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Reading in the Early Years
Steven R. Hatchell II
Grand Canyon University: ECE 620
Professor Krage
Due date: 8/18/21
Reading in the Early Years
Reading in the early years is of great significance to young children. It ignites a high level of imagination, creativity, and curiosity. Children with an increased ability to read in the early years tend to develop many other skills such as problem-solving, moral values, and self-confidence (Ramirez et al., 2019). It also enhances early maturity, which enables one to have high dependence when making simple decisions. On the other hand, it enhances lifelong skills, which are extensively advocated by early reading abilities. The children tend to develop a broader range of vocabulary, and their concentration is improved (Perkins, 2017). To make the early reading successful, the teachers tend to equip themselves with formative assessment tools. The tools are essential in guiding the children in mastering the different forms of phonics. The assessment tools should always be simple to use and master. The formative assessments should be goal-oriented and should tend to focus on the accountability of the individual students. The essay explores the reading in early learning and the productive assessment tools.
Formative assessment tools are basic techniques employed by the teacher to enhance the reading and skills of the learners. Essentially the formative assessment involves teachers cooperating in a recursive process (Ramirez et al., 2019). The teacher’s models for the students the review. The constructive evaluations focus on learning, taking action, and looking for the stock of the reading task to the plan.
An assessment is a crucial tool that gauges the learner’s integration of good reading instruction. The learners enter the class with diverse backgrounds background and illiteracy. In this case, the first step is to gauge the student’s performance in reading and writing. On the same note, the students may encompass particular need that requires special attention (Ramirez et al., 2019). The special needs may lead the teacher to innovatively develop assessment tools to ensure all the students understand the basic standards of teaching (Stahl et al., 2019). The assessments are of great essence to the teachers since they enable them to prepare appropriate lessons and instruction to enhance their reading ability in the early years.
The teachers can incorporate many assessment tools to enhance early reading. The teachers give the students the assessment tests, stocks data on the performance, and analyze the data. On the same note, the teachers tend to take advantage of their authoritative nature to interview their reading abilities. In this case, the teacher can incorporate writing an assessment tool for the students reading skills. The teacher can innovatively twist the writing tool to enhance the student’s ability to write and formulating ideas (Stahl et al., 2019). Essentially the writing dexterity tends to vary from one student to the other. The variance is a result of different reading capabilities in the early ages. The teachers could incorporate means such as the invention of Quizzes, having opinion charts inform of opinion charts, and using mind charts and the KWL charts (Ramirez et al., 2019). The mind charts tend to be appropriate for older students. On the same note, the opinion (know, want, and learn) chart enables the learners to read, write and think. In this case, the learners read and then formulate ideas from the known content. There are many ways of innovatively making the writing tool to enhance reading skills in learners.
Occasionally, many people tend to assume the ability to read is a natural process. However, the reading process involves intense learning using formative assessment tools (Stahl et al., 2019). The knowledge to read consists of the teacher to include various productive assessment tools. In the long run, many children learn reading ability in the early years, making it sound a natural process.
The phonics aspect involves the learners getting to understand the words spoken and sounds. In this case, the learners tend to have the ability to manipulate different sounds in words. In this case, it is a precise demonstration of understanding and capability of creating new comments. In this case, letter and sound recognition can be the best tool for assessing phonics in students (Stahl et al., 2019). The learners can use songs to identify and recognize words that tend to rhyme. Reading in the early years enables the learners to get familiar with the letter of the alphabet and their sounds. The teachers have to direct the instructions to allow them to measure the student’s abilities.
Essentially the phonics idea works in the classroom setting. Many learners enjoy phonics in their reading and writing practice (Stahl et al., 2019). The breakdown of words into constituent sounds tends to be of great significance since they enhance the kid’s literacy skills. The phonic setup should incorporate strong sight practice, improving the kid’s fluency and mastering vocabulary (Ramirez et al., 2019). A well-crafted phonic activity starts with anchor charts with well-decorated arts. On the same note, the teacher should apply appropriate colors when preparing the anchor charts.
In summary, reading in the early years tends to be accompanied by many advantages to the learners. First, it builds and enhances the psychological thinking and self-confidence of the students. Second, many people tend to think reading in the early process is a natural process, just a misconception. In this case, the teachers innovatively incorporate formative assessment tools to enhance the students reading and writing skills. On the same note, the assessment tools include well-crafted phonics, which improves the learner’s fluency. Lastly, the English language arts standards allude to various genres that illustrate the formative assessment tools in the prekindergarten and kindergarten stages.
References
Ramirez, G., Fries, L., Gunderson, E., Schaeffer, M. W., Maloney, E. A., Beilock, S. L., & Levine, S. C. (2019). Reading anxiety: An early practical impediment to children’s success in reading. Journal of Cognition and Development, 20(1), 15-34.
Perkins, M. (2017). Making space for reading: teaching reading in the early years. In The Literate Classroom (pp. 17-26). Routledge.
Stahl, K. A. D., Flanigan, K., & McKenna, M. C. (2019). Assessment for reading instruction. Guilford Publications.
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