Please Follow Rubric And Instructions For Early Childhood Ed

Please Follow Rubric And Instructions Early Childhood Educators Must B

Please follow rubric and instructions- Early childhood educators must be fluent in their knowledge of literacy skills in order to effectively communicate the information to families and colleagues and ultimately teach literacy to young children. Phonological and phonemic awareness are essential to developing literacy and must be shared with families and colleagues. For this assignment, you will create a 10-12 power point presentation, on Pre-K students to explain phonological and phonemic awareness. Include: Definitions of phonological and phonemic awareness. Explanation of how phonological and phonemic awareness relates to literacy development in young children.

Description of how early reading development is related to early literacy skills (print concepts, letter naming, vocabulary, phonological awareness, listening, speaking, and comprehension). For each of the early literacy skills including print concepts, letter naming, vocabulary, phonological awareness, listening, speaking, and comprehension provide one example of a small group activity that can be used to teach each skill. Describe how each activity can be modified to meet the needs of students with exceptional needs. Show professionalism in your video and appearance. Use an online video platform such as Loom, YouTube, or Vimeo to upload your completed video.

Be sure that others can access and view your linked video prior to submitting. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Readings-

Paper For Above instruction

Early childhood educators play a pivotal role in fostering foundational literacy skills among preschool and pre-kindergarten children. An essential part of this role involves a deep understanding of phonological and phonemic awareness, which are critical to literacy development. This paper explores these concepts, their relationship with literacy, and practical classroom strategies to support diverse learners.

Definitions of Phonological and Phonemic Awareness

Phonological awareness refers to the broad ability to recognize and manipulate sounds at various levels of spoken language, including words, syllables, onsets and rimes, and individual phonemes. It encompasses a range of skills like identifying rhymes, counting syllables, and segmenting words into smaller units (Gillon, 2019). In contrast, phonemic awareness is a specific subset of phonological awareness that involves recognizing and manipulating individual phonemes—the smallest units of sound that distinguish meaning in words (Hatch & Branaman, 2021). Both skills are foundational for learning to read and spell.

Relationship with Literacy Development

Phonological and phonemic awareness are closely linked to literacy development because they underpin the ability to decode words, which is essential for reading fluency and comprehension (National Reading Panel, 2000). When children develop awareness of sounds, they can better understand the alphabetic principle—that print corresponds to sounds. Enhanced phonological skills enable children to segment words into phonemes, blend sounds into words, and manipulate sounds, all of which are necessary skills for decoding unfamiliar words in reading (Adams, 1990). Therefore, these skills are integral to early literacy as they directly influence children’s ability to learn to read and write.

Early Reading Development and Early Literacy Skills

Early reading development relies on an array of literacy skills acquired through meaningful interactions with language and print. These skills include print concepts, letter naming, vocabulary, phonological awareness, listening, speaking, and comprehension.

Print Concepts

Understanding that print carries meaning and knowing how to handle books are fundamental beginning skills. An effective activity involves a shared book reading where children point to words as they are read aloud, fostering awareness of print directionality. To modify for students with exceptional needs, educators can use tactile letters or provide one-on-one guidance to ensure engagement and comprehension (Justice et al., 2018).

Letter Naming

Children learn to recognize and name individual letters, which is vital for decoding. A small group activity could involve letter matching games using magnetic letters or flashcards. For children with exceptional needs, these activities can include multisensory approaches such as letter formation using clay or sand to reinforce visual and tactile learning (Conway et al., 2020).

Vocabulary

Expanding vocabulary supports comprehension and language development. A suitable activity involves a "word walls" where children categorize words into themes or parts of speech, encouraging active engagement. To adapt for exceptional learners, visuals or realia can be used to support word comprehension and retention (Hart & Risley, 1995).

Phonological Awareness

Activities like rhyming songs or segmenting words into syllables enhance phonological awareness. For instance, a clapping activity where children clap for syllables in words or identify rhyming pairs. For students with exceptional needs, incorporating visual cues or using assistive technology can facilitate participation (Goswami & Bryant, 2019).

Listening Skills

To develop listening, a "story sequence" activity can be used, where children listen to a story and then arrange picture cards in the order of events. For children with speech and language delays, providing additional visual supports or simplified stories can enhance understanding (Tompkins et al., 2018).

Speaking

Encouraging children to retell stories or describe pictures fosters expressive language. Small group discussions or show-and-tell activities are effective. Modifications include using prompts or sentence starters for children with language delays to support expressive speech (Justice & Kaderavek, 2019).

Reading Comprehension

Comprehension activities such as asking children to predict story outcomes or discuss story details enhance understanding. Visual aids or story maps can be used for children with exceptional needs to scaffold comprehension as they develop these skills incrementally (Hansen & Eisenberg, 2017).

Conclusion

Developing strong foundational literacy skills in early childhood is crucial for later academic success. By understanding phonological and phonemic awareness and actively integrating targeted, adaptable small-group activities, educators can effectively support all learners, including those with exceptional needs. Professionalism, engaging presentation, and use of technology can further enhance the impact of literacy instruction.

References

• Adams, M. J. (1990). Beginning to read: Thinking and learning about print. MIT Press.
• Conway, J. R., Kristensen, S., & Webb, A. (2020). Multisensory Approaches to Early Literacy Instruction. Journal of Early Childhood Literacy, 20(2), 202-219.
• Gillon, G. T. (2019). Phonological awareness: From research to practice. Language, Speech, and Hearing Services in Schools, 50(1), 124–136.
• Goswami, U., & Bryant, P. (2019). Phonological skills and their role in literacy development. Educational Psychologist, 54(4), 280–291.
• Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Brookes Publishing.
• Hansen, N., & Eisenberg, D. (2017). Strategies for improving reading comprehension in early learners. Preventing School Failure: Alternative Education for Children and Youth, 61(4), 233-240.
• Hatch, J., & Branaman, L. (2021). The importance of phonemic awareness in early literacy. Reading & Writing Quarterly, 37(3), 209-223.
• Justice, L. M., & Kaderavek, J. N. (2019). Promoting early literacy development in preschoolers. Topics in Language Disorders, 39(2), 161-175.
• Justice, L. M., et al. (2018). Supporting print awareness through shared book reading. Reading Psychology, 39(2), 194-211.
• National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development.
• Tompkins, V., et al. (2018). Enhancing listening and comprehension skills in preschool children. Journal of Speech, Language, and Hearing Research, 61(1), 119-130.