Literary skills list

What are literacy skills? | Thoughtful Learning K-12

Literacy skills help students gain knowledge through reading as well as using media and technology. These skills also help students create knowledge through writing as well as developing media and technology.

Information Literacy

Students need to be able to work effectively with information, using it at all levels of Bloom's Taxonomy (remembering, understanding, applying, analyzing, evaluating, and creating). Information literacy involves traditional skills such as reading, researching, and writing; but new ways to read and write have also introduced new skills:

Consuming information: The current excess of information requires students to gain new skills in handling it. When most information came through official publications like books, newspapers, magazines, and television shows, students encountered data that had been prepared by professionals. Now, much information is prepared by amateurs. Some of that work is reliable, but much is not. Students must take on the role of the editor, checking and cross-checking information, watching for signs of bias, datedness, and errors. Students need to look at all information as the product of a communication situation, with a sender, subject, purpose, medium, receiver, and context.
Producing information: In the past, students were mostly consumers of information. When they produced information, it was largely for a single reader—the teacher—and was produced for a grade. It was therefore not an authentic communication situation, and students felt that writing was a purely academic activity. Now writing is one of the main ways students communicate. It has real-world applications and consequences. Students need to understand that what they write can do great good or great harm in the real world, and that how they write determines how powerful their words are. Students need to take on the role of professional writers, learning to be effective and ethical producers of information.

Media Literacy

Media literacy involves understanding the many ways that information is produced and distributed. The forms of media have exploded in the last decade and new media arrive every day:

Students' use of media has far outstripped educational use, and students will continue to adopt new media long before teachers can create curricula about it. It is no longer enough to teach students how books, periodicals, and TV shows work. Students need to learn how to critically analyze and evaluate messages coming to them through any medium.

As with information literacy, the key is to recognize the elements of the communication situation—sender, message (subject and purpose), medium, receiver, and context. These elements are constant regardless of the medium used. By broadening the student's perspective to see all media as part of a larger communication situation, we can equip students to effectively receive and send information in any medium. Students must learn to recognize the strengths and weaknesses of each medium and to analyze each message they receive and send.

Technology Literacy

We are living through a technological revolution, with huge changes taking place over brief spans of time. A decade ago, Facebook didn't exist, but now many people could not live without it. The average cellphone is now more powerful than computers from several years ago. We are surrounded by technology, and most of it performs multiple functions. In Growing Up Digital: How the Net Generation Is Changing Your World, Don Tapscott outlines the following eight expectations that students have of technology.

Freedom to express their views, personalities, and identities
Ability to customize and personalize technology to their own tastes
Ability to dig deeper, finding whatever information they want

Honesty in interactions with others and with organizations
Fun to be part of learning, work, and socialization as well as entertainment
Connecting to others and collaborating in everything
Speed and responsiveness in communication and searching for answers
Innovation and change, not settling for familiar technologies but seeking and using what is new and better

As you can see, students expect a great deal out of their technologies. You can help them use technology wisely:

reading Web sites;
using search engines;
using map searches;
accessing videos, podcasts, and feeds;
evaluating Web resources;
researching on the Internet;
e-mailing, chatting, texting, microblogging;
using social sites;
visiting virtual worlds;
blogging and using wikis; and
using message boards, newsgroups, and VOIP (Skype).

By understanding how to evaluate this new information and how to use these new tools to create effective, well-grounded communication, students can harness the power of new technology and be inspired to learn.

6 Reading Comprehension Skills | Understood

Some people think of the act of reading as a straightforward task that’s easy to master. In reality, reading is a complex process that draws on many different skills. Together, these skills lead to the ultimate goal of reading: reading comprehension, or understanding what’s been read.

Reading comprehension can be challenging for lots of reasons. Whatever the cause, knowing the skills involved, and which ones your child struggles with, can help you get the right support.

Here are six essential skills needed for , and tips on what can help kids improve this skill.

1. Decoding

Decoding is a vital step in the reading process. Kids use this skill to sound out words they’ve heard before but haven’t seen written out. The ability to do that is the foundation for other reading skills.

Decoding relies on an early language skill called phonemic awareness. (This skill is part of an even broader skill called phonological awareness.) Phonemic awareness lets kids hear individual sounds in words (known as phonemes). It also allows them to “play” with sounds at the word and syllable level.

Decoding also relies on connecting individual sounds to letters. For instance, to read the word sun, kids must know that the letter s makes the /s/ sound. Grasping the connection between a letter (or group of letters) and the sounds they typically make is an important step toward “sounding out” words.

What can help: Most kids pick up the broad skill of phonological awareness naturally, by being exposed to books, songs, and rhymes. But some kids don’t. In fact, one of the early signs of reading difficulties is trouble with rhyming, counting syllables, or identifying the first sound in a word.

The best way to help kids with these skills is through specific instruction and practice. Kids have to be taught how to identify and work with sounds. You can also build phonological awareness at home through activities like word games and reading to your child.

2. Fluency

To read fluently, kids need to instantly recognize words, including words they can’t sound out. Fluency speeds up the rate at which they can read and understand text. It’s also important when kids encounter irregular words, like of and the, which can’t be sounded out.

Sounding out or decoding every word can take a lot of effort. Word recognition is the ability to recognize whole words instantly by sight, without sounding them out.

When kids can read quickly and without making too many errors, they are “fluent” readers.

Fluent readers read smoothly at a good pace. They group words together to help with meaning, and they use the proper tone in their voice when reading aloud. Reading fluency is essential for good reading comprehension.

What can help: Word recognition can be a big obstacle for struggling readers. Average readers need to see a word four to 14 times before it becomes a “sight word” they automatically recognize. Kids with dyslexia, for instance, may need to see it up to 40 times.

Lots of kids struggle with reading fluency. As with other reading skills, kids need lots of specific instruction and practice to improve word recognition.

The main way to help build fluency is through practice reading books. It’s important to pick out books that are at the right level of difficulty for kids.

3. Vocabulary

To understand what you’re reading, you need to understand most of the words in the text. Having a strong vocabulary is a key component of reading comprehension. Students can learn vocabulary through instruction. But they typically learn the meaning of words through everyday experience and also by reading.

What can help: The more words kids are exposed to, the richer their vocabulary becomes. You can help build your child’s vocabulary by having frequent conversations on a variety of topics. Try to include new words and ideas. Telling jokes and playing word games is a fun way to build this skill.

Reading together every day also helps improve vocabulary. When reading aloud, stop at new words and define them. But also encourage your child to read alone. Even without hearing a definition of a new word, your child can use context to help figure it out.

Teachers can help, too. They can carefully choose interesting words to teach and then give explicit instruction (instruction that is specialized and direct). They can engage students in conversation. And they can make learning vocabulary fun by playing word games in class.

For more ideas, watch as an expert explains how to help struggling readers build their vocabulary.

4. Sentence construction and cohesion

Understanding how sentences are built might seem like a writing skill. So might connecting ideas within and between sentences, which is called cohesion. But these skills are important for reading comprehension as well.

Knowing how ideas link up at the sentence level helps kids get meaning from passages and entire texts. It also leads to something called coherence, or the ability to connect ideas to other ideas in an overall piece of writing.

What can help: Explicit instruction can teach kids the basics of sentence construction. For example, teachers can work with students on connecting two or more thoughts, through both writing and reading.

5. Reasoning and background knowledge

Most readers relate what they’ve read to what they know. So it’s important for kids to have background or prior knowledge about the world when they read. They also need to be able to “read between the lines” and pull out meaning even when it’s not literally spelled out.

Take this example: A child is reading a story about a poor family in the 1930s. Having knowledge about the Great Depression can provide insight into what’s happening in the story. The child can use that background knowledge to make inferences and draw conclusions.

What can help: Your child can build knowledge through reading, conversations, movies and TV shows, and art. Life experience and hands-on activities also build knowledge.

Expose your child to as much as possible, and talk about what you’ve learned from experiences you’ve had together and separately. Help your child make connections between new knowledge and existing knowledge. And ask open-ended questions that require thinking and explanations.

You can also read a teacher tip on using animated videos to help your child make inferences.

6. Working memory and attention

These two skills are both part of a group of abilities known as executive function. They’re different but closely related.

When kids read, attention allows them to take in information from the text. Working memory allows them to hold on to that information and use it to gain meaning and build knowledge from what they’re reading.

The ability to self-monitor while reading is also tied to that. Kids need to be able to recognize when they don’t understand something. Then they need to stop, go back, and re-read to clear up any confusion they may have.

What can help: There are many ways you can help improve your child’s working memory. Skillbuilders don’t have to feel like work, either. There are a number of games and everyday activities that can build working memory without kids even knowing it.

To help increase your child’s attention, look for reading material that’s interesting or motivating. For example, some kids may like graphic novels. Encourage your child to stop and re-read when something isn’t clear. And demonstrate how you “think aloud” when you read to make sure what you’re reading makes sense.

Key takeaways

Decoding, fluency, and vocabulary skills are key to reading comprehension.
Being able to connect ideas within and between sentences helps kids understand the whole text.
Reading aloud and talking about experiences can help kids build reading skills.

List of literature on the development of creative abilities of preschoolers. | Material:

Published on 13.04.2020 - 13:24 - Kosenkova Alexandra Nikolaevna

A list of literature on the development of creative abilities of preschoolers is given. This list may be useful to kindergarten teachers and parents.

Download:

Preview:

Development of creative abilities

References

prepared by the teacher MBDOU MO "Kindergarten No. 5"

Krasnodar Kosenkova Alexandra Nikolaevna

“244 exercises for little geniuses. Development of creative abilities of a preschool child”, E.V. Kotova, S.V. Kuznetsova, T.A. Romanova, 2010
“30 Lessons for the Development of Creativity and Imagination”, 2015
“The ABC of Color. Development of creative abilities in kids”, M.V. Golubeva, 2015
Academy of Early Development. Development of creative abilities, or let's touch the beautiful”, V.G. Dmitrieva, 2006
“Appliqués based on folk ornaments in kindergarten”, Z.A. Bogateva, 1982
"Application in kindergarten", A.N. Malysheva, N.V. Ermolaeva, 2000 Gavrina et al., 2009
“The Big Book of the Development of Creative Abilities for Children aged 3-6. We develop perception, imagination, attention, fantasy”, S.E. Gavrina, 2009
“Together with mom we develop creative abilities”, T.P. Tryasorukova, 2011
"Imagination and creativity in childhood", L.S. Vygotsky, 1991
"Education with a fairy tale", E.I. Ivanova, 1988
"Education of creativity", V.A. Levin, 1977
"Children write poetry", V. I. Glower, 1964.
Children's needlework. Developing Creativity, S. Jones, 2012.
Kindergarten Teacher's Didactic Piggy Bank Dziuba, 2008
"Classes on theatrical activities in kindergarten" M.D. Makhaneva, 2009
“And a thin thread of lace... A manual for the development of practical skills and creative abilities in children of senior preschool age”, O.G. Zhukova, 2014
"Games for the development of creative abilities", M.A. Orlova, 2011
“Games for the development of emotions and creativity. Theater classes with children 5-9 years old, G.V. Lapteva, 2011
"Finger games for the development of speech and creative abilities of children", I.A. Agapova, M.A. Davydova, 2009
"Fine art of preschoolers in kindergarten"T.S. Komarova, 1984
“Intellect + creativity. Development of creative abilities of preschoolers”, V.O. Skvortsova, 2009
"Information technologies in the development of creative abilities", Evgeniy Khropov, 2011 Lebedeva, 2004
"Comprehensive classes for the development of creative abilities of preschoolers" N. V. Korchalovskaya, G.D. Posevina, 2003
“Museum Pedagogy and Visual Activities in Preschool Educational Institutions”, O.P. Karachunskaya, 2005
"Musical education in kindergarten" N.A. Vetlugina, 1981
“Thinking, learning, creativity”, A.M. Matyushkin, 2003
"Folk children's poetry (jokes, fables, counting rhymes, children's games", M.Yu. Novitskaya, 1999
"Folk art and children's creativity", A.A. Gribovskaya, 2004
"Non-traditional drawing techniques in kindergarten. Part 1" G. N. Davydova, 2007
Non-traditional drawing techniques in kindergarten. Part 2 "G.N. Davydova, 2007
"Art Pedagogy and Creativity", A.A. Melik-Pashaev, 1981
"Invitation to Creativity", A.V. Dubrovskaya, 2002
“The problem of creativity and the phenomenon of imitation”, N.M. Gnatko, 1993 Komarova, A.V. Antonova, M.V. Zatsepina, 2005
“Psychology of Music Perception: Approaches, Problems, Perspectives”, G. V. Ivanenko, 2001
"Psychology of children's creativity" E.I. Nikolaev, 2006
"Psychology of the game", D.B. Elkonin, 1978
"Psychology of Art" L.S. Vygotsky, 1968
"Psychology of creative abilities", D.B. Bogoyavlenskaya, 2002
"Psychology of creativity" N.N. Nikolaenko, 2005
"Psychology of creativity// Artistic creativity and psychology", E.I. Zamyatina, 1991
Journey into the World of Art, S.K. Kozhokhina, 2003
"We develop creative abilities in children aged 5-9", M.V. Mezhieva, 2002 Doronova, 2002
"Development of creative abilities and fine fantasy" M.V. Pascal, S.A. Sichkorez, 1995
"Development of children's creative thinking", A.E. Simanovsky, 2002
“Development of mental endowment in childhood brain// Mat. Int. Conf. "Creativity: a look from different angles", N.E. Veraksa, 2005
“With a muse in the soul: Child and song, play and learning at all stages of life” Yu. R. Björkvoll, 2001 Vaynerman, 2001
"Steps to creativity: the artistic development of a child in the family", A.A. Melik-Pashaev, Z.N. Novoyavlenskaya, 1995
"Steps of creativity or educational games" B.P. Nikitin, 1991
“Creativity as a result of a special functional state of neurons,” Mat. Int. Conf "Creativity: a look from different angles", T.N. Grechenko, 2005
"Folk Art Therapy", L.D. Nazarova, 2002
“Emotional development of a preschooler”, Enlightenment, 1985

On the topic: methodological developments, presentations and notes

“Development of creative abilities of preschoolers in the process of productive artistic and creative activity”

Consultation for parents "The influence of fiction on the development of children's creative abilities.

Consultation for parents "The influence of fiction on the development of children's creative abilities" ....

Webinar Presentation "The role of fiction in the development of creativity"

Speech at the Webinar on the topic "Development of creative abilities in kindergarten" ...

Advice for parents "Developing the creative abilities of preschoolers through fiction"

Can be used as poster material...

Article "Development of creative abilities of preschoolers through acquaintance with works of children's literature"

Article-reflection on a problematic topic....

Fiction in the development of children's creative abilities

Fiction in the development of the creative abilities of Children ...

The role of fiction in the development of creative abilities

The role of fiction in the development of creative abilities ...

Anastasi A. Psychological Testing: A Book 2; per. from English / ed. K. M. Gurevich, V. I. Lubovsky.- M .: Ped-ka, 1982.-336 p., ill.

Barashnikova I. A., Barashnikov A. A. Learn by playing. Training intellect. - Kharkov, 1997.
Epiphany D. B. On the subject of research of creative abilities // Psikhol. Journal. - 2012. - v.16. - No. 5. - p.49-58.
Epiphany, D.B. Psychology of creative abilities. - M.: Academy Publishing Center, 2012. – 320 s.
Bolotina L. R., Komarova T.S., Baranov S.P. Preschool pedagogy. - M.: Academy, 2013.
brushlinsky, A.V. Psychology of thinking and cybernetics. - M.: Publishing House "Thought", 1980. - 191C
Brushlinsky, A.V. Subject: Thinking, learning, imagination cybernetics / A.V.Brushlinsky. - M.: Institute of Practical Psychology; Voronezh: NPO "Modek", 1996. - P.35-201.
Veldbrecht E.E. Diagnostics of creative abilities. - Kherson, Vidavnitstvo KhDPU, 2012. - 104 p.
Vetlugina N. A. About the theory and practice of artistic creativity of children.// Preschool upbringing. - 1965. - No. 5.

children's game: A guide for the educator kindergarten / Under the editorship of T. A. Markova. - M.: Enlightenment, 1992. - 128 p., ill.
Vygotsky L. C. Imagination and creativity in childhood age. Ed. 2nd, M., 1957.
Vygotsky L.S. Selected psychological studies. - M., 1956.
Vygotsky L. S. Education and development in preschool age. - M., 1956. - S.432-433.
Gilford J. Tree aspects of the intellect /Psychology of thinking.- M., 1965.
Druzhinin V.N. Psychology of general abilities. - St. Petersburg: Peter Kom, 2013. - 368 p.
Dyachenko O. M., Lavrentieva T. V. Psychological development of preschoolers. - M., 2004.
Zhukovskaya R. I. Raising a child in the game. - M., 2013.
Zhukovskaya R. I. Development of children's interests in creative games // Preschool education. - 2008. - No. 10.
Zaporozhets A. B. Selected Psychological Works: B 2 t. t.I. Psychological child development. - M.: Pedagogy, 1986. - 320 p., ill.
Zaporozhets A. B. Some psychological problems child's play.// Preschool education. - nineteen65. - No. 10.
Ivanova N.I. Imagination and creativity of children. // Preschool education. - 2007. - No. 10.
Ilyin M.N., Paramonova L. G, Golovneva N. Ya. Tests for kids. - M., 20111.
Kazakova T. G. Develop creativity in preschoolers (summaries of drawing, modeling, application). Handbook for educators kindergarten. - M .: Enlightenment, 1985.-192s., ill.
Kosenko N. T. Formation of creative activity in game.// Doshk. resp.-2009. - No. 12.
Brief creative thinking test. curly Form: Handbook for school psychologists. / Per. from English, ed. E.I. Shcheblanova. - M.: INTOR, 2005, – 48 s.
Krupskaya N. K. Ped. op. - M., 1959. - v. 6. - S.54-55.
Kudryavtsev V., Sinelnikov V. Child - preschooler: to the diagnosis of creative abilities // Doshk. upbringing. - 2005. - No. 9.
Leontiev A.N. Problems of the development of the psyche. Ed. 2nd. - M., 1965.
Leontiev A.N. Psychological foundations of preschool games.// Psychological science and education. - M., 1996. - No. 3.
Lublinskaya A. A. Child psychology. Tutorial for students of pedagogical institutes. - M.: Education, 1991.
Lyublinskaya A. A. Essays on Psychological Development child. 2nd ed.-M., 1965. -FROM. 234-235.
Makarenko A. C. Game. op. - M., 1957. - v.IV. - S. 376.
Mikhailenko N. Ya., Korotkova N. A. Interaction adults with children in the game.// Preschool upbringing. -2003. - No. 4. - pp.18-23.
Nikitin B.P. Steps of creativity, or Developing games. - M., 1991.
Gifted children: per. from English/gen. ed. Burmen and Slutsky. - M., 2009.
Basics psychodiagnostics./Under. ed. A. G. Shmeleva. - Rostov-on-Don, 2012.
Panov V.I. Some theoretical and practical problems of giftedness.// Applied psychology. -2008. - No. 3. - pp.33-48. nine0003
Pedagogical dictionary in 2 volumes. Volume one. - M., 1960.
Pozdnyakov N. A. Mendzheritskaya D. V. – Researcher games for preschool children.//Preschool upbringing. - 2005. - No. 12.
Ponomarev Ya. A. Psychology of creativity and pedagogy. - M.: Pedagogy, 1996.
Ponomarev, Ya.A. Psychology of creativity: perspectives development Psychological journal. - 1994. - S.38-50.
Practical intelligence / sub. ed. R.J. Sternberg. - St. Petersburg: Peter, 2012. - 272 S.
Problems preschool game: psychological and pedagogical aspect. / Ed. N. N. Podyakova, N. Ya. Mikhailenko. - M., 2011.
Psychological dictionary, / Ed. V. V. Davydova, A. V. Zaporozhets, B. F. Lomov and others; Scientific – research. Institute of General and Pedagogical psychology. Acad. Ped. sciences of the USSR. – M.: Pedagogy, 1983. - 448 p., ill.
Psychology and pedagogy of play for preschoolers. / Ed. A. V. Zaporozhets, A. P. Usovoy. - M., 1966.
Pchelkina V. The book is a source of children's creativity. //Doshk. resp. - 2012. - No. 6
Rodari J. Magic fairy tales. – L., 1991.
Rogers, K. Creativity as self-empowerment / K. Rogers // Questions of psychology. - 1990. - No. 2. - pp.41-47.
Rubinstein S. L. Fundamentals of general psychology. Ed. 2nd. - M, 1996.
Manual games of children in preschool institutions: (from work experience) / Comp. E. N. Tveritina, L. S. Barsukova; Ed. M.A. Vasilyeva. –M.: Enlightenment, 2006. - 112 p. nine0003
Savenkov L.I. Children's giftedness in cognitive sphere.//Doshk. resp.- 2008. - No. 5-6.
Sinitsina E. Smart activities. - M., 2010.
Sukhomlinsky V. A. Izbr. Ped. op. - M. , 1979. - T. I. - P.104.
tunic HER. Modified creative tests Williams. - St. Petersburg: Rech, 2013. - 98 p.
Uruntaeva G. A. Diagnostics of psychological features of a preschooler: Practicum. - M., 2012.
Usova A.P.K the question of the characteristics of creative children's games and the rules for managing them //Scientific notes of LGPI im. Herzen. - L., 1997. - T. 56.
Flerina E. A, Aesthetic education of a preschooler. - M., 1991. - P.140.
Khazratova N. B. The challenge of measuring creativity children 3-5 years of age. //Individuality and abilities. - M. 2012. - S.93-114, Applications (p.114-117).
Artistic creativity and the child./Under. ed. N. A. Vetlugina. -M., 1992.
Chernov A.V. The role of creative play in the development of moral relationships in children. - Rostov-on-Don, 1992.
Shcheblanova E.N., Why define giftedness schoolchildren? // A gifted child. - 2012. - No. 2. - P. 32 - 46.
Elkonin D. B. Game and mental development of the child - preschooler // Proceedings of the All-Russian conferences on early childhood education. - M., 1989.
Elkonin D. B. The psychology of the game. – M., 1998.
Elkonin D. B. Basic questions of the theory of children's play./ In: psychology and pedagogy of play preschooler. - M., 1996.
Elkonin D. B. Psychological issues of preschool games./ On Sat. Questions of child psychology preschool age. - M., 1988.
Yuzbekova E.A. Steps of creativity./Place of play in intellectual development of a preschooler.- M., LINKA-PRESS, 2013. - 128 p.
Cattell J. McK. Uber die zeit der erkennund und bennenund yon, bildern und farben Philosophische Student, 2.
Learn more
- Letter recognition activities for preschoolers
- Recognizing alphabets games
- Preschool letter review activities
- Teach kindergarten sight words
- Easy short story for child
- Vocabulary child development
- How to teach sight words in kindergarten
- Teaching about emotions
- Capital and lowercase letters
- Reading level for a first grader
- Kindergarten lessons for reading