Early Literacy Learning Activities

Student’s Name

University Affiliation

Early Literacy Learning Activities

The learning activity that I will develop will be for an English lesson for learning vocabularies. In any class, the teaching of vocabulary is the main component for increasing the knowledge of the student. An ideal way for the students to put their vocabulary skills into practice is to construct storyboards that integrate the use of the vocabulary in an actual life background. When students describe, then use a vocabulary, they understand the appliance of it and hold it in their vocabulary list (Ediger, Dutt & Rao, 2003). Students keep the majority of the information when they go via the stages of acquirement. It is not till they can relate their understanding that they demonstrate mastery. Thus, it is significant to get learners using words in the background.

The learning activity will use a strategy that incorporates the critical elements of oral language and a way to think about words. This learning activity is planned to assist students in understanding and using language words so as to appreciate their background in a unit. Before beginning a fresh unit, students is supposed to acquire a listing of vocabulary words and be capable of demonstrating their understanding of every meaning. These vocabulary plans enable the students to read a lot more smoothly, appreciate the word choice of the author, and get a deeper understanding of the significance of a text.

Grade Level and Subject

Grade level: Grade 1

Subject: English.

Learning Objectives

The learning objectives of this learning activity include:

Build up fresh strategies to improve the reading comprehension of the students.

Students should be capable of using the learnt vocabulary in sentences correctly.

Students should also be able of understanding the meaning of the learned vocabularies in the text.

Establish words that are not familiar with a story and establish the meaning of the words by use of a number of strategies for instance media sources, group discussions, context clues and prior knowledge.

Getting fresh vocabulary selected from the text that is assigned.

Promoting the comprehension of new vocabulary through the making of connections to associated words and ideas.

Target to make use of new vocabulary in writing and in speaking.

Target to constantly make use of the practiced strategies to promote comprehension of reading and obtain fresh vocabulary.

Materials for Activity

Books.

Reading materials.

Small synthetic toys.

Drawing paper.

Markers or crayons.

Dictionaries.

Accommodations for Diverse Students

There are lots of factors that affect the effectiveness of diverse students in a class. These might include the surrounding of the school and the general attitude towards diversity, the community involvement and the cultural responsiveness of the curriculum. However, among all these factors, the academic and personal relationships between the students and teachers are the most influential (Moss & Brookhart, 2012). This relationship is even known as learning core relationship; the responsibilities of students and teachers, their association in the classroom and the subject matter.

Certain instructional strategies and behaviors allow teachers to construct a stronger learning and learning relationship with their ethnically diverse students. Most of these strategies and behaviors demonstrate typical practices of good learning, and others are explicit to working with learners from diverse cultures. The accommodations for such diverse students include:

Building relationships with the students. Research has shown that culturally diverse students who have shown their behavior challenges for teachers revealed that they would like their teachers to acknowledge the nature of their lives out of the school and get a chance to take part in the reward systems of the school. Having an understanding of the lives of these students will enable the teacher to increase the relevance of the activities and also make examples more relevant.

Accommodate and appreciate the differences and similarities in the cultures of the students. To be an effective teacher of diverse students, one should be aware of the cultural and individual differences enthusiastically and recognize these differences in a constructive manner. This constructive identification builds a development basis for developing effective instructional strategies and communication. Social skills like cross-cultural understanding and respect can be created, taught, prompted and strengthened by the teacher.

 Step-by-step Plan for Activity

Read a selected section of text to the whole class, evading any disturbance for students who might be having questions.

Introduce the learning activity to the students.

Segment the class into small groups and give them a copy of the reading material.

Give each group a role at my discretion.

Make it clear to the groups that their work is to identify and define creatively words that they find interesting and are not familiar with them.

Most Effective Time for Activity in Early Literacy Program

The most effective time for this activity is between 40 minutes and one hour. However, the activity time may differ according to the number of words for every unit. According to research (Diamond & Gutlohn, 2006), it is said that in the extensive run, teachers might have a bigger impact on vocabulary by presenting the students frequent exposures to five to ten useful new words each week, as opposed to drilling them on many words at a time which they will soon forget.

References

Diamond, L. & Gutlohn, L. (2006). Vocabulary Handbook. Consortium on Reading Excellence, Inc. Reproduction of this material is prohibited without permission from the publisher.

Ediger, M., Dutt, B. & Rao, D. (2003). Teaching English successfully. New Delhi: Discovery Pub. House.

Moss, C. & Brookhart, S. (2012). Learning targets: helping students aim for understanding in today’s lesson. Alexandria, VA: ASCD.