BALANCED LITERACY PAPER A balanced literacy program includes aspects of literature-based instruction as well as phonics. Linda Chen and Eugenia Mora-Flores (2006) say that this approach “recognizes the complexities of the act of learning to read and the need to utilize multiple approaches because children learn differently.” There is no one-size-fit all strategy to teach children how to read and write, instead we need to find out the individual needs of each student and give them several strategies to work with. It is our job as educators to provide our children with meaningful opportunities for reading and writing. Before laying out an instruction outline, we need to define our goal. Every year teachers need to
But at the same time it’s really not fair to compare their performance with your English speaking students. So there is a must need for standard based instruction that pertains to the needs of just ELLs. If we try to hold them to the standards of native English speaking students this could actually hurt their self esteem since they probably would never reach the same goals on the same level. Also it could lead to an ELL being missed diagnosed with a learning disability (LD). This is why there have been some efforts to develop English Language Development (ELD) standards.
Oral language plays a pivotal role. As teachers we give verbal instructions and verbal explanations, so both teachers and students use spoken language to communicate, to discuss ideas and to ask questions. Teachers we cannot assume that learners should already know how to structure a question or the pronunciation of certain words. Teachers support their students’ acquisition of spoken L2 by planning for students to become familiar with the language they need for their classroom learning. While students were orally communicated in L2, I took note of five correct and incorrect samples of students’ spoken language.
The key points are to clearly post, refer to, and review learning objectives and language objectives. Multiple levels of English proficiency are set by standards that the students are monitored by model performance indicators. A student’s native language affects his or her language and academic outcomes by being surrounded by other students who are also ELL with the same English acquisition. Students may utilize their home language more in conversations when speaking to classmates who are from the same home language group (Willoughby, 2009). In speaking to other ELL students whose home language is different, ELL students, use English but due to the students’ limitations in their English proficiency, they expose each other to more broken English I will value the instructional power of a word wall by frequently utilizing, maintaining, and updating it.All too often, secondary educators miss important opportunities to build the literacy skills of all students.
Accelerated Reader Program: Flaws in Implementation and Book Rating I am no stranger to the Accelerated Reader Program. In case you are, Accelerated Reader Program, known simply as AR is a computer program arranges books by reading level and that helps teachers manage and monitor student’s independent reading practice. The student picks a book at his or her determined level and reads it as his or her own pace. When finished, the student takes a short quiz on the computer. Passing the quiz is an indication that your child understood what was read.
Disadvantages - The data collected is not qualitative, whereas the issue at hand really needs a qualitative response. - Difficult to hand out questionnaires to only minority ethnic group pupils without causing some offense. - Teachers and pupils are both going to
Strategies For Constructing Meaning Reading and Writing Strategy #1 K-W-L Technique In this activity the students will think of what they are going to read and their knowledge of the subject before reading. Each student writes on a sheet of paper what he or she wants to learn from the reading. Students read the lesson silently and write what they have learned after they read. Assessment: Students reads & explains their K-W-L chart to the class Strategy #2 Create Graphic Organizers In this activity the teacher should choose the graphic organizer. One very basic and useful organizer is the Venn Diagram.
For this reason, teachers are forced to extract superfluous material from the course. Instead, teachers focus only on specific items from the test. Students are encouraged to memorize facts and bring short responses. In an article published by the FairTest organization this method is called "teaching the test." Teaching the test seems to be conducive to improving test taking skills but real academic progression is not always represented.
Bilingual children: Language, culture and identity clashes. Language choice for individuals who are bilingual is vital to the creation of a personal identity and it is a powerful social tool for cultural transformation. This essay explores the key issues that bilingual children may encounter in prior to school and school settings which includes linguistic and cultural clashes such as how they negotiate between their ethnic and “mainstream” cultures, how these clashes and problems influence their relationship with their families and their identities as a whole and how losing their primary language or learning a second language can affect their educational development. The work of Lily Wong Fillmore (1991), Sapna Vyas (2004) and Roger Barnard (2003) will be explored in this paper to develop an understanding of these 3 key issues and their importance in bilingual education as future educators of children. The first key issue to be examined is how bilingual children are forced to negotiate between their ethnic and “mainstream” cultures by making linguistic adjustments in order to participate in today’s society.
Children actions depend if they see themselves as a good person or if they were neglecting from teachers and parents. Moreover, Piaget’s beliefs about intrinsic motivation and motivation are related to constructivism because they both deal with constructing ideas in our minds in order to learn, he believes that if teachers teach children and just fill student’s heads with details, facts and information’s without really thinking about the students and their experiences, opinion and future learning it will be difficult for students to learn. On the other hand, if teachers encouraging students to love the lesson and to love learning they will be more likely to success in their school and they will feel confident. However, Vygotsky does not agree with Constructivism. He believed that intrinsic motivation did affect children’s motivation, but he believed that extrinsic motivation was more effective in motivating children.