In addition, as teachers, it is important that we utilize the best teaching strategies in order to help our students comprehend and properly use phone CICS as they read and write. In this article, the author Katie Topple, shares three ways that teachers can personalize phonics instruction for Kindergärtners in order to make it culturally responsive to connect to individual students. One approach she shares talks about students personalizing their alphabet. The personal alphabet included one word from each letter of the alphabet that was important to the child.
This activity allowed students to increase their understanding of letter-sound relationships by connecting it to student’s lives. Next, the second approach was personalized art. In addition, to creating the alphabet book, students had to create pictures that correspond with the letter. This activity led her students to think phonics in a creative way and understand it at the same time. Lastly, the third approach was word association, which requires students to sound out words. Instead of just sounding out the words, students made connections from the real world to he word that is sounded out.
Topple stresses that this activity is exceptional when working with students who are learning English. The sole purpose of this article is to show the importance of making phonics instruction meaningful, especially at a young age. In the conclusion, Topple (2012, 1 02) states, “When we know them—–their stories, their interests and their experiences-?-we can better facilitate connections between the content we teach and how they understand and interpret the world”. Overall, this article as a fun read, and enjoyed learning about the authors approach to making phonics a creative and memorable task.
Out of all three, I can see myself using the first approach if I was a Kindergarten teacher. I believe that it is important that the curriculum we teach should correspond with our student’s cultures. What I liked about the first approach, is that Topple allowed to her students to complete the alphabet book in whatever language they felt comfortable using. The assignment was to be done for homework, and Topple couldn’t believe the parent involvement for this activity. She was amazed at how much effort and passion was put into the assignment, by both the parents and the students.
If we make the lessons and activities that we teach worthwhile, students will be able to understand and retain the information efficiently. Students need to enjoy the experience of being able to change the sounds and letters of their language in order to create and read words. Believe that phonics programs should have children constantly reading, writing, listening, and speaking. Most importantly, the instructional materials should allow students to see different types of engagements.
This article is a helpful guide to those who may not know where to start when it comes to phonics instruction in a Kindergarten classroom. This is a critical age, where children should be learning, thinking, and constructing new ideas. As educators, we must provide moments for our students to use language in different ways and help them engage in interesting conversations. In order for Kindergärtners to flourish, we must create opportunities for our students to manipulate language in ways that assist with phonological awareness by linking it to meaningful activities every day.