RATIONALE AND LEARNING CONTRACT
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RATIONALE AND LEARNING CONTRACT
My rationale is to plan meeting the learning out comes listed below. I wish
to explore through an investigative study how a foundation stage teacher
may support development of children reading skills.
My Rationale is meet the following Learning Outcomes and explore through an
investigative study how a foundation stage teacher supports the
development of children's reading skills.
1. TO OBSERVE AND DISCUSS WITH THE TEACHER THE CONCEPTS OF
DEVELOPING READING SKILLS IN THE FOUNDATION STAGE.
When considering concepts of developing reading skills in a foundation
stage environment it is important to find out which method of reading, out
of the following is used. (1)'phonics method' (in which letter sounds are
used), (2)'whole word' method (where children are taught to recognise words
by their shape or link the word with a picture), (3)or 'real book method'
(in which children are encouraged to recognise words in the same way they
recognise other familiar objects,) is used.
It is also important to find out how the teacher considers children's
existing reading skills and knowledge to build on when supporting them.
Although children's early encounters with books are mainly sensorial, they
gradually begin to show an interest in pictures and print in books.
The teacher should be aware of each child's prior knowledge and experiences
in reading when they join the foundation stage.
I also intend to learn how the teacher initially teaches them the concept
of a word, how they learn letter sounds and how the teacher deliver the
concept that print carries meaning.
Learning to read is one of the major skills children acquire. It needs
direct and planned support of adults. Therefore it is important to find out
how the teacher as well as the TA or any other adult in the setting
supports children's reading.
For instance, do they read with the children at all times or do they help
only with difficult words? When the teacher read a story to the whole class
what strategies does she use? How does the teacher or other adults comply
with a child's request to read his/her favourite book at a quiet or
individual reading time?
Reading skills involves not only the concepts of words and sounds but
others such as holding the book the correct way up, turning pages and
reading from left to right and top to bottom are also important skills to
Another aspect I would like to discuss and observe is the time programmed
or planned for children to engage in reading each day and during the week.
I would also like to find out whether the teacher adopts other strategies
as use of puppets and whether children are been encouraged to retell
stories in order to support the development of reading skills in the
2. EVALUATE STRATEGIES WHICH SUPPORT FOUNDATION STAGE
CHILDREN TO PROMOTE THEIR READING SKILLS.
Here I would like to analyse the information I gather from the observation
and discussions as well as from background reading in order to find out how
practical my findings will be.
The following strategies will also be evaluated after observations.
A child's home as well as school environment plays a vital role in
promoting his/her reading skills. Reading stories is an important early
literacy event for children. It is initially up to the parents then
teachers to support children's reading skills by providing appropriate
resources and opportunities to read at an early stage.
Through story reading children get the opportunity to recognise words in
print. Using books with many colourful illustrations will inspire them to
relate to the story and also try on their own to make connections with the
Retelling or re-reading a story will enable them not only to recognise
certain words but the characters and events of the story as well. Here they
will also recall certain rhyming or familiar words.
It is also important to learn the correct sounds of letters. Singing or
reciting rhymes along with good listening skills will enable children to
use correct sounds. This will help them when forming words.
Another strategy which promotes children's reading is print seen in other
contexts such as environmental print. Curriculum Guidance for the
Foundation Stage.(2000) These enable children to recall familiar words.
Teachers and other adults can support children's reading skills and develop
an interest in books by reading to them and answering their various
questions. According to the curriculum guidance the language skills for
reading can be enhanced through story telling, or by using puppets when
telling stories. Adults also act as role models by engaging in different
reading activities such as reading newspapers
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