Although high school students have history classes to learn about historical facts, learning it through literature gives students a new perspective on what has already been taught in a previous class. As said by Nancy Methelis, “The history books will give us facts, which we are told are true, but we know they are chosen for the particular text. It generally doesn’t connect in the same emotional way that a fictional work does” (Methelis). Reading Huck Finn gives students a greater understanding of how life was back when slavery was still accepted and common. Its historical accuracy makes it an essential book to be read and discussed in the classroom.
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). Since young children cannot read on their own, teachers can use the pictures and words in concept books to help the children make a connection that words usually have meaning and can represent something specific like shapes, colors, letters, and numbers. Good concept books should have an enjoyable story that encourages children to have a conversation about it. The pictures should be well illustrated with pictures that represent the words being read to them and the topic should be interactive and engaging for children to follow along. Not all concept books are
Running Head: CHILDREN'S LITERATURE IN A PLURALISTIC SOCIETY Children's Literature in a Pluralistic Society University of Phoenix Children's Literature in a Pluralistic Society One benefit to reading and listening to books is they can stretch the attention spans of children. Children’s literature has not always been so extensive and colorful as it is today. At the beginning children’s books read like instruction manuals rather than escapism or a fun educational tool. Even though Children's literature can misconstrue a Childs point of view, Children’s literature is needed to ensure a future because each milestone of children’s literature develops social functions within a pluralistic society. There are five specific key milestones/events/developments of children’s literature that includes social functions within the trends.
Positive interactions from parents such as questioning, elaborating on word meanings and identifying specific letters, are of great benefit to children. By providing an encouraging environment and interacting positively during book reading, children will be more interested and view reading as a pleasurable experience. As children get older, and are able to start reading by themselves, the above practices should not be forgotten. Rather, different methods should be implemented in order to keep children interested in reading, to expand their knowledge, vocabulary and comprehension and to perhaps give them exposure to books they are not ready to read themselves. As literacy in the early years of schooling is vital for continued school success, the influence a parent’s contribution can have through at-home family literacy practices is
A teen should not have to face depression at such a young age. Then again, by becoming more independent learners through homework, the average students will demonstration an improvement in their grades. Students that habitually do their homework can expect to have greater test scores and also higher class grades. This is because students are taking time to develop their understanding of skills and concepts through practice and self-understanding. As you can see, there are pros and cons about homework.
In this paper, I shall critically review an article, entitled ' Thinking the Textbook in the ESL/EFL classroom by Wang Wen-Cheng, Lin Chien-Hung and Lee Chung-Chieh.' I shall also shed a light on the issues that have been argued in the article. Additionally, I will take down some notes about the subject matter of the article from my point of view, and after I pick out the issues of the article, I will add my concern about it and how is related to me and to my students in the process of teaching English in the classroom. The authors in the article have argued that textbooks are crucially significant in the process of teaching in the classroom since it provides novice teachers with guidance in the course and it also guarantees the structure, consistency, and coherent progress in the class. They have also presented that textbooks happen learners' needs of having something to work from and use it for homework for further study.
After calculating the readability of the book I chose for this class I was happy to learn that it falls right into my targeted grade and age level. Even thought the Fry’s method confirmed what I thought I already knew it is nice to have my feeling validated by sound data. Without a method like Fry’s we as educators have to use eight factors listed in Ryder and Graves to determine readability. At first glance I didn’t think the content of the book would appeal too many of my students. It is about a boy in pre-modern times in search of his treasure, he is following his dream and won’t let obstacles stop
Number four was to restate the historical background. Number five was to choose the document you will use in your essay and number six was to write your essay. I thought that these were very good rules for the students to follow and will be very helpful when they take the state test. The next lesson was the social studies lesson. Mrs. Boyhan told the students to take out their Buckle Down Social Studies books.
I enjoyed this course because it helped me to identify several races. I think that this type of course needs to be taught the younger generation in grammar ages. The students are taught how to read and write, calculate mathematical equations and learn about our history. However, not much is taught in the form of teaching them about equality and to destroy prejudicial indifferences. This type of course, should also continue in junior high as well as high school.
What is another name for an Emperor? The age group that I think this story is aimed at is year 4’s (age group 6/7) as this would help the students with their understanding of the English language. This will help the students build up their grammar, sentence structure, reading skills, and handwriting and how to write sentences. As an EAL teacher who works with 11 to 16 year olds, I would use this story once the students had grasped the basic English language. Guided reading would help build up confidence in the students learning English.