Focus Thought - Module 3

I am focusing my paper on how to create a classroom of exceptional learners by incorporating phonics, technology and parent involvement.  I have noticed that in the center that I am working at, there seems to be children who have been in the program for almost eight months and still have not mastered phonemic awareness and are still having a problems with alphabet recognition.  These children are struggling with combining sounds.  Children who work on computers become easily frustrated when they are not able to complete the program.  And, when frustration sets in, many children want to switch to another program that is less challenging.  It takes some time for children to get use to using  program and when they feel that it is too hard they move on to something a little less challenging.

How can these children be prompted to stay on a progam and work with a phonics lesson for at least ten to fifteen minutes a day in order to increase phonics and alphabet recognition?  The teacher notes that it takes time and children have to be in small groups.

Parents can also help by reciting nusery rhymes and playing word games with their children.  Another suggestion is to have at least two nursery rhymes that children can recite to help with words that sound alike.  Those parents who do not have computers at home can be given blending words to help children with sounds.

Yvette T.

Linking Literacy, Technology and Parent Involvement

There are many approaches to reading and the debate is between the whole versus the part learning.  I have found the teachers have to find a medium between teaching phonics first which is called the "bottom up" approach.  Children begin to learn the names, shapes and letters in the alphabet.  After learning the letters in the alphabet, they begin to learn consonant sounds, which is then followed by more complex vowel correspondence sounds.  This type of learning helps children to break up complex words.  Another approach is teaching children to read by looking at familiar words.  This way to teaching children to read is called the "top down" approach.

I think the best way to teach children to read is to use both approaches.  Incorporating phonics and sight words together will help children develop sounds as well as new ways to look at words in reading books.
I have found that in teaching literacy is is necessary to use open-ended querstions with children.  Children need to be in a classrom where the atmosphere promotes an environment of learning.  Ask children questions about the story, and how they feel about what is going on in the story.

Parents can be a part of this literacy learning by reading books that encourage children to be active listeners.  As children begin the process of listening, as open ended questions such as ""Where and when does the story take place?", Can they create a different ending to the story?, "What do they think is the main idea of the story?". 

Computers are a great resource for teaching phonics to children also.  They provide opportunities for children to work independently or in small groups. 

Gunning, T.G.  (2004).  Teaching Literacy Instruction for All Children in Grades Pre-K to 4
Cooper, D.J. ( 2000).  Literacy:  Helping Children Construct Meaning. 

Y. Tuitt

Healthy Nutrition ideas experts from the UM

On Tuesday, May 3, I was able to observe a nutrition series that is taking place at SHL Head Start.  There will be an ongoing program at SHL Head Start that will focuses on good nutritional skills for children and families.  This program is offered by the University of Maryland and is a five week program that offers good nutrition tips and cooking recipes for families.  This program was wonderful because it incorporates learning about foods that are good for children and different ways to get children to enjoy eating new foods.  The two nutritionists that came to prepare the foods were very knowledgeable and excited about coming to the school.

The first step in helping parents was to get the parents to participate in a motor activity with their children outside.  The parents were encouraged to walk and jump along with their children.  The suggestion was that this can be done at least 3 times a week.  Parents were encouraged to take their children out for a short 20 = 30 minute walk.

The women talked about how to cook healthy meals that are meatless and also discussed how children need not drink juice with every meal.  They were encouraged to give their children water along with meals.

Another thing that was positive about this class was that it provided child care to the parents who came to the meeting.  Many times parents have no one to look after their children so they prefer not to come to the meetings at all.

Children and parents had a good time at this first session.  Parents were able to get good tips on how to create a nutritional meal and children were learning social skills as they waited for the session to end.

Focus question:  How do organizations get more parents involved in health nutrition classes in elementary schools?

Can centers offer opportunites for local chefs to come to classroom to show parents how to prepare healthy meals?

Are there interactive computer programs that will teach children about good nutrition?

Yvette

Technology Information from CEC-Computer program helps struggling students build skills

Educators at a Michigan middle school are helping struggling students build reading and math skills with SuccessMaker, a computer-based learning system. The program first assesses students' proficiency levels, then provides them with an avatar to complete self-paced, personalized lessons aimed at boosting their problem-solving and critical-thinking skills. Patch.com/Dearborn, Mich. (5/5

Technology research is aimed at equality in education

Researchers at Bowie State University are working to expand equal access to education for students with disabilities through technology. One project -- in collaboration with researchers at the University of Illinois -- seeks to interprete graphic images for individuals with visual impairments, while another project aims to understand the psychological and cognitive issues associated with assistive technology and promote concepts in universal design. Diverse: Issues In Higher Education (5/5) 

Infomation from CEC-Job training partnership benefits students with disabilities

A Chicago public school for students with developmental disabilities is partnering with a local chain of grocery stores to provide students with job training. The students first receive lessons and training in an on-campus lab that simulates a grocery store before learning interview skills and taking on a work-study position at a local store. "We take them all the steps of the way," special-education teacher Barbara Otis said. WLS-TV (Chicago) (5/5)