“三个R” -- "The Three R's"

“三个R”，这是一个仍在流通的短语，即使它不像以前一样常用。 “三个R：”阅读，写作和算术传统上被理解为每个孩子的教育的基础。每个家长和幼儿教育者的关注应该是如何最好地教他们的孩子，使他们受到挑战，但不淹没。这个教授正确教训顺序的问题被称为“脚手架”。正如一个建筑师使用脚手架来建立连续的层次，每个层次都支持将建在它之上的层次，所以教师也应该教育他们的孩子们的课程，知道他们在孩子们的发展技能。

虽然有些排序很明显，但不是全部。而且无论是否明显，有一个指南来建议创造性和有趣的策略来教这些技能仍然是有帮助的。我想现在创建一系列的博客文章详细介绍一种教学三种方法。这第一篇文章将解读阅读中的前三个步骤。

步骤1：预读

第一步是关注在你的孩子中培养对阅读的热爱。第一个问题是什么时候开始教孩子阅读。有两种方法：早期或晚期起动。早期的初学者可以标记房子里的一切，并使学习阅读在他们的孩子的生活中的优先考虑。迟到的启动者仍然会读给他们的孩子，但不期望他们的孩子直到8岁为止显示兴趣或愿望。这两个极端都可能是有害的。迟到的方法缺乏热情不会激励孩子阅读。同样，早期方法的热情可能会给孩子过度的焦虑和排斥阅读。最好的方法，在所有的事情，是使活动有趣和令人兴奋。因此，准备孩子阅读的第一步是让阅读愉快的经历。

孩子喜欢靠近他们的父母，并感到被爱。让你的孩子坐在你的腿上，而你热爱地阅读一个故事将连接的爱的感觉与阅读的爱。它会灌输这种安全的感觉，卷曲一本好书。给你的孩子坚固的书，厚页，他们可以扔和磨损。使书成为一个播放项目，而不是微妙的，他们不允许触摸。

步骤2：开始

第二步是关于个别声音。你想在开始时简化阅读。不要担心系统地教导每一个阅读元素。你想剥夺阅读的绝对必需品。例如，孩子不需要知道要读的字母表。教他们先听几个基本的话。字母表将来。教他们自己的名字是一个完美的起点。经过每一个语音之后，你可以通过让他们在房子里找到共享相同声音的其他东西来练习这些声音。

例如，如果你的孩子的名字是莉莉，你可以教的声音“l”，然后让你的孩子找到其他有“l”的声音 - 光，腿，嘴唇等。他们写一个“l。 “。不要担心衬纸。保持简单，只是让他们写的基本形状。

你可以发明很多不同的游戏来教每个声音。有一个“一天的声音”，你发现共享相同的声音的东西。当你发出错误的声音时，让你的孩子指出。你可以愚蠢，例如做一个狗的树皮的声音，而不是一个“l”的声音。

步骤3：混合

第三步教如何声音混合在一起形成词。在这个模式中写出这四个字母：

        a

n      t      p


指向“a”，让孩子发音。然后将手指从“a”拖动到“n”并说“an”。让他们说“一个”。用“a”和“t”和“a”和“p”继续。告诉你的孩子，即使“ap”不是一个字，它仍然发出声音。


"The Three R's," it is a phrase that is still in circulation, even if it is not as commonly used as it once was. "The Three R's:" reading, writing, and arithmetic are traditionally understood to be the foundation of every child's education. The concern of every parent and early childhood educator should be how best to teach their children so that they are challenged but not overwhelmed. This question of the right order of lessons to teach is called, "scaffolding." Just as a builder uses scaffolding to build successive layers, each supporting the one that will be built on top of it, so too should teachers mindfully teach their children lessons with an awareness of what skills they are developing in their children.

Although some of the ordering is obvious, not all of it is. And whether it is obvious or not, it is still helpful to have a guide to suggest creative and fun strategies for teaching these skills. I want to now create a series of blog posts detailing an approach to teaching the three r's. This first post will tackle reading the first three out of the five steps in reading.

Step 1: Pre-reading

The first step is concerned with fostering a love of reading in your child. The first question is when to begin teaching children to read. There are two approaches: early or late starters. Early starters may label everything in the house and make learning to read a constant priority in their child's life. Late starters will still read to their children, but not expect their child to show an interest or desire until as late as 8 years of age. Both of these extremes can be harmful. The late approach's lack of enthusiasm will not motivate a child to read. Likewise, the zealousness of the early approach may give children an excessive anxiety and repulsion to reading. The best approach, as in all things, is to make the activity fun and exciting. The first step in preparing your child to read is therefore to make reading an enjoyable experience.

Children like to be near their parents and feel loved. Having your child sit on your lap while you lovingly read a story will connect the sense of being loved with the love of reading. It will instill that secure feeling of curling up with a good book. Give your child sturdy books with thick pages that they can throw around and scuff up. Make books a play item and not something delicate that they are not allowed to touch.

Step 2: Beginning

Step two is concerned with individual sounds. You want to simplify reading in the beginning. Don't worry about systematically teaching every element of reading. You want to strip reading down to the absolute essentials. For example, a child does not need to know the alphabet to read. Teach them the sound of a few basic words first. The alphabet will come later. Teaching them their own name is the perfect place to start. After going through each phonetic sound you can practice these sounds by having them find other things in the house that share the same sounds.

For example, if your child's name is Lily you can teach the sound "l" first and then have your child find other things that have an "l" sound--light, leg, lip, etc. Have them write an "l." Don't worry about lined paper yet. Keep it simple, just have them write the basic shape.

You can invent a lot of different games to teach each sound. Have a "sound of the day" where you find things that share the same sound. Have your child point out when you are making the wrong sound. You can be silly, such as making a dog bark sound instead of an "l" sound.

Step 3: Blending

Step three teaches how sounds blend together to form words. Write out these four letters in this pattern:

       a

n     t     p


Point at the "a" and have the child pronounce it. Then drag your finger from the "a" to the "n" and say "an." Have them say "an." Continue this with "a" and "t" and "a" and "p." Tell your child that even though "ap" is not a word it still makes a sound.