JACKSON LTED601 Literacy Blog

 I must admit, as I went through many of my classmates previous blog entries, I noticed I had forgotten so quickly my own responses from those weeks. I had to go back and look at the articles we read, (skim them mostly) and refresh my brain as to what we specifically learned about in these topics. Going through Sarah Seymour's posts also helped me to better connect what I did remember, with great ideas I had not even thought about.  Bless First and foremost, her titles for each blog post? GENIUS. They're all so funny! And I know that's not the point of this entry, but I mean, I thought they were great and it needed to be mentioned. Her entry on nurturing oral and written language development in early readers and writers was a specific post that made me really question my own ideas that Tompkins, (2017) Beauchat et al., (2009) and Muhammad (2020) brought to light. Sarah always does a great job in her entries of relating the topics discussed to English language learners, and

 As children begin to read and write, they use invented spellings - or unique spellings based on their prior knowledge of phonics. Invented spelling is typically used by students who are just learning to put sounds together to make words, and is something I never really thought of as a positive thing in terms of education. It wasn't necessarily something bad either, but I guess as a student, I was never really thinking about the way I was writing and spelling words and how that related to my own growth.  Stahl et al. discuss invented spellings in the article "Everything you wanted to know about phonics (but were afraid to ask)" stating that one way to develop phonemic awareness, that should be part of a beginning reading program, is to encourage children to use invented spellings. "Tangel and Blachman (1992) found that phonemic awareness training increased children's growth in invented spelling. It would make sense that practice in invented spelling would similar

 Going through this week's required readings, something that caught my attention most was in the article titled, "Building Preschool Children's Language and Literacy One Storybook at a Time" from Katherine Beauchat, Katrin Blamey, and Sharon Walpole. When reading about the Comprehension Development section of the article, Beuchat et al speak about questions that ask a wide-range of thinking tasks from students.  Firstly, to clarify, Comprehension Development belongs to Innovation Configuration (IC), a tool for teachers to implement in order to help with student understanding as part of the Concerns-Based Adoption Model (CBAM). To be honest, when first reading through the differences between CBAM and IC and how they related to each other, I was a little confused. Upon further reading, I was able to understand the importance of IC and how I can implement each section to improve my own teaching. More specifically, the Comprehension Development section and the use of CROW