Teaching students to read and learning to read is an intricate task. Most children enter school with a considerable amount of competence in their spoken language but have little knowledge of how to read and write. There are many diverse approaches used to teach language and literacy skills and a lot of debate has arisen on how to best teach beginning reading. Some educators advocate for a phonics based approach, while others support a whole language approach. This paper will briefly look at these two different approaches, discuss some options on how best to deliver an effective reading program, and review a commercial reading program, in this case, Jolly Phonics, and its usefulness in promoting phonological awareness.
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. In writing, the communication happens when the writer clearly presents his thoughts and ideas to the reader. Furthermore, I believe that Tier II literacy instruction needs to be centered on the individual needs of the students who need this extra attention. I believe that it is most important for the teacher to have keen observation and assessment skills. This is so the teacher can identify and then teach in what Vygotsky calls The Zone of Proximal Development.
Narrative Text Narrative text are stories that tell “what happened, who did what to whom and why.” (Dymock, p.161, 2007) Research has showed that narrative text is usually easier to understand when the text is well organized using a story grammar. Story grammars are “an attempt to construct a set of rules that can generate a structure for any story.”(Dymock, p.161, 2007) Story grammars help with identifying parts of a story and how the parts come together to form a well-constructed story. Story grammars are specifically helpful for teachers because they help them teach narrative text structure awareness. Story grammars provide “teachers with an organizational framework to enhance children’s interactions with stories.” (Dymock, p.162, 2007) Teachers can use story grammars to help them get away from general story structure like the beginning, middle and ending of a story to more specific structure such as that stories have characters, theme and plot. A good example of teaching specific structure of narrative text for students is letting them use a story map.
Students will be required to study the text and to develop the ability to prepare and construct a response to the text, using appropriate language in their discussion. Students should be able to identify and discuss key aspects of the set text, including how the writer constructs meaning and the ways in which social and cultural values are conveyed. Area of Study 2 Creating and presenting Students will be expected to read a range of texts relevant to the theme ‘Conflict’, including the play ‘The Crucible’, songs of Paul Kelly and the film, ’Kite Runner’. Drawing on the knowledge gained from these texts, they will create written texts. Area of Study 3 Using language to persuade The focus of this area is on the use of language in the presentation of a point of view.
What strategies can you use to help communicate with individuals who do not speak English? Illustrate your response with examples and supporting evidence from your textbook. (SLOs 4, 8) Answer: Culture and language can have a huge impact on the development of one’s speech. This is all a part of understanding the audience that is going to be listening to your presentation. I know from experience that jargon can sometimes be very hard to understand if one is not accustomed to it.
Using reading comprehension techniques will help me better understand what I have read. I plan to use the following strategies: (http://www2.scholastic.com/browse/article.jsp?id=4465 ) Activate prior knowledge, and connect the applicable prior experiences to the reading (if students don't have the requisite background knowledge about a topic, they will be unable to
The opposite learning styles, involving listening and verbal skills, are more difficult for me. I would much rather learn how something works by using it than by listening to someone tell me how it works. When any of my teachers stand in front of the classroom and just reads form the text book. This type of teaching is my kryptonite, the words just pass right through me. To help me my learning process in class's like that i need to recreate the lectured material using my own visual tools and adapt my teacher's preferred teaching methods to my preferred learning styles.
Phonological awareness is one of the most important education concepts of this decade. Teachers are talking about it, parents are trying to understand it, and publishers of early reading materials are trying to include it. Yet, it is a concept that is easily misunderstood. Some confuse it with phonics; others consider it a part of general print awareness. It is neither of these things.
What is reading rhetorically? When you read rhetorically “you engage in this kind of reading, you look for the rhetorical strategies of the writer -- the patterns, structures, figures, & methods that a writer uses in order to make her/his point. This kind of reading can, in turn, help you to strategize your own approach to creating effective texts for particular audiences and purposes” (Malea Powell 1) Thorough out this semester we have reviewed several rhetorical readings. Although in the beginning, I never quite understood what the author was truly trying to say, but now I do. Understanding this form of reading can be very helpful in my future education.
Eng-101-001 What I Expect To Get Out Of Eng-101 Some of my expectations heading into ENG-101 are to learn how to begin writing a paper. I usually know what it is that I want to say, but I always find it difficult to locate that one particular sentence to begin my paper. Once I have the beginning, I feel better about putting my words together on paper. I also expect to learn how to organize my ideas and thoughts, and work on constructing my individual ‘voice’ on paper so it flows and makes sense to those who will be reading the paper. I have limited writing experience; my career paths have not required me to utilize my writing skills (or lack of).