( Part A ) : Philosophical Statement I believe that the early childhood years are crucial in children’s language and literacy development because children’s success in school and later in life is to a great extent will dependent upon their ability to read and write. I believe in integrating language and literacy development in the curriculum by investigating real topics or events that are meaningful to children to make the curriculum intellectually engaging (Neuman, 1998). I believe in providing a positive and nurturing relationship to the children so that they can model reading and writing behaviors, engage in responsive conversations, and foster their interests in learning to read and write (Slegers, 1996). I insist on providing
I believe that teaching reading and writing begins with helping children want the life of a reader and writer. In order to accomplish this goal of developing lifelong readers and writers, I believe it is my responsibility to keep learning about proven research-based literacy programs. I believe that even in Tier I literacy instruction the teacher has the responsibility to differentiate instruction so that the vast array of learning styles and abilities present in the classroom will be nurtured. I believe that the most important part of literacy instruction, whether it be reading or writing, is communication. In reading, the communication is accomplished with strong comprehension skills that involve active participation of the reader as he interacts with the author to create meaning for himself.
I think the aim of literacy is to teach children/young people the ability to understand the English language both verbally and non-verbally. Children/young people should be encouraged to explore the way the English language works for example through phonics for vocabulary, reading, writing and spelling, this will help children and young people to have the knowledge to be able to read, write and spell with confidence. Children and young people will be able to expand their vocabulary through holding literacy skills. Being a secondary school the school has an English department that teaches literacy to student from year 7 (key stage 3) through to year 13 (A level), students have 3 hours of English a week up to the end of their GSCS’s, A level English students would have 5 hours a week. We also have core studies, which are run by HLTA in the learning support department.
English & Language Arts common Core Sate Standards: A Reflection of Key Concepts Significant for Teaching Elementary Language Arts and Literacy Jessica Bribiesca Brandman University Introduction The Common Core State Standards (CCSS) for English Language Arts (ELA) and Literacy are significant to teachers who are preparing to teach elementary school for many reasons. Three strategies to use with the CCSS are outlined in this reflective paper. First, the ELA and Literacy standards aide teachers in setting high standards with clear goals so the teachers can produce a deeper instruction. Second, using text based evidence in ELA and Literacy guides students so they can understand what they are reading by referring back to the
Is the knowledge credible and reliable to the student who is utilizing it? It would be most effective for students if a post-secondary information literacy component was one of many in a long program of instruction starting in primary school. The need for learning approaches that emphasize synthesis, and the central role of information in developing discipline-specific intellectual frameworks make the teaching of information literacy (Russell,
(2013). Pro & con.Congressional Digest, 92(10), 18-31. Retrieved from http://eds.b.ebscohost.com.library.gcu.edu:2048/ ehost/ pdfviewer/pdfviewer?sid=91f3e11a-5437-4cdd-9fda-435473d8f 9f7@sessionmgr115&vid=4&hid=102 Kulow, M. (2013). Beyond the paycheck fairness act: Mandatory wage disclosures laws-a necessary tool for closing residual gender wage gap. Harvard Journal of Legislation, 50(2), 385-435.
Jorge del Risco #2 ENG 102 Alsafar 4 March 2013 Literature Through Education? Education is the process of receiving or giving systematic instruction and being informed and later having that power and applying it. In order to teach and give an education to children and adults, one must consider the books or literature works he or she is using and see if they are sources in which the audience can learn optimally from. Among many of knowledge rich books or works of literature ,“Letter from a Birmingham Jail" by Dr. Martin Luther King Jr, and the play A Raisin In The Sun by Lorraine Hansberry exhibit the theme of human value and respect . This lesson is essential and important to teach not only children but also adults becasue they will learn, how the African American society was disrespected and treated in the 1950's, what a just and unjust law is, and how
Therefore, it is imperative that in the learning process, individuals are well equipped with the appropriate learning preference in order to allow more efficiency and help eliminate exhaustion of needed time for learning. The V.A.R.K analysis tool is ideal in identifying learning styles and will equip the student with the necessary strategies to gain success in academics. After participating in the V.A.R.K, I come to agree with the results of my learning style as a ‘Read-Write Learner’. In the age of internet, text messaging, and e-college, I consider my strength in learn at best when I have a hardcopy textbook in hand. Throughout elementary, high school and even college, learning by investing hours reading a textbook, dictionary, handouts, magazines allows my mind to imagine and explore the topic of study as opposed to the convenience of a web-browser.
Children are seen as emergent readers and writers, who bring to school with them a whole variety of skills and knowledge with which the teacher can work with. As language and literacy (or English) teachers, it is up to us to analyse and asses the needs of children according to; theories of development (Piaget, Vygotsky, Wilkinson, Luke & Freebody), developmental practices (socio-cultural), prior knowledge (grammar, punctuation, orthography, text-types), establish their skills base (reading [invented spelling], writing) to help determine what phase children are in according to their stage of development, what there ZPD’s are, and thus establish a teaching strategy to help scaffold their learning, giving them the skills to enter society as literate adults, as summed up by Gardner (Gardner & Brockman, 2000): ‘I want people at the end of their education to understand the world in ways that they couldn’t have understood it before their