Tugasan 1

Kursus
Kod Kursus

: Intervensi Awal Kanak-Kanak

: PPGK 6305

Nama Pensyarah : Profesor Emeritus Dato Isahak

Haron

Nama Pelajar : Cik.Thilagarasi a/p Subramaniam

No.Matrik

: PGF150001

TAJUK TUGASAN: TEACHING OF EARLY READING,

TEACHING OF EARLY WRITING

Bahagian 1: Buat ringkasan powerpoint dalam Bahasa Melayu atau

Bahasa Inggeris

ARTIKEL

An Early Childhood Practitioners Guide:

Developmentally Appropriate Literacy Practices
For Preschool-Age Children

KANDUNGAN ARTIKEL

Developmentally Appropriate
Literacy Practices
Phonemic Awareness Instruction

ABO
UT?

Best Practice in Preschool

Literacy Instruction
Conclusion

INTRODUCTION OF THE ARTICLE

Teaching reading must begin before kindergarten itself.
Children arent 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.

DEVELOPMENTALLY APPROPRIATE
LITERACY PRACTICES
Developmental skills and abilities of the child are used as
the platform for teaching literacy.
The childs 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 educators responsible in developing
pre-literacy skills. (making the child ready for intense
literacy instruction)

PHONEMIC AWARENESS
INSTRUCTION
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.

 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.

BEST PRACTICE IN PRESCHOOL

LITERACY INSTRUCTION

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

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 nonfiction 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 openended 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.

CONCLUSION
Literacy is a multi-faceted process which requires
practice and guidance.
Parents are the childs 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.

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 METHOD

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 .

NONSENSE
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.

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

FINDING THINGS: INITIAL

PHONEMES
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./tt-t/table)

ADD A SOUND
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-ff-f: "f-f-f-f-fox, f-f-f-fox, 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 ("icem,,,icem-m-m-ice
mice"). (mile---smile).
This activity help children to know of synthesizing words
from their separate phonemes.

LISTENING SOUND AND SAY

WORD
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.

Example of the words and sound are as follows :

Words
Sounds
hand

clapping

bell

ringing a bell

computer

turning on computer

This activity may develop the memory and attentional

abilities for thinking about sounds and the language for
discussing them.
THE
END