Oral Language: The Six Components Of Reading

If I expect both an accurate view of student abilities and a comprehensive running record, it is my duty to practice creating effective questions addressing all levels of comprehension! My final thoughts about children 's reading and learning are about the nuances between students that are so important to note as a teacher. I did a running record for two students and the differences between the students were astounding. One student read without confidence, while the other student, facing a similar situation (uncertainty of words, no previous experience with the book, no knowledge of me) read confidently. I felt obliged to assist the struggling emergent reader, while I felt that the girl, a beginning reader did not need as much assistance from

Strategy Instruction and Rationale: The students will be given an expository text to read on their own. The students will also be given a power mapping graphic organizer to use while reading their text. The students will fill out the power-mapping organizer with the main idea, the subtopics and then the supporting ideas. The students will have to use phrases from the text to make sure that they are utilizing the correct vocabulary. As Gordon says in her lecture, Comprehension Part II, power mapping graphic organizers show the relationship between ideas/ concepts and can be applied in all content areas.

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.

One of the most useful techniques to help student develop writing skill is giving feedback. There are two common types of feedback that teachers usually use when give feedback are: direct feedback and indirect feedback. There are many researchers have conducted to investigate the role of feedback in teaching and learning writing. Being interested in the vital role of feedback in contributing to effective language learning, I have read a number of reports and I found that teacher feedback play an important role in students’ writing improvement. The term “feedback” is not new to us; in fact, a great number of researches have been undertaken and many articles about feedback have been written (e.g.

This way children have time to practice writing and enhance their understanding of letters and sounds. By doing writing activities children are exposed to new vocabulary and spelling. You can play games with children that involve word and letter recognition. It is also important for educators to share stories, books, and songs in their classrooms. It is important for educators to foster a child’s confidence and appreciation for reading and writing.

LDC-5d 3.With prompting and support, students will use books and other media that communicate information to learn about the world by looking at pictures, asking questions, and talking about the information. LDC-9j 4. Students will associate sounds with the letters at the beginning of some words, such as awareness that two words begin with the same letter and the same sound. LDC-12i

What Came First, Reading or Writing? Thinking back upon my education in my early childhood years, school has always been the foundation to the learning process of my reading and writing experience. From learning the letters of the alphabet to actually being able to form sentences and placing my thoughts into words, I have learned the correct usage of reading and writing. But I didn’t understand the different concept of what it means to read and write until my senior year of high school. My AP English teacher taught me what it means to read and analyze work to not just overlook what the author has written.

Hernandez, I don’t understand what the prompt is asking me to do”, “What does this word mean”, “Do i have to do this”. These were some of the responses students addressed to me while taking their diagnostic assessment which consisted of reading a short excerpt and writing an argumentative response. I motivated my students apply effort and made them aware that it was crucial that I evaluated their current skills and use the assessment to guide my teaching. Respectfully, students proceeded to work, and used the entire class period to read and partially complete the response. Walking up and down the aisles, I watched students struggle with grade level material which also meant I certainly had a lot to teach that year.

Due to that I have seen the difference between grade school, high school, and college writing skills. In grade school, children are being taught how the school and teachers want the papers to be written. According to that teachers particular writing style preferences. Thus, not fully allowing students to fully become creative and excited about wanting to do a particular writing assignment. While a student is in high school and in college most of the students have a set foundation of skills about writing styles.

Don’t over think too many things when writing. If you just jot things down in the end when you put everything together it will all make sense. Another piece of advice would be to always ask your English teachers for help whatever you need help with weather with reading or writing. These teachers are paid for helping you become a better reader and writer. I would say that the hardest thing reading to me is poems and plays.