Reading aloud motivates students to read and provides many benefits in building vocabulary, learning the reading process in a meaningful context, modeling fluency, and simply practice how to think-aloud. In my preparation for read aloud lesson I first relied on the amount of the text and vocabulary that could possibly be accommodated for the first or second grade. I tried to choose the book that would be interesting and students of that age are able to understand it. The goal of my reading aloud class is to replenish students’ vocabulary and teach them to analyze the text. One of the requirement for read aloud text was the amount of reading.
It includes word meanings, subject-specific vocabulary, figurative language and meanings presented in images (G. Winch, p32 2010)". Children will often use these cues when they are considering ideas, information, and feeling in the text. Semantic information aids them to call on their previous knowledge to read fluently and comprehend the text. When a reader can link a new text to everything
3 (a) Whole language simply means language should be view as a whole word and should be taught as it is. The whole language focuses on the meaning of the word but not phonics-based methods. Reading is by sight of the whole word rather than sounding out of individual letters in the word. The whole language approach believes that it is an innate ability for children to read and through equipping children with good books, it would be more than enough to create fluent and skilled readers (Watson, 1989). Learning of the reading and writing the whole word and phrase should be done in a meaningful context, as children learn by memorizing the words.
It is important for educators to foster a child’s confidence and appreciation for reading and writing. An educator needs to understand how literacy and language are acquired and strengthened throughout the different stage of a child’s development. Educators also need to incorporate print rich environments in their classrooms so children have many opportunities to read and write. References: Christie, J., Enz, B., et. al.
Developing reading skills, they can practice more frequently, starting from what they do, such as reading stories or novels to create a love of reading and learning vocabulary. The development of writing skills they can starts from understanding grammar, part of speech and difference of writing styles. Actually,
All children need instruction; modelling, explaining, and demonstrating are very important teaching activities if children are to learn to read and write. Teaching assistant can model the reading and writing by engaging in them while children observe; reading aloud to children, which provides a model of how reading sounds and how stories go. Reading aloud is a way to model fluent reading. Teaching assistant can discuss books and stories while modelling the thinking process leading to understanding. Teaching assistant talks through the process step-by-step to show the children how things are done, for example, how to make, confirm or change predictions.
Increasing Reading and Literacy Rates with Fluency For students to experience full comprehension of what they are reading they must have obtained the skill of fluency in reading. According to the article, “Assessing Reading Fluency” there are three keys to reading fluency that students must master to have good comprehension they are automaticity, accuracy and prosody. These three keys must connect and build off each other making fluency in reading multidimensional. Accuracy is a reader’s ability to identify words correctly the first time without assistance, automaticity is a reader’s ability to read words without the use of extra resources such as teacher or parent assistance or slowly sounding out words, the ability to use accuracy and automaticity
The teacher incorporates techniques, such as using voice intonations for various characters in the story, thinking aloud, and using hand and facial gestures to captivate the learners’ attention. Readers follow along as the story progresses. Overall, storytelling presents learners with the opportunity to improve their vocabulary, fluency and comprehension. Repeated Reading Strategy Cunningham and Allington (2015) identify repeated reading as an effective way to foster reading fluency. It involves reading a text repeatedly until the learner reads without making errors.
Literacy Literacy is a beneficial acquisition for developing knowledge, gaining information and understanding of how things are and why things happen. According to Dewey, language has always been a medium were culture is transmitted through. Therefore, Literacy is a crucial acquisition one must learn to be self-equipped for science field, technology field, and office field work and many more. Initially, the ability to speak and write is Literacy, not only that but to be able to understand and recognize words and comprehend grammatical knowledge. According to Tyner (1998, p. 61), literacy is the ability to interact with others in the form of speaking, reading, listening and writing.
The Curious Writer had helped me understand learning goals #2 & #3 by providing examples, description and different scenarios to the topic. This allowed me to refresh my memory, of the basic writing process, grammars, and punctuation. Throughout this book it always bring back the two motive for writing which is to communicate and to discover. This book provided me with exercise that are similar to the ones I’m required to do while working on my in class or take home ‘essay. In chapter 1, they quoted that “Critical thinking and making connection between reading and writing is a good way for us to practice our writing by the influence of others”.