Teaching Paul the Foundational Skills Required for Literacy Achievement: Part One

Teaching Paul the Foundational Skills Required for Literacy Achievement: Part One

Good afternoon and happy Wednesday! When Paul turned 8 months old, he finally reached an age where he loved to read books. As an early childhood educator and a post-graduate student studying literacy, I want to ensure that I provide Paul with an early childhood education that will ensure that he obtains literacy achievement. These are the elements that I am currently teaching to foster his literacy achievement.

  1. Teaching Concepts About Print.
    • Every time I read to Paul, I:
      • show him how to hold the book properly.
      • I tell him that we are looking at the front cover of the book.
      • I point to the title and read it to him while ensuring that he is following along with my finger as I point to each word. This teaches him that I am reading words; and it teaches him that we read print from left to right.
      • I tell him who the author is, and what the author does. Then I show him the words on the front cover as well as throughout the book.
      • I tell him who the illustrator is and what an illustrator does; and then I point to the pictures on the front cover and throughout the book. I explain that the pictures always depict an illustration that matches the text.
      • As we read the book, I point to all the words as I read them and talk about the illustrations on the page.
      • I always ask Paul to turn the page, and when we reach the back cover; we talk about it and I explain that we have reached the end of the book.
  2. Teaching Letter and Sound Knowledge.
    • I am currently teaching Paul about the alphabet by helping him to identify letters; their shapes; and their sounds. We are currently working on the letter P.
  3. Teaching Vocabulary.
    • When Matt and I speak to Paul, we speak to him in full sentences and use simple and complex language. The more language he is exposed to, the more language he will acquire. The more he hears language being spoken to him and, later, the more he practices language; the better his understanding of semantics, syntax, and phonology will become.
  4. Teaching that there is a purpose for learning to read and write.
    • Paul sees Matt and I reading and writing. We always explain why we are reading; why we are writing; and why it is important to read and write.

There are many elements of literacy that need to be understood before acquiring literacy achievement. By showing Paul that we value language, reading and writing; that there is a purpose for learning how to read and write; and by teaching him the above skills from an early age; we are ensuring the he is learning the foundational skills required for literacy achievement.


Thank you for reading! I hope that you have a happy Wednesday! =D

Access for All Students- Literacy: Chicka Chicka Boom Boom

Good morning everyone! Today’s upload is a reading of “Chicka Chicka Boom Boom” by Bill Martin Jr. and John Archambault  I hope you that you enjoy it!

Hello There =D

Good evening and happy Saturday! On this blog, I will be recording videos of me reading children’s books which will be uploaded each week with the hopes of providing literacy access to all children. I will also post audios of me reading to my class to demonstrate fun ways to incorporate student involvement while reading books. I am so excited to share these videos and audios with you!

Multimodal Teaching — A Reading to My Class: “Five Little Monkeys Jumping on the Bed”

Good afternoon and happy Saturday! I am so excited to share an audio demonstrating my students engagement with the book “Five Little Monkeys Jumping on the Bed.” This book not only strengthens literacy development, but also the development of understanding mathematical concepts. This is a classroom favorite, I hope that you enjoy =D

Multimodal Teaching — A Reading to My Class: “Go Dog Go”

Good evening and happy Saturday! I am super excited to share an audio of me reading “Go Dog Go” by P.D. Eastman to my wonderful students. This audio demonstrates how the use of multimodal teaching completely engages the students in the story. I hope that you enjoy =D

Multimodal Teaching — A Reading to My Class: “Chicka Chicka Boom Boom”




Good afternoon and happy Saturday! =D Above is an audio of me reading the book “Chicka Chicka Boom Boom” to my amazing students. In this audio, you will hear how I use multimodal teaching (which is super important when recording for the edTPA) while reading to my students. This reading is multimodal because the students use their eyes, ears, voices, and bodies to participate in the story. They use their voices to say “Boom Boom” after every time I say “Chicka Chicka.” They use their bodies a few times during this reading: I ask them to stand up, jump, and stomp to demonstrate the power of the “Boom Boom” that causes the coconut tree fall down; I ask them to pretend to dust their pants; and I ask them to pretend to be out of breath. This way of teaching is effective as it offers students a variety of ways to interact and participate with the story as well as provides the differentiation needed for diverse learners. =D