Inquiry-Based Project for Literacy Learning - Assignment Example

? Inquiry Based Project for Literacy Learning ………………………………………………………………………………………3 0 Theoretical perspectives and rationale……………………………………………………3 2.0 Environmental design…………………………………………………………………… 6 3.0 Prior knowledge………………………………………………………………………… 6 4.0 Prevocational designs…………………………………………………………………… 7 4.1 Simple tests ………………………………………………………………………………8 4.2 Group tasks……………………………………………………………………………….8 4.3 Writing center…………………………………………………………………………… 9 5.0 Objectives and assessment……………………………………………………………… 10 5.1 Objective 1……………………………………………………………………………… 10 5.2 Objective 2……………………………………………………………………………… 10 6.0 Assessment of the objectives …………………………………………………………… 11 7.0 Conclusion……………………………………………………………………………… 11 Reference list………………………………………………………………………………… 13 Abstract According to Talay-Ongan, literacy learning is a continuous process that needs consistency to have apt performance. This is especially so when it comes to youngsters that need to grasp enough information in accordance to learning. Therefore, children between the ages of five to eight have to be given ample assistance in coming up with a developed learning. The person in control of their learning, especially teachers are to encompass all developmental approach to students to make a perfect learning practice. This will assist the students at this tender age to amass enough opportunity to make better educational standards. The use of balanced approach to development is a system that has been noted to reflect plausible results to the concerned students. The students end up having a balanced learning experience that institutes greater learning, especially when the children are growing up (Talay-Ongan, 2004). This shows why many students with balanced developments during their initial learning have better performance as compared to students with reduced keenness during their initial learning stages. Therefore, it is a prudent approach to design a succinct development project that could be used with the children at their tender ages. This will assist in amassing enough knowledge that could be used in the course of their learning. In addition to this, appraising the developmental project is a point that will reflect a better approach to educational standards. 1.0 Theoretical Perspectives and Rationale Theoretical perspective and rationales are used to ensure there is better performance in accordance to the learners. They are used to measure the performance and effectiveness of the learning in accordance to the youngsters. In this design, the decision was to engage in reading of different texts during the learning. The language has a variety of phonics used to make a difference between the sounds and the letters. This is the initial stage that should be mastered by children during their early ages of growing. Therefore, there is need to have a reelection of the stated phonics, in every language. Though some languages have the same phonics with different pronunciation, banking on the ostensible language is an appropriate measure. This states why people from different continents spell and read the same word in a totally different pronunciation (Talay-Ongan, 2004). This is basically due to their induction in the phonics of their basic language. It is widely known as a mother tongue influence. In reflection to this, the students will be highly expected to ask questions about the phonics of the language. The most prevalent question is asking “why are some letters pronounced differently, yet they are the same?” this is a question that requires experience and expertise in giving a conceivable answer. The students will be in anxiety to get an answer to such a question, as they need to have enough knowledge on their learning (Savage, 2007). In addition to this, the students will have endless inquiry about the difference in pronunciation of some vowels in different languages. Answering such a question will also depend on the expertise of the teacher, as it will affect the future of the child. Therefore, it is undisputable that giving young children knowledge, especially at the ages between 5 and 8 should be given with utter keenness as it will affect their future in learning (Rice, Shortland-Jones and Meney, 2006). This is due to their rowing nature, which needs utter preparedness. There are various theoretical perspectives that are involved in such questions. Children in such tender ages have to be given the best experience in getting the best out of their development. First, these questions will enlighten on the need to have an effective differentiation in the phonics of a language. Differentiating the phonics in different language is a theoretical perspective that should be solved with keen reliance on the difference of phonics. The children will be in a position of acquiring the best information in regard to the phonics used in the language. This will go a long way in ensuring the learners have a better connection of the phonics. Since this project is designed to focus on reading, it will reflect much on phonics (Penn, 2008). Children that have developed phonics can have a better reading as opposed to children that do not have full information on phonics. Therefore, it is a prudent idea to refer the students to mastering phonics in the language. This will relieve the learners in connecting the phonics of the language, as it is a common occurrence in the learning institutions. In the end, the learners will have a better view of the phonics in the learning experience. The second theoretical perspective in reading is the issue of comprehension. Investigating on the phonics in reading is an important factor that should be given priority. During the reading, the learners at a lower age will start pronouncing the words they read in accordance to the instructions that have been stipulated by their teacher. The teacher is a vital organ that will have an effect on the performance of the children. Therefore, keen intervention of the teacher to the students will be a prudent idea, in making the students understand the phonics (Savage, 2007). During the pronunciation, the teacher should ensure the students are in the right lane. This is due the effect that could be directed to their comprehension. It is evident that some words have the same pronunciation, but with different meaning and spellings, depending on the subsequent words. The person in charge of the learners should be keen on such words as they are likely to give a retrogressive learning experience to the children. This is done by focusing on the phonics of the language and initiating the right pronunciation. Giving the best of practice in such an occurrence will develop the experience of the students as they will amass enough knowledge. 2.0 Environmental Design A classroom is the perfect set up for a reading practice. This is an environment that will initiate the best practice in ensuring the learners amass the best knowledge in reading. The classroom is considered an environment that is conducive to reading and learning. First, the classroom is a set up that makes the learners to have a settled mind (Talay-Ongan, 2004). The learners will be well prepared and comfortable to start their reading and reflection on the phonics in reading. This is due to the comfort of the sitting environment and availability of the equipments used in learning. Secondly, the classroom is a quiet place that has minimal noise from the outside environs. With such a quiet environment, the learners will have ample time to listen to the pronunciation of the words and letters. In actual sense, the learners will have time to engage the hearing and focus on the word and letters. Thirdly, the teacher could engage the use of a chalk board and other learning materials like charts. This will give the learners focus on the pronunciation of the words, letters and their preferred meaning. In the end, the students will be better prepared to appreciate in their learning and reading. In this classroom experience, children in an average age of 7 and 8 will be appropriate (Rice, Shortland-Jones and Meney, 2006). This is basically due to their past experience and development in the stated aspects. 3.0 Prior Knowledge Children at an average age of seven years are considered to have started learning on the initial practice of reading and writing (Rice, Shortland-Jones and Meney, 2006). Their knowledge however is only considered basic, depending on their grasping capacity. Children with an apt learning experience will be on the frontline in reading in a better way, as compared to slow learners. Therefore, previous knowledge in this activity will be vital. Learners that have amassed previous knowledge in reading and writing will be well prepared for the project. For instance, learners that have been in a classroom experience will have a comprehensive reading. This is when the learners have an understanding to the readings in the classroom. The learners will have information flow from the readings as they have had a previous experience. However, learners that have not been experiencing the learning will have a hard time in understanding and comprehending the readings. Similarly, learners that have had an experience in the classroom will be better prepared in terms of consistency in reading (Nutbrown, 2006). The learners that have had a classroom experience will have a fast and accurate reading. This is true in comparison to the readers that have not had a classroom experience as they will record a lower reading pace. 4.0 Prevocational Designs Prevocational designs are used to ensure the learners are well prepared in their learning. The learners have to get enough materials and information in the learning set up to come up with the best performance. In such an institution, there is need to have a range of provocative to the learners. This will increase their performance and grasping mode to the educational subjects. Therefore, it is evident that institutions that have a wide range of provocative actions are well prepared to come out with the best performance in terms of child development. According to studies, there are a number of provocative actions that are successful in making a better education system to the learners. The most outstanding provocative actions include group discussions, storytelling, writing centers and class narration. These are the actions that instigate a Child’s reasoning capacity to make a better approach towards learning. With such activities, it is guaranteed that the child will have a better performance. 4.1 Simple Tests To sustain this inquiry, there is need to focus on several provocations. First, there will be simple tests to each of the student. These will be tests that are directed to students in ascertaining their knowledge on the readings. Since the reading will be simple, the children should be in a position of making the best out of their reading. Each of the learners will be compelled to read out the simple tests that will be in the classroom setup (Siraj-Blatchford and Clarke, 2000). The experience in this plan is the use of simple words that are commonly used in the classroom set up. The words should be all inclusive of consonants and vowels. This will increase the experience of the learners as they will amass better experience in meeting a wide variety of words in the classroom set up. In addition to this, the learners will be given random readings after the initial readings. This is an experience that will ensure the students are taking keen observation in the differences of the phonics, pronunciation and readings of the words. In addition to this, the teacher will have to extrapolate on closely related words, which have a different meaning. 4.2 Group Tasks Children are graded in accordance to their group tasks and performance in group discussions. It is evident that some students are well prepared to participate in group discussions as opposed to functioning in the entir4e classroom. Therefore, the use of classroom discussion is considered a provocative task that will ensure the development of the learners. In making a better learning experience, using group learning will be appropriate. Since there are a group of three learners, they will have to assist each other in coming up with simple words that have the same pronunciation (Savage, 2007). For instance, coming up with four letter words will be appropriate in the learning experience. Though this seems to be a hard task, the students should be in a position of coming up with a large number of words that have been used in the classroom. Since they will be working in a group, the students will require materials and resources. This includes charts to write the words that have been used in classroom and in the community as a whole. Student learning in a group is a positive encounter to learning. Since the students have been in constant learning as a group, they will have an easy time in coming up with the words. They will have to write the word on large sheets of paper that will be provided. 4.3 Writing Center Writing centre is an appropriate approach to mastering words, their pronunciation and spelling. The learners will be required to write words in each and every class session. This will assist in encountering different words in the language. After writing the words on the materials, it will be prudent to use the words in making corrections to the students. Students are known to stick to some words depending on their preferences. Therefore, it is a prudent approach to have room for corrections. This will avert any future occurrences of repeating the same (Nutbrown, 2006). With such corrections, the students will avail better learning in their learning experience. In addition to this, the search for new words will be both a role of the teacher and the students. Encountering new words during learning will improve on the learning experience of the students, as they will amass enough knowledge of the activities in the learning institution. 5.0 Objectives and Assessment In each and every class, the students should be grade according to their performance. Students that are well prepared in the classroom with regard to top pronunciation, comprehension and spelling obviously have a high reception in the classroom. These are students have a high grasping point and techniques in adhering to classroom teaching. 5.1 Objective 1 The learning project has a number of objectives to accomplish. First, it is to establish the initial knowledge of the students and their aptness in reading. The consistency and speed of their reading is an objective that will initiate the learning experience. At the end of the teaching session, the students should be in a position of rereading and understanding the different words that have been expressed in class. The students will have to show their Excellency in reading the different words that are taught in the classroom set up. In addition to this, the students should have knowledge on new words and how they are approached. 5.2 Objective 2 Secondly, an objective of proving the initial knowledge and it importance on the learning experience of the learners will be vital (Savage, 2007). The objective of the project will be establishing the reaction of learners in the encounter of new words and the experience in forming new words. After this project, the learners should be in a position of reading and comprehending new words and any other word they are meeting for the first time. This will prepare the students in amassing knowledge about the language and reflecting on their learning experience. The students should be in an enhanced position of reading out words with confidence, as it is acceptable in the learning experience. Students that have confidence in their reading display an understanding of the knowledge and experience in the learning (Rice, Shortland-Jones and Meney, 2006). Therefore, it is a coherent assurance of better learning when the students display articulating reading of new words and simple words in the language. 6.0 Assessment of the Objectives The project will be simple in assessing the success of the objectives. Since the learners have been in the classroom experience for a number of times, they will be in a position of taking simple tests. Simple tests include using words that have been used in class. The students will be tested on a number of aspects. These aspects are vital in the learning skills of learners as they have an effect on the final results. Firstly, the students will be tested on their speed in reading. Students that have an acceptable speed in reading the words that have been used in class will have a higher learning experience (Siraj-Blatchford and Clarke, 2000). However, this should be differentiated with cramming the words in class. Secondly, compressive reading will be a measure of the learning experience. Students that have apt reading and are in a position of understanding will be rated to have a better experience in the learning. 7.0 Conclusion Ultimately, this design will involve a number of activities that will be in subsequent levels. Sine these are growing learners, there is a need to have a succinctly addressed form of learning. Gradual learning will assist in a better approach to their learning. For instance, the learning experience starts with the engagement of the teacher and the students. This is followed with the exploration of the capabilities of the students (Penn, 2008). The teacher should have ample information on the capabilities of the students. This will make it easier to focus on the appropriate approach. Thirdly, the teacher should be in a position of explaining the need for the use of the standards and the materials in the class. At this point, the teacher should have the objectives to the learners at hand. This will assist in ensuring the learners are given the best experience during their learning. When the students are not in an enhanced stage of getting the explanation, the teacher has to engage various strategies that will increase the experience of the students. For instance, the teacher will be forced to explain succinctly, for the students to understand the need for the practice. This will make the students to have a better understanding of the learning skills in the institutions. For instance, when the students are not understanding various pronunciation models, there is need to have other models that could be used to make a better understanding on the student’s side. Lastly, the students should be evaluated. This is a practice where the students are given considerable tests to ascertain their knowledge and understanding. Students that display utter understanding reflect a successive practice in acquiring knowledge. In conclusion, the appraisal of this project will have to follow the above stated steps. An excellent appraisal will only be considered after evaluating the students in an excellent performance. References Nutbrown, C. (2006). Threads of thinking: Young children learning and the role of early education. Thousand Oaks: Sage. Penn, H. (2008). Understanding early childhood: Issues and controversies. Maidenhead, Berkshire: McGraw-Hill/Open University Press. Rice, J., Shortland-Jones, B., &Meney, A. (Eds.).(2006). Guidelines for best practice in early childhood education within a 0 – 8 years context. Perth: WAPPA. Savage, J.F. (2007). Sound it out: Phonics in a comprehensive reading program (3rdedition). New York: McGraw Hill. Siraj-Blatchford, I. & Clarke, P. (2000).Supporting identity, diversity and language in the early years. Buckingham: Open University Press Talay-Ongan, A. (2004).Early development, risk and disability: Relational contexts. French Forest, NSW: Pearson Education Australia. Read More