How to Activate Prior Knowledge Prior knowledge refers to all of the readers’ experience throughout their lives, including all of information they have learned elsewhere. This knowledge is one of the reading strategies which are very effective for being used in reading comprehension. Furthermore prior knowledge is the most important aspect of the reading experience because it will help students in understanding and remembering what have students read by activating their background knowledge. There are three steps in activating prior knowledge those are pre teaching vocabulary, providing background knowledge and creating opportunities for students to continue building background knowledge. The first step is pre teaching vocabulary in which teacher needs to introduce and review new vocabularies that relate to stories or information they are going to read.
The government plays an important role in developing literacy programs and evaluating the best practices to adopt in schools to ensure that the literacy skills are gained by the children studying. The programs involve all the members of the family and servers individuals at all stages of ages. The processes of literary development involve a process which starts with mistakes but later comes out with perfection as one advance in life and training. The parents should act as an example for their children and guide them in their elementary schools to develop their literacy skills. The teachers help the children develop their skills while in their schools.
According to Spandel (2009) it is a vision, a way students and teachers can think and talk about writing. Writing is different from other school subjects. In other school subjects students are suppose to study the same things and many times come up with the same solution. However in writing everyone’s response is suppose to be unique. The only way that this can be accomplished is if students make different choices when they write, choices about the topics they pick, the words they use, details they include and different beginning and ending strategies.
When we watch the videos the teachers were thinking out loud and discussing the little voice in her head that tells her things while she is reading, like “oh I have no idea what I just read” or “hum I wonder who this person is?” or “wow that’s neat!”. The students were able to connect with her and start thinking about reading and listening to the voice inside their head they then wrote or discussed with a peer what they thought about the reading passage. A literacy activity I could do in my classroom would be a think aloud. I could explain exactly what I am thinking while reading a passage, then have the students read another passage and practice talking about what they read and where thinking to a peer. I could also incorporate highlighters or underlining strategies to incorporate note taking and thinking while reading into this lesson.
It will be assumed that you have read the text and have some introductory knowledge of the work to be covered each lesson; failure to do so may affect your progress in class. Your teacher will then teach you the concepts and show you how to do the examples in the workbook thus ensuring you have exemplars when completing additional questions from the workbook and texts. Your teacher also has all the worked answers to the additional questions in this workbook and you must check your answers when you
If you are reading for a class assignment retention is a necessity. It will help you in your class seminars, discussion boards, projects and exams. III. Formulate a plan A. If you only need basic understanding of what you have read you can: 1) Skim the reading material 2) Highlight the points you think are important 3) Take notes B.
Torell Wallace Writing is an important, almost vital, part of everyday living. In this paragraph I am going to discuss the importance of writing academically and professionally. Academically writing is vital. As a student writing helps you produce facts, statements, and opinions without getting confused and without confusing your reader or audience. A student can use writing as a learning experience as well; by using the material obtained to ask worthwhile questions, explain details to readers, and get feedback from the material.
The children use their thinking and cognitive skills to become literate. Concept books are a way for teachers to teach their students early literacy skills. One way to use a concept book is by reading to the class and discus what the book is about. Children are able to learn new words that they hear from books and it can help them expand their vocabulary so they can be able to improve their communication skills. Another way to use concept books is to use them to introduce ideas, serve reinforce concepts or to add further information to a topic that children have already explored through direct experience (Giorgis & Glazer, 2009, p. 146).
Benefits of Books in the Early Years By Erin Martin The initial period of learning to read and write for children is an important stage of literacy development. Interactions at home with the family, are where children first experience literacy practices. So, it is important for parents to offer daily support to further enhance the development of literacy. Book reading, writing activity support and enjoyable literacy practices are all key factors in allowing parents to connect with their children’s school in order to better support the child’s reading and writing. Book reading is a fundamental and simple activity that parents and children can enjoy together to enhance the literacy experience.
This will involve time management, reading the right learning materials, putting efforts in studies as well as knowing what teachers expect from you. In studying for this module, I was able to read the necessary and core reading books, by reading through the module guides and reflecting back on each lectures. Cottrell (2003) outlined that reflecting is a natural practice, where we reflect back on an event that we were inspired or uninspired by.