Literacies in Early Childhood

Coursework- Plan or Proposal

Student Name: Mariam Juma Alaleeli.

Student ID: H00297920
Teacher name: Robin Ogdol;
Course Code: ECE-3003

1
Contents:
Introduction ......................................................................................................................
Part A................................................................................................................................
Part B ................................................................................................................................
Conclusion ........................................................................................................................
Lesson Plan Sound \L\: ......................................................................................................
Lesson Plan Sound \G\: ....................................................................................................
Lesson Plan Sound \J\: ....................................................................................................
Reference ........................................................................................................................

2
Introduction:

“Phonics is the system of teaching reading that builds on the alphabetic principle”

(Liu, n.d.) Phonics is considered as an approach used for teaching children the reading

skill through teaching them to make relationship between letter and sound

correspondences. This approach supports children with reading acquisition by applied

success methods. Preschool students are promoted with phonics approach because they

received training. (2009, pp. 68, 69).

Part A

In practice, phonics refers to several different but generally overlapping approach of

instruction. Two of these approaches are summarized below.

 Analytic Phonics:

According to National Reading Panel, “ Analytic phonics focuses more on teaching

whole words first and then analyzing on the constituents parts which made up the word”

(Panel, n.d.).In other words, in this approach child getting familiar with the word through

seeing the shape of the word, the first letter or see pictures that illustrate the word then

the children turn to analyze the sound of each letter. For example, if the child knows the

words “hat, mat” then the word “rat” will be easy to read because the “rat” has same

ending letters of “mat and hat” which is “at”. (Panel, n.d.).

3
  Synthetic Phonics:

This approach is teaching children to convert letters into phonemes then children turn

to combine the sound to build and read the words. For instance, if the child read “Cow”

word they will read each letter sound \c\, \o\, \w\ then blend the letter sound together to

form “Cow” word. ("Difference Between," 2018).

In my view, I think, Synthetic phonics had a positive and significant effect on

children having difficulty with reading. This approach support and enhanced students in

kindergartners with spell words and decode, but their comprehension of the text was not

significantly improved. This approach especially designed for those who learn a second

language. Contrariwise, Analytic Phonics approach is suitable for native language reader.

“Our research has shown that a phonics focused synthetic phonics approach is

particularly effective, as word reading development is less dependent on language skills

for success and children learn letter-sounds at a relatively fast pace, allowing them to

catch up with their peers.” ("Supporting Initial," n.d.).

 Multiliteracy:

“According to the NLG, multiliteracies was developed by the New London Group (NLG), a group

of ten researchers, educators, and visionaries, in 1994 in New London, New Hampshire, USA”

("Multiplicities new," 2017) It's considered as discipline area of English. Literacy education

addressed from a multiliteracies perspective concerns both literacy and pedagogy. The aim of

4
this approach is to encourage and assist the student to be prepared for a successful life in a

globalized world. (Bull & Anstey, 2010).

Stat to Caitrin “Multiliteracy understood as the way that understanding and

knowledge is often best gained and reflected through multimodal representations” (Blake

& Writer, 2016). Consequently, multiliteracy theory divided into understanding visual,

textual, digital and technological representations of knowledge. (Blake & Writer, 2016).

 Firstly, visual literacy which means children learn by seeing visual displays such

as, diagrams, illustrated and textbook. To have a deep understanding. (Blake &

Writer, 2016).

 Secondly, textual literacy is reading to evaluate and understand using a difference

of references such as articles, historical documents, and literature through these

children will have the ability to reflect knowledge through written means. (Blake

& Writer, 2016).

 Thirdly, digital literacy is gathering and synthesizing information including online

sources or mediums from digital mediums. (Blake & Writer, 2016).

 Fourthly, technological literacy is using technology such as iPad and computer to

learn and support children with creating, communicate, and distribute. (Blake &

Writer, 2016).

5
Importance of Multiliteracy:

Newman (2002) suggests that “The integration of teaching multiliteracies has a

potential to adopt new ideas and overcome the limitations of traditional learning

approaches literacies” ("How to Teach," 2014). There are different significant and

important purposes of teaching Multiliteracy approach. One of that goal encourages the

learner to build their own comprehension through the classroom activities. Furthermore,

promote student with collaborate skill by sharing their thoughts with others in online

programs where they can engage in different modes such as video, pictures, and texts.

Teaching multiliteracies open new pedagogical practices that create opportunities for

future literacy teaching and learning. Through multiple-literacy it serves learner phonics

understanding more easily by using various of visual and sound activities. ("How to

Teach," 2014).

6
Part B:

 Emergent literacy:

Emergent literacy is a process of literary development when children they are birth

until they begin schooling. Moreover, emergent literacy explanation as a knowledge of

reading and writing abilities before they learn who to write and read. Stat to Dorothy

and Shannon” Early childhood professionals have long recognized the importance of

language and literacy in preparing children to succeed in school” ("What Is Emergent,"

n.d.).

 How parents help their children with the development of emergent

literacy knowledge:

“The home literacy environment plays a key role in the development of young

children's awareness, understanding, and knowledge of written language such as letters and

words”. (2016, pp. 61, 62). There are different ways that parent can support their children

in developing process of emergent literacy. The first way, read storybooks with a child they

love before they sleep that will support children with developing language skill through

grip new vocabulary link to Vygotsky language development theory he believed “language

develops from social interactions, for communication purposes” (Linda, 2005, p. 40, 41).

Second method, teach their children alphabet, letter sounds and how to write their name.

Third way, sing songs, that include rhymes and poems to encourage children to be aware

of letter sounds. Fourth way, encourage children to talk by asking them questions during

7
shared activities such as reading, watching television or playing computer games that help

children think about vocabulary. Furthermore, promote children to draw which is important

because it helps children to learn who to hold the pencil. For example, tell a story or listen

to an audio recording of a book, then ask children to draw a picture of their favorite part of

the story and have a conversation about it. (How Parents, 2006).

 ADEC Curriculum

Abu Dhabi Educational Council (ADEC) is a curriculum which developed in New

South Wales, Australia. This curriculum has a significant important because one of this

curriculum approach is motivated parents to develop a placemat with their child that has

letters and pictures to match. Furthermore, this curriculum required teachers to receive

ESL/IELT training program because all subjects are taught in English. This curriculum

support teacher and parent to develop children with literacy. (AEDC, 2014).

 Program 1

Title: Digital literacy online program call” Tune in to Learning”

Program website: http://www.tv411.org/ Figure 1:

Age-targeted: 10 to 30.

("Tune in to Learning," 2014)

8
Link to ADEC curriculum: According to ADEC curriculum this program support

learners with necessary learning outcomes which include:

- Encourage learner in participating in rich listening activities.

- Assist learner to follow directions

- Motivate learner to ask questions related to a topic (AEDC, 2014).

Usefulness of the Program: I think, this online program will help learner in the different

aspects which are reading, writing, vocabulary, science, math, and finance. A learner who

is the auditory and visual style they will love this program because it provides videos on

several topics. This online program will be great in learning and advanced skills which are

needed in mastering in computer usage and help them in future with their careers.

 Program 2: Figure 2:

Title: Online program named “Azar Grammar”

Program website: http://www.azargrammar.com/materials/FWG_TOC.html

Age-targeted: 7 to 19 (Woodward, n.d.).

Link to ADEC curriculum: Like ADEC curriculum this program support learner with:

- Participating in a wide range of literacy activities e.g., independent, guided and shared

reading and writing.

- Share their writing with teacher and peers.

- Develop learner with Information and communications technology (ICT)

- listen to and generate rhyming words (AEDC, 2014).

9
Usefulness of the Program: In my view, this online program will help learner to develop

their literacy through learning about grammar. Moreover, this program support student and

teacher collaboration because all of them can access the program and drop their work. For

instance, if the teacher wants to upload the worksheets all student can see it. In addition,

this program provided activities on different aspects of grammar.

10
Conclusion:

Traditional literacy based on Synthetic Phonics approach that children learn to

integrate the letters sound to read a word. This approach is applied in UAE schools.

Parents have a significant and necessary role to develop children emergent literacy

through doing different activities that support their fundamental skill which is reading

and writing abilities before they go to school. There are benefits and useful tocology and

programs set for students and learner in UAE schools that help them with digital literacy.

11
Student-Teacher: Mariam Juma- Rama Hasam.

Date:

Course: 3A practicum.

Grade Level: Kg2- A

Subject: English
Strand: Teaching phonic \L\
Learning Outcome (ADEC code and words):
1- Introduce letter Ll and its sound.
2- Reinforce words that start with letter Ll.
3- Write letter L capital and small.
4- Identify letter Ll when it’s mixed with other letters.
5- Classify the capital and small letter Ll.
6- Identify pictures that begin with Ll sound.
7- Develop their fine and motor skills when they use their finger and hand to apply the activities.

Resources (what materials/equipment will you and Preparation (what do you need to make or check before
the students use? Be specific) class?)
Open activity: - I will check the materials before the class.
- Computer and data show to display the song.
- I will provide extra equipment in case of losing one
- Flashcards that demonstrate Lamb, leaf,
of them.
ladder, ladybug, lobster.
- I will check the voice of earphone.
- Lemon.
- I will chick the computer internet to avoid any
- Lamp.
problem while playing the YouTube video.
- Lollipop.
- Leg. Key vocabulary
- Lion. - Letter “L”
- Leaf. - “L” Sound.
- Piratic sheet. - Lamb, leaf, loin, ladder, ladybug, leg, lemon,
- Markers. lollipop, lobster.
Activities: - Name of materials such as, plate, box, boards and
Low: markers.
- Box involves pictures with different letters.
- Poster has two pictures of lambs; one with
capital L and one with small l.
Middle:
- Plate.
- Magic sand.

High:
- Pictures of different things.
- Poster wilt letter L.
- Boards.
- Markers.

12
 Opening (warmer activity + teacher introduction/demonstration of small group activities)
- I welcome children.
- I will review the classroom rules to remind children to be discipline and avoid any misbehaving.
For instance, listen to the teacher, be friendly with another classmate, don’t use the bad word,
raise your hand if you want to answer and share the materials with your group members.
- I will tell them what we have in English period by saying “today will learn about new letter.”
- I will engage children to lesson by play “The Letter L sound “song and ask them to sing. (Patrol,
2015).
- I will ask them questions related to the song. For example, what is the letter that you heard?
Time: 15 min
Whole

Who can tell me the sound of letter L?

- I will introduce some of the words that begin with letter L sound by doing a puppet show for
children to encourage them to have fun and gather vocabulary that start with sound L such as,
lamb, leaf, loin, ladder, ladybug, leg, lemon, lollipop and lobster.

For example, I will tell them that we are going to meet new friend name duck, she will show you things
that start will letter L sound.

- I will put the things that start with L sound in box, and I will ask one child to take one and tell us
its name.
- I will ask children to repeat the words to assist him to say the words in right pronunciation.

Guided Experience (group working with the teacher:

- I will show children how to write letter L capital and small by showing them the video on
YouTube and ask them to follow the steps in their practice sheet. ("Write the Letter," 2013).
- I will give each child a paper and a marker.

Independent Experience (Whole class activity)

- I will explain the centres’ activities by giving instructions and modelling it.

For example:
Low activity: Sorting capital and small "L"
20 min
Small

The instructions are:

1- Work in group.
2- There are two lambs in the poster one with L capital and one with small “l”.
Time:

3- There is box include many pieces of paper with different letters.

4- You have to found out the piece of paper that have letter “L”.
5- You have to sort capital and small L.
6- You will put capital L in lamb picture that has letter L and put small l in lamb picture that has
small l.

Middle activity: Write letter “Ll” by using magic sand.

The instructions are:
1- Work individually.
2- Each child will get one plate that has magic sand.

13
 3- Children will form the letter L capital and small by using their fingers.

High activity: Identify pictures start with L sound.

The instructions:
1- There is a box that involves several pictures.
2- You have to find out pictures start with L sound.
3- Put the pictures that start with letter L sound in the letter L poster.

High activity: Write letter Ll and draw anything start with L sound.
The instructions:
1- Individual work.
2- Each child will take one marker and one board.
3- You have to write letter L capital and small and draw anything that start with sound L

Independent Experience (Low activity 2)

Activity: Sorting capital and small "L".

What I will do:
- I will provide the equipment for the activity.
- I will observe children while sorting the capital and small L.
- I will help them if they need.
- I will encourage their work by praising them.

What children will do:

- They will implement the activity according to the instructions.
- They will have to find out letter L.
- They will sort the letter L capital and small in pictures of lambs one has letter L and other l.
- They will ask if they need help.
Independent Experience(Middle activity 3)
Activity: Write letter “L” by using magic sand.
What I will do:
- I will provide the materials for the activity.
- I will encourage their work by prising them.

What children will do:

- They will apply the activity according to the instructions.
- They will write letter L by using sand.

Independent Experience (High activity 4)

Activity: Identify pictures start with L sound.
What I will do:
- I will paper the materials.
- I will observe children.

14
 - I will help them if they need.
- I will encourage them by praise.
- I will evaluate their understanding by asking them questions and use checklist. For example,
“What is the sound of letter L? What do we call this thing that is shown in picture? Can you show
me how we write letter L in the air? “

What children do:

- Children will work in the group.
- They will apply the activity by finding out images that have words that start with L sound.
- They will develop their social skills when they collaborate, take turns and share ideas.

Activity: Write letter L and draw anything start with L sound.

What I will do:
- I will provide the materials for this activity.
- I will observe children while the apply the activity.
- I will encourage children’s work by praising them.
- I will help them if they need.

What children do:

- They will apply the activity by following the instructions.
- They will write letter Ll and draw anything start with L sound.

Closing
7 min

I will play clean up song, and l will ask the children to return the materials back.
I will bring lemon juice and I will give children to enjoy drinking the juice.
Whole
Time:

Assessment

I will evaluate children’s understanding and comprehension by observing their work, asking questions and using a
checklist to assess if the child has achieved the learning objectives or he needs more practice. Also, I will write
notes about children’s abilities

15
Student-Teacher: Mariam Juma- Rama Hasam.

Date:

Course: 3A practicum.

Grade Level: Kg2- A

Subject: English.
Strand: Teaching phonic \G\.
Learning Outcome (ADEC code and words):
By the end of the lesson children will be able to
1- Introduce letter Gg and its sound.
2- Reinforce words that start with letter Gg.
3- Write letter G capital and small by using different equipment.
4- Identify a letter G when it’s mixed with other letters.
5- Identify and classifying the capital and small letter.
6- Draw anything begging with G sound.
7- Develop and support their fundamental skill through implement the activities. For example, language
skill, physical and social- emotion.

Resources (what materials/equipment will you and Preparation (what do you need to make or check before
the students use? Be specific) class?)
Open activity:
- Computer and data show to display the song. - I will prepare the equipment of activities.
- Box, include the flashcards of goat, guitar, - I will check the sound of computer if it’s work or
goose, game, grapes, green colour.
not.
Activities:
Low:
- Colours. Key vocabulary
- Worksheet has different letters. - Word start with letter “g”: goat, guitar, goose, game,
grapes, green.
Middle: - Letter “g”.
- Clay.
- Paper. - Sound “g”.
- Name of materials: clay, marker, board, colour.
High:
- Markers.
- Boards.
Opening (warmer activity + teacher introduction/demonstration of small group activities)
- I will welcome the children and tell them what we going to learn in English class by saying: Today
we will learn a new letter.
- I will play the “G” sound song in computer and ask children to sinning with song.
Time: 15 min
Whole

- I will ask children questions to engage them o the lesson. For instance,
1- Who can tell me what the letter we hear it in song?
2- What the sound of letter “g”?
3- Who can tell me words start with letter “g”?

16
 Guided Experience (group working with the teacher)
- I will provide the
- I will ask children to look at the board to show them how we write letter “g” capital and small.
- I will ask them to write the letter g in their papers so, the learn the right way to write the letter.

Play box game:

- I will put flashcards of things that start with letter g such as goat, guitar, goose, game, grapes,
green colour that they already saw and hear it in the song.
- I will call one child to take one picture from the box by closing his eyes.
- I will ask child what called?
- I will request children to repeat the word.
- I will complete the rest of pictures in the box.

These activities will assist children to develop their language skill by give them opportunity to gathering
vocabulary.

- I will explain every centres activity by given instructions and model it.

Low activity: Identify letter “G” in the paper involved different letters by colouring letter “G”.
The instructions are:
1- Children work in pair.
2- The paper has different letters you must identify letter Gg and colour it.
15 min
Small

Middle activity: Create letter “g” by clay.

The instructions are:
1- Children will work invaluable.
Time:

2- Each child will take one piece of paper.

3- Take little of clay.
4- Make letter “g” by roll the clay and shape it.
5- Put up to the paper.
6- Write your name in the paper.

High activity: Write letter “G” capital and small in the board and draw something that beginning with letter
“G” such as goat, guitar and so in…….

The instructions are:

1- You will work invaluable.
2- You will be write letter “G” capital and small.
3- You will draw anything beginning with sound “G”.

Independent Experience (small group activity 1)

Low activity: Identify letter “G” in the paper involved different letters by colouring letter “G”.
What I will do:
- I will observe them and help they if they need help.
- I will encourage them by use positive reinforcement. For example, prising children work.

17
 - I will evaluate their understanding by ask them questions and use check list. For example, do you
know the sound of letter G? Can you show me how we writhe letter G in the table or in air? Give
me words start with sound G?

What the children do:

- Children will follow activity direction.
- Children will work in pair.
- Children will apply the activity by identify and colour letter Gg.
- They will provide answer to my questions.
- They will develop their skills.

Independent Experience (small group activity 2)

Middle activity: Create letter “g” by clay.
What I will do:
- I will provide the equipment’s for activity.
- I will observe children.
- I will ask children questions to evaluate their underrating. For example, What call this letter?
Say the sound of letter “G’? Did you see anything in the classroom start with g sound?

What children will do:

- They will follow the instructions.
- They will work individual.
- They will make letter “G” capital and small by shape the clay.
- Provide answer to my questions.

Independent Experience(small group activity 3)

High activity: Write letter “G” capital and small in the board and draw something that beginning with letter
“G” such as goat, guitar and so in…….
What I will do:
- I will provide the materials for this activity.
- I will observe them.
- I will praise their work.
- I will hang their paper in the well so, they will fell proud about themselves.

What children will do:

- They will follow the activity instructions.
- They will write letter “G” capital and small.
- They will draw anything start with sound “G”.

Closing
- I will play the clean-up song and ask children to return the materials in the basket.
15 min
Whole
Time:

Assessment
I will evaluate them by asking them questions related to the objective of the lesson. Also, I will observe their skills
while they are applying the activities.

18
 Student-Teacher: Mariam Juma- Rama Hasam.

Date:

Course: 3A practicum.

Grade Level: Kg2- A

Subject: English
Strand: Teach phonic \ J\
Learning Outcome (ADEC code and words):
1- Introduce letter Jj and its sound.
2- Reinforce words that start with letter Jj.
3- Write letter J capital and small.
4- Identify a letter Jj when it’s mixed with other letters.
5- Classifying the capital and small letter.
6- Identify pictures that begin with Jj sound.
7- Develop and their fine and motor skills when they use their fine and hand to apply the activities.

Resources (what materials/equipment will you and Preparation (what do you need to make or check before
the students use? Be specific) class?)

Open activity:
- I will prepare the equipment of activities.
- Computer and data show to display the song.
- Flashcards that demonstrate words begin with - I will check the sound of computer if it’s work or
letter J such as jellyfish, Jug, Jet, Jam, Juggle, not.
juice, Jump and Jacket pictures.

Group working with the teacher

- Worksheet with tracing letter “J”. Key vocabulary

- Markers. - Letter “J”
- “J” Sound.
Activities: - Jellyfish- Jug- Jet- Jam- Juggle- juice- Jump- Jacket.
Low:
- Poster include two jugs with letter “J” and one
with small “j”.
- Piece of papers that involved all letters.
- Glue.

Middle:
- Macaroni.
- Glue.
- Papers.

High:
- Glue.
- Poster shows empty letter “J”.
- Pictures of different objects.

19
 Opening (warmer activity + teacher introduction/demonstration of small group activities)
- I welcome children.
- I will review the classroom rules to remind children to be discipline and avoid any misbehaving. For
instance, listen to the teacher, be friendly with another classmate, don’t use the bad word, raise your
Time: 15 min
Whole

hand if you want to answer and share materials with your group member.
- I will tell them what we have in English period by saying “today will new letter.”
- I will engage children by play “The Letter J sound “song and ask them to sing.
- After the song finished, I will ask them questions related to the song. For example, What the letter do
you heard? Who can tell me the sound of letter J? Can you give me some words start with “J” sound?

Guided Experience (group working with the teacher)

- I will show them how we write letter “J” capital and small on the board, and I will ask them to write
it in the air.
- I will interduce some words that begin with “J” sound such as Jellyfish- Jug- Jet- Jam- Juggle- juice-
Jump- Jacket by showing them flashcards.
- I will ask them to tell me what they see in the pictures by saying What you see?
- I will request children to repeat the new vocabulary to give them opportunity to hear a right
pronounce.

- I will tell them what we going to do by saying: After we get a useful information about letter J it’s
time for centres activities.

- I will explain every centres activity to assist children to know what the will do with materials.

For example:
15 min

Whole class activity: Tracing letter J activity.

Small

The instructions are:

1- Each child will have one paper.
Time:

2- Traci letter J

Low activity: Sorting capital and small "J".

The instructions are:
1- Work in group.
2- There are two jugs in the poster one with J capital and one with small “j”.
3- There is box have many pieces of paper with different letters.
4- You must find out the piece of paper that has letter “j”
5- You must sort in two jugs if it capital or small.
6- Finally you will use glue to stick it.

Middle activity: Make letter “J” by using macaroni.

The instructions are:
1- Work individual.
2- Each child will get on paper.

20
 3- You will stick the piece of macaroni to form letter j by using glue.

High activity: Identify pictures start with J sound.

The instructions:
1- There is a box involved several pictures.
2- You have to found out pictures start with a j sound.
3- Stick the picture has letter j sound in the letter J poster.

Independent Experience (Whole class activity 1)

Tracing letter J activity:
What teacher will do:
- I will explain the activity by given instructions:
The instructions are:
1- Each child will have one paper.
2- Traci letter J
- I will distribute the paper.
- Observe, help and praise children.

What children will do:

- They will listen to the instructions.
- Each of them will take one paper.
- They will trace letter J.

Independent Experience(Low activity 2)

Sorting capital and small "J".

What teacher will do:

- I will explain the activity by given directions.
- I will evaluate their understanding by asking them questions. For example, Can you show me how
small j look in the air? Give me Words start with J sound.

What children will do:

- They will follow the activity directions.
- They will classify the J capital and small j.
- They will stick the papers in the jug.
- They will provide answers to my questions.

Independent Experience (Middle activity 3)

Make letter “J” by using macaroni.

What teacher will do:

- I will provide the equipment for activity.

21
 - I will explain the activity and model it.

The instructions are:

1- Work individual.
1- Each child will get on paper.
2- You will stick the piece of macaroni to form letter j.

- I will evaluate children skills and understanding by use checklist.

- I will motivate children by praise them.

What the children will do:

- Children will observe me and listen to the instructions.
- Children will work invaluable.
- Each child will start to use macaroni to form letter J.

Independent Experience (High activity 4)

Identify pictures start with J sound

What teacher will do:
- I will observe children.
- I will ask them questions.

What the children will do:

- Children will work in group.
- Identify pictures start with J sound

Closing
15 min

I will play clean up song, and l will request the children to return the materials back.
Whole

Funding letter j game:

Time:

I will explain the game by given instructions.

Assessment
- I will evaluate children understanding by observing their skills when they do the activities and answering the
questions.

22
 Reference:

ADEC (Abu Dhabi Education Council) 2014, Learning outcomes Abu Dhabi:
ADEC. Retrieved from
https://mylearn.hct.ac.ae/webapps/blackboard/content/list
Content.jsp?course_id=_111038_1&content_id=_8445979_1&mode=reset
Castles, A & Coltheart, M & Wilson, k & Valpied, J & Wedgwood, J. (2009). The

genesis of reading ability: What helps children learn letter–sound

correspondences? Retrieved from https://mylearn.hct.ac.ae/bbcswebdav/pid-

8725501-dt-content-rid-14309022_1/courses/201720_22171/Article%201%20-

%20The%20Genesis%20of%20Reading%20Ability.pdf

Blake, C., & Writer, C. (2016, February 16). Defining multiple literates: The expression

of learning in many formats. Retrieved from https://online.cune.edu/defining-multiple-

literacies/

Bull, G., Dr, & Anstey, M., Dr. (2010). Using the principles of multiplicities to inform

pedagogical change. Retrieved from

https://www.ansteybull.com.au/media/2194/pccolemerged.pdf

Difference between synthetic phonics and analytic phonics. (2018). Retrieved from

http://www.differencebetween.info/difference-between-synthetic-phonics-and-

analytic-phonics

How parents foster early literacy. (2006, February 1). Retrieved from http://www.child-

encyclopedia.com/sites/default/files/docs/suggestions/how-parents-foster-early-

literacy.pdf

23
How to teach Multiliteracies? (2014, July 3). Retrieved from

http://www.teacherresearch.ca/blog/article/2014/07/03/245-how-to-teach-

multiliteracies

Linda, P. (2005). How children learn. Retrieved from

http://hct.summon.serialssolutions.com/?#!/search?ho=t&

l=en&q=how%20children%20learn

Liu, C. K. (n.d.). Phonics: Theory and practice. Retrieved from

http://web.ntpu.edu.tw/~language/workshop/phonics.pdf

Multiplicities (new London group). (2017). Retrieved from https://www.learning-

theories.com/multiliteracies-new-london-group.html

Panel, N. R. (n.d.). Phonics instruction. Retrieved from

http://www.readingrockets.org/article/phonics-instruction

Supporting initial reading acquisition and development. (n.d.). Retrieved from

http://www.readresearch.education.ed.ac.uk/research-studies/supporting-initial-

reading-acquisition-and-development/

Tune in to learning. (2014). Retrieved from http://www.tv411.org/

What is emergent literacy? (n.d.). Retrieved from http://www.teach-

nology.com/themes/lang_arts/reading/emerlit.html

Woodward, S. (n.d.). Fun with grammar. Retrieved from

http://www.azargrammar.com/materials/FWG_TOC.html

24