the child needs to be given a diagnostic alphabet assessment. The child identifies the name and sounds of upper and lowercase letters. Based off of this information, the instructor can decide who needs certain letters and sounds taught. This can help guide instruction. These needs can be addressed in small groups or one-on-one.
Piasta supported the use of assessments and differentiated instruction to help a diverse population of alphabet learners in the classroom. This avoids the one-size-fits all approach to instruction. This allows students to be taught according to their academic needs leading to more children being strong in alphabet knowledge thus future literacy success.
I too read Alphabet Knowledge and it was very interesting. It is the first time I have heard of teaching preschool children the alphabet based on assessment data and not just teaching one word a week. It states that a 'diagnostic' assessment should be taken and used to teach. This is because children learn the alphabet at different paces. Children can be grouped by letters that need to be learned. Small groups are advisable, not large groups or one to one. This is teaching to assessment and not a whole class approach or one size fits all.
ReplyDeleteResearch has been done to find out why some children learn certain letters faster than others.
1. some learn letters that are frequent in writing
2. learn the letters in their name first
3. delayed children
4. learning letters with distinct shapes firs such as 'x'
5. learning letters with same shape for upper and lower case such as 'o'
5. have sound problems with letter that are highly phonologically similar
6. learn abc first due to frequency
Very interesting! I never thought about kids learning letters at different rates. Do you think they learn them at different rates between reading and writing, as well? (Dr. Beach, do you know?)
DeleteI hadn't ever thought of them learning letters at different times either. Makes sense, though! Angela, that's a good question--I would think that there would be different rates since writing requires a different skill set, but I'm curious to find the answer out as well.
DeleteI think kids are at different stages developmentally which also affects their learning rates. They come from different backgrounds and family life. For me this a hard question because not all kids develop at the same speed. Our current educational system doesn't provide a lot of room for this process to occur naturally.
DeleteYes, they do learn reading and writing at different rates, due to a variety of reasons, some of which Cathy mentioned. They are all different types of learners. Some learn to read first while they struggle with writing and spelling, almost learning to read words holistically. So they have difficulty with spelling and analyzing how to write. Others write first and struggle with decoding words. Regardless, it is great when it all comes together, even though the light bulb may go on at different times.
Delete"There is less concern about using larger words in written language because the reader can go back and reread for further meaning." I think this would be a good way to frame academic language even with younger students. You can teach them how to do that as readers, and then when they're using vocabulary in their writing, they can keep that in mind as writers so they're less hesitant about those "larger words."
ReplyDeleteI'm curious, as someone who does not work with young children, what strategies do you all personally use (or what strategies would you use) to help young students "cross from oral communication to a written one"? (I just realized this is similar to one of your questions!)
What formative assessments do/would you all personally use for phonological awareness and alphabet knowledge?
"Is it necessary to teach the differences of [oral and writen language] to the students in your classroom? What do you think are the most significant distinctions between oral and written language? Why?" Yes, I think it's important even with the smallest children. When students are in the emergent stages of reading development, a lot of times their writing will not look like what we would typically deem "writing." Their writing may include pictures, scribbles, and later on, inventive spelling. A lot of time this "writing" is supplmented by students' tendency to orally narrate what they write at this stage. You can talk to them about how when you develop your writing, you try to get all of your thoughts on paper so that people can understand what you were thinking even if you aren't there to talk to them about it. Oral language, on the other hand, has opportunities for inquiry and elaboration, which will be their strong suit when they're first learning how to write. As they get a bit older, they also need to understand that they need to write in a way that others can comprehend it. They need to be specific, detailed, and organized (sequencing events, for instance). They need to make sure they don't leave out words that they would otherwise need if they were telling the story out loud.
The word study article discusses two types of homogenous word study insstruction: separate word study lessons for each developmental spelling level, and small guided reading groups with word study integrated. Have any of you tried either of these approaches? Tell us about your experiences! If not, what do you think the advantages and disadvantages of one or both of these approaches would be?
I agree with your thoughts on teaching the difference between oral and written language. I have several students who struggle putting their thoughts on paper but can orally state valid logics and reasonings. While some specific processing disorders may contribute to some students' struggles, I often wonder if the emphasis of the differences between oral and written language is also a contribution?
DeleteAngels,
DeleteIn regards to your question about strategies to help kids go from oral to written language, I think there are many effective ones. I currently teach second grade, but when I taught first grade we would just start off with very simple journal topics. This is similar to oral language but still gave them a connection to written. I've used interactive writing in small groups. We have brainstormed words about topics like pumpkins. Then the kids had to write about it with help from the word list we made. In second grade I have used four squares to help them organize their thoughts and paragraphs. Story maps are also great tools for writing a story. I think one of the biggest reasons students have a hard time writing is that they don't know where to begin and are disorganized. Graphic organizers are great tools for kids of all ages in the area of writing.
Sorry to write late. I came down with some type of stomach bug yestersay and was a bit under the weather.
ReplyDeleteAlphabet Article
I read the alphabet article and found it very interesting. The author argues against the one letter per week strategy, for teaching alphabet letters and sounds, which I have seen time and time again in all different preschools. I think the idea of assessing children and teaching them alphabet letters and sounds based on their existing knowledge would allow for more personal, differentiated, and effective instruction. I think that it would be important to send a class newsletter home to parents to explain what you are doing if you are going to use this method. Parents can help to supplement the school instruction, and point out the letters the child is focusing on in school while reading to the child at home, etc. The teacher would need to keep parents informed of the child's progress on a frequent basis to develop a home-school connection.
The teacher would need to undertake very precise lesson planning for small group instruction, making sure to deliver the focused content needed for each child. In addition, progress would need to me monitored at least weekly so that the teacher is keenly aware of exactly where the children are in their acquisition of letters and corresponding sounds.This approach seems like it would require much more effort on the part of the teacher, than the letter of the week method. However, since this is the foundation of future phonics instruction, and predictive of a child's later literacy achievement, it is well worth the time investment.
My children attended two different preschools. My oldest child attended a preschool that was NAEYC accredited and they began focused alphabet instruction when he was 4 years old. I remember the words they did each week seemed to be given in a strange order, but now it makes sense. I do not think they used assessment to provide targeted instruction, but I know it was explicit. He knew all of his upper and lower case letters, their corresponding sounds, as well as some sight words before he entered Kindergarten.
My youngest son attended a preschool where the children varied in ages from 2.5 years to 5, and the alphabet instruction was not explicit. The letter of the week went right over the heads of the younger children, and my son did not gather a whole lot from the songs and games that went along with the whole group instruction he received. I was worried about his lack of knowledge in this area, so I transitioned him into a more formal Pre-K where they were providing more direct instruction. He picked up a lot more knowledge from this environment, and was ready for Kindergarten the next year.
I feel like that method of alphabet instruction would require quite a bit of preparation for each lesson. What all do you think you would need to prepare if you're using formative assessments that way? How could you differentiate instruction without overwhelming yourself as a teacher?
DeleteI think most parents would be receptive if they received letters and frequent updates if they felt that instruction was tailored specifically to their child. I agree that it would be more effective, and I also think growth could be more significant. However, like Angela pointed out, the amount of planning and preparation could be overwhelming. How much time would have to be focused on assessments rather than instruction in order to maintain such personalized instruction?
DeleteI think it could be done but like you said a ton of work involved. One thing the article suggested was to find out what letters no of the children know and start with those (which are usually the less frequent like 'x'). Then go the next letters that are less known and so on until you eventually reach letters that most know and only some don't. I think making sure they are very familiar with their name letters is a great way to go since you have them write their names and they start to realize that letters make words like your name and take off from there.
DeleteI agree that this form of instruction does take more planning. The benefits would be amazing though. I think once you conducted assessments, I would start with the letters most of the kids were missing a build from there. Centers would have to play a large part in a classroom set up like this. Parent volunteers would also be helpful to prepare the materials need for those centers. Perhaps each child could have their own folder tailored specifically to their learning needs. This could be interactive and a tool for the parent. Anyway, I am a little random tonight...just some thoughts. I haven't done these before.
DeleteKucer Ch.3
ReplyDeleteHow do think inventive spelling in useful in the early childhood classroom?
I have had direct experience with inventive spelling in an early childhood classroom. My youngest son was transitioned to a pre-k class led by a teacher who graduated from the OU Early Childhood program, and she was wonderful. During the parent meeting on Back to School night, each parent was given a packet explaining inventive spelling, and how it would be used in the classroom. The teacher asked for volunteers to work each morning with the children during journal time. Training was provided to all volunteers, and having several adults working with the students helped to give each child personalized instruction. Each morning the children were given a prompt, and asked to draw a picture in their journals related to the prompt. Then they were asked write one word to describe their drawing underneath of the picture. Teachers and parents would help them by sounding out the letters in each word. The children would write down what they heard.
Afterwards, the adult would spell the word correctly underneath of the child's writing. There were no negative comments given for misspelled words.
At the beginning of the year, many children (my son included) were unable to name or write the letters they heard. However, by the end of the year, most of the children were able to spell many words correctly without adults sounding out the words. A few students were able to write a full sentence about their picture. Through looking at the journals, you could see the progress each child had made throughout the year. It was amazing to look at the first page and compare it to the last page. You could see the progress made by each child, literally in their own words.
That sounds like a fantastic program! It also appears to attest to the validity of inventive spelling. It sounds similar to what I do with a student of mine who is barely on a 1st grade reading level as a high school student. I always sit with him when he writes, with my co-teacher working with the other students, and I ask him to write what he can and not to worry about spelling. If he seems lost as to how to start, I ask him what the first sound is, and that usually gets him to try at least the first part of the word. Then, I ask him how you might be able to spell the rime or the end of the word, and he'll usually try that as well. He very often spells it incorrectly, so I often write the correct spelling over his word without verbal correction, and he usually comments on the difference, like, "Oh, it's an E. That makes sense."
DeleteI love that idea. I think are poor schools are understaffed and a few extra adults in the classroom who are coached on a great program seems to have brought great results :)
DeleteWow Angela! It must be challenging to have a student in your class that needs this type of support at this level. It is great that you give him such personal attention and direct instruction. Do you have to provide him with learning accommodations or modify the tasks assigned to him? I'm just curious as to how these situations are handled since I've never taught in a classroom.
DeleteKucer Ch. 3
ReplyDeleteWhen considering phonics in written language, there were few generalizations across basal readers about phonics rules. How so we know which one are the most important to teach?
Cathy, I was going to ask you or Dr. Beach for ideas about this. I had this same question on my mind when I read the chapter. The author discussed studies on 45 rules found in different basal readers that found that only 18 were helpful. Another study revisited earlier works and found that "five vowel pairs that represent one long sound are worth teaching because of their high degree of regularity: < ay >, < oa >, < ee >, < ai >, < ey >. Additionally, although they do not represent a long vowel sound, Johnson recommended that the vowel combinations of < aw >, < oy >, < oi >, and < au > should be taught because of their regularity." Should these be introduced and more focus be placed on vocabulary instruction since the spelling of many words in English is more closely related to meaning? I was unsure of what to take from this part of the chapter.
When I was reading that chapter I took away that we should do an explicit teaching of those sounds that are frequent and then move to independent work on them. Then teach sounds that are less frequent. Funny if I remember the article about the alphabet right they suggested starting the kids off on letters (not sounds here) that are infrequent first then move to letters that are more frequent. I wonder what the difference is in teaching sounds and letters and reversing which comes first.
DeleteThanks Laranda that makes sense to me now. I guess you would teach the ones that happen frequently, and then move on to the rules that are less frequent.
DeleteActually, you teach letter patterns that are most common, and help children differentiate between them or look for them in words. Teaching rules can be counterproductive, but teaching spelling/phonics patterns helps the children learn to use analogy to decode unknown words.
DeleteI do believe that oral and written languages are quite different in the classroom. From my perspective, oral language tends to be more informal and discussion-based while written language tends to be formalized and structured. While I agree that there need to be standards established and the differences between the two emphasized, I feel that emphasizing such a strong difference can lead to students withdrawing from the formalized written language because they deem it to be too hard. What would be a good way to balance the two so students are equally comfortable with both?
ReplyDeleteI can understand why phonological awareness and alphabet knowledge are indicators of reading success. Identifying letters and understanding how they sound and work together to form words and ideas is the backbone to reading. It's no different than having to learn the basic components of a cell or of a system in a body in order to understand more complex processes they complete. If students are able to do this quickly and efficiently, they will be more successful in their reading.
In my classroom we struggle with written language. My kids may be advanced in language and oral language but every single child on my case load for special education has written expression as a weakness. Some teachers and I were talking this week about what to do about it. Our sever teacher suggested a program called Author First. Has anyone heard of it? It is supposed to help children with written expression. I am so new at this but I have realized that this is something that I need to master so that I am able to help my kiddos.
DeleteI haven't heard of Author First, but it sounds interesting. I would like to more about it.
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