Before children learn to read and write, they must first acquire the ability to speak, listen, watch and understand. “Reading with children from an early age helps them develop a solid foundation for literacy.” Jeanne Chall, leading teacher, writer and researcher viewed the importance of the ‘direct, systematic instruction in reading’ Jeanne Chall’s book, Stages of Literacy Development, investigates the stages of children’s reading skills development and provides methods, for example phonics, in order to effectively encourage the process. The students must master one stage before they can move on to the next. The stages, in brief are: Stage 0 (pre-reading), between the ages of 6 months, or earlier, to 6 years; Stage 1 (initial reading or decoding), between the ages of 6-7 years; Stage 2 (confirmation and fluency), between the ages of 7 and 8; Stage 3 (reading for learning the new), between the ages of 9 and 13; Stage 4 (synthesis of information and applying multiple perspectives and viewpoints), ages between 14 and 18 years; finally, Stage 5 (a worldview, critical literacy in work and society), from 18 years old and onwards .
Students all over the world attend Language Arts. Language Arts allows you to get a idea of what English class will look like in high school. Language Arts class takes the literary concepts you already have and expands them into literary elements. This class will teach you how to write advanced work. You will learn advanced vocabulary terms that will enhance your grammar and education.
I want my students to understand and comprehend the concepts and skills from the activities. For Knowledge & Understanding category of L.T. #1, I will include 1 multiple choice question so that my students will understand the importance of knowing what an illustration is, and why they are important in the text. For L.T. #2, I will give my students 2 true and false questions
Materials: Three Billy Goats Gruff, Story Map Anchor Chart, Pocket Chart with Story Strips, Flip Book Handout (one each student), Scissors, and Colors Objective: After reading the Three Billy Goats Gruff the students will be able to identify and describe what a book is mainly about, and the students will be able to describe the story’s overall structure, including characters, setting, and the beginning, middle, and ending. Explicate Instruction: Explain that the main idea or theme is what the story is about, and that a title, and the pictures of a story can help identify the theme of a story. Show the students a story map by using an anchor chart, and explain that story maps are tools that can help readers verify and understand the setting, characters, sequence of the story, remember information from the story, and determine the main idea of the story. Introduce the students the Three Billy Goats Gruff, and ask them what they know about the story to aid them in activating prior knowledge.
Language and Literacy/Academic Language Reading: I will read La Forma de las Cosas by Dayle Ann Dodds to the students. Students will read the vocabulary words in House Shapes Worksheet. Writing: Students will be asked to label the shapes in their house by writing the first letter of the name of the shape or by writing the name of the shape.
I chunked the text chapters, for assigned reading, to discuss topics and characters at specific and appropriate times. Scaffolding will be utilized to aid students in understanding the development of the text. For example, the class will begin with large group discussions lead by the instructor, slowly as the book advances students will discuss topics/characters with small groups, each student leading a different character, and we will end the unit, with the class discussing the reading lead by the students. The instructor will do limited discussing, letting students share ideas with their peers and building ideas off one another. Finally, all materials that are presented to the class contain an image to direct students’ attention to important details.
Nowadays, there are a number of different types of assessments used in the classroom. Students are quizzed, pre-tested and tested and they are required to write essays, fill in the blanks and answer multiple-choice questions. These assessments are given by teachers as a method of determining whether or not the student has gained mastery over the content that is being taught. Individuals who teach reading operate in the same way. Given that one of the primary goals for teaching students to read is for them to comprehend the materials they read, teachers must devise a method of assessing whether students, in fact, understand what they read.
On the other hand, I also need further information about to give ESL services to students in literacy when they are at the lower WIDA levels as well. I know that this is wandering from the concept of the article with its strategies; conversely, I feel that this is an important distinction to keep in mind as I continue with this
By using graphic organizers, Endacott and Brooks state “when the affective component of historical empathy has been emphasized and examined, students have demonstrated various forms of care for the subjects of their study.” Along with enabling students with historical empathy strategies, the history professional learning community must focus on building literacy skills by using common reading and writing techniques such as close reading and comprehension skills. As a professional development opportunity, the teacher will spend time in the English Department’s learning community to gain relevant reading comprehension strategies. Feedback Once the walk-through document is submitted, teachers receive instant feedback.
In addition, review of the learning objective of the lesson at the beginning of the lesson and repeated /processed by students is necessary. The teacher is required to use the intervention curriculum the way it is written, however, research based strategies may be implemented into the lessons, as one method may not always work for all students. As suggested by Foorman and Torgeson (2001), a balance of instruction between traditional and literature-based instruction is most powerful, including all five components of literacy. Our reading program, Read Well, addresses a balanced instruction.
Point 1: Sociolinguistics (8) 174w When it comes to reading, every student has different experiences in regards to what they are interested in reading. Working with students that are extremely diverse sociocultural theory addresses the importance of incorporate reading that students can relate to culturally. Implementing culturally diverse material, students begin to reflect with the story that they are reading and they are motivated to read because they are becoming part of the story. By implementing different cultures books, they are expanding their knowledge of other cultures that they are not familiar or were never aware. Adapting to students culture is important for a teacher to do, especially when teaching a diverse school because making those personal connections are crucial to building relationship with the students and their community.
Drawing inferences is like “reading between the lines.” Students do this by using their prior knowledge and the information that is provided. Students make inferences without even realizing that’s what they’re doing. For example, when I have read a book I thought well he/she should have ended like this or that, that’s because I drew on inferences and already was thinking of some outcomes of the story. This is a way to make sure all students are understanding, share ideas that some may not have noticed.