Chris Street wrote an original research article, “Expository Text and Middle School Students: Some Lessons Learned”, and tells us that middle school students face difficulty reading expository texts because they were not taught how to read in this fashion while in elementary school. While in elementary school, they read short novels and chapter books, whereas, in middle school they are expected to read content area text. According to this article, teachers can help their middle school students overcome reading deficiencies by developing a student’s former knowledge on a subject before reading it. Street provides very good strategies on how to engage students with expository text, which consists of: before reading, during reading, and after reading. Before reading strategies include developing
Before the new standards took effect, instruction focused more on quantity. If the student's didn't hear or understand the information taught to them the teacher would move forward in instruction. Not only were goals not being met, in most cases goals and standards were not being set for students. Now with the CCSS in ELA and Literacy, teachers can pause, deepen and apply quality eduction to their students. For example reading one on one and assessing students at their own reading level and providing them with literature for that level and tracking for
Actively encourage and support learners in becoming independent. Will lead learning “guided” groups, modelling concepts and language that the adult leading the learning has used. Will alter an activity or change the apparatus if an activity does not meet the learners needs to enable them to achieve or exceed the expected outcome. Are acutely aware of learners capabilities/prior learning/understanding and plan very effectively to build on these. The areas that I have assessed as “good” and therefore need improving are: Enable learners to access resources appropriately – I feel that I need to make more time to be able to show the children how they can get the best from the resources that they have available to them.
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. This is especially true in
Reading intervention can improve a student’s reading skills as well as identify other remedial problems that may be prevalent. Several studies that consisted of different students from all kinds of racial, ethnic, and educational levels was conducted with one group of students who did not participate in the intervention program versus those who had low reading skill and did participate in the reading intervention program. The findings of these surveys were quite tremendous. Test scores were lowered for those who did not receive any assistance and for those who did their scores
Donald Bear, Marcia Invernizzi, Shane Templeton, and Francine Johnston (2008) explain that there are two purposes for word studies. First is to help students develop a general knowledge of English spellings. Second, word study increases their specific knowledge of the spelling and meanings of words. Word studies are developmental because teachers must differentiate instruction for different levels of word knowledge (Bear et. Al, 2008).
These new realizations have been converted into the classrooms to better educate students. The correlation between cognition and learning is reliant, and learning cannot occur without the thought processes such as memory. Behaviors such as language cannot occur without the process of learning. References Huitt, W., & Hummel, J. (1997).
I feel it is important to take into account the personalities of the children, as learning may be inhibited if one child is particularly domineering or intimidating. It is also necessary to look at the subject being taught and be flexible in the grouping of children. I personally feel that for subjects such as Literacy and Numeracy, where there is pressure for academic success the children should be split into ability groups. I feel by working in ability groups, the children are still able to support each other and there is still a hint of Vygotsky’s ZPD theory being practised, as there is still a range of abilities within an ability group and the more able of one particular ability group, can support the others in the group. It is important to remember that no one child is the same as another, even if they are classified as being of similar ability.
Questions for Discussion 1. I do not think this is generally the case for everyone, for many children are influenced by their parents since an early age—well before high school—to nurture a love for reading. 2. She means that the experiences of a teenager are very limited compared to the experiences offered by an ageless book, and I agree with her because by exploring the scope of those experiences—instead of the student’s—teachers could broaden their intellectual horizons more than they are now. 3.
Their fellow students don’t see them using a wheelchair or crutches but notice that they get very low grades. The student with the learning disability is not lazy or dumb; in fact, they are just as smart as everyone else. It is their brain that is wired differently and that affects how they receive and process information. They may struggle with reading out loud, math problems or writing an essay. They try and try but their learning disability changes the way they learn and special lesson plans need to be tailored to accommodate their unique learning styles.