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.
The more they practice and the more teachers and parents instill this in their minds, the better they will become. Perfect practice, makes perfect. Most people would probably have trouble with trying to remember how they learned to read. I would have to say that I am a person who loves to read and I think that is it really an amazing thing. Also, I am someone who is involved in education and research and I think that it is amazing how learning to read is said to be a talent that it potentially impossible.
Daily exposure to stories helps children to learn the structure and style of a story, particularly learning stories off by heart and being read to by a teacher. In turn this will improve their own story and poem writing as the structure and style will become second nature to them. What has been written already on this research topic? The National Strategy ‘Talk for Writing’ is based on this but I don’t feel that it fully engages/enthuses teachers in the importance of daily storytelling or whether it has had a positive impact on Literacy learning in the classroom. 4.
Addressing the enormous achievement gap (Lee & Burkam 2002; NAEP 2004) that differentiates children from low-income circumstances and their more affluent peers, this instruction presumably helps children catch up by teaching about the alphabet and letter sounds and the conventions of print that distinguish print from other representational symbol systems, such as drawing. By attending, reciting, chanting, and reviewing these letters, sounds, and numbers—again and again—this type of instruction supposedly will help these children from low-income homes overcome the devastating effects of poverty on their long-term learning and development. With these key skills in hand, they will be ready to learn alongside their counterparts from more affluent circumstances as they enter the kindergarten doors. We beg to differ. In fact, we argue that this type of instruction may inevitably consign children to a narrow, limited view of reading that is antithetical to their long-term success not only in school but throughout their lifetime.
My Problem When Learning English Studying is important thing in my life. As a student, I always study in order to I can reach my dream in the future. English is important things that must be mastered in the modern world. We can not deny that. If we want to be successful in our study or in our job, we must master it.
There is the constant change in political agenda, theories, new approaches and so social workers must match up these new developments to their own skills in order to keep up with the demands of the job. There are many skills and attributes needed when being committed to lifelong learning within social work such as resilience, reflection, continuous professional development, critical thinking and so on. Rutter’s conclusion (2012, p. 57) supports the view of Cheetham and Chivers (2001, cited in Rutter, 2012, p. 57) that there are dangers of relying on one single approach in regards to learning however this essay seeks to consider two of the skills and attributes needed for effective lifelong learning as a social worker. The first is that of reflection which looks back at ones experiences and situations, identifying what worked and what didn’t. The second is that of critical thinking which moves deeper than the skill of simple reflecting, it goes on to analyse the findings from reflective practice to provide a much deeper level of learning.
This requires the readers to be able to analyse beneath the surface of the text rather than simply accepting and following the author's perspective. Of course critical literacy isn’t an entirely new concept for us. Since a young age our teachers have enforced critical literacy through our learning to give us the ability to question, investigate and challenge the relationships between language, social groups and practices over others. The significance of the ability for us adolescents to be able to become critically literate thinkers is very important. It allows us to become active thinkers and develop the ability to inquire and reflect on the societal concerns, interact and build connectedness with our life choices.
Professor Kamerman ENG 301 28 June 2009 Accelerated Reader Program: Benefit or Detriment Reading is vital to literacy; knowing how to read is necessary and assures success in most fields of work. Reading helps with writing as well; a person who reads more than they play games or watch television will find it much easier to come up with the words necessary to express their thoughts and ideas in writing. Teaching children to read is the beginning to providing them with the tools they need for a successful life, academically and in their careers. The purpose here is to explore the Accelerated Reader/Reading Renaissance (AR/RR) program and discuss whether it truly is beneficial to students by providing them with the opportunity to progress
I really like the idea of the author that there are two kinds of mind-set: fixed mind-set and growth mind-set. However, I don’t agree that it is only educators’ fault that some kids have fixed mind-set. I think that it all starts in the family, way before school. Parents think their kids are special and tell them that they can achieve everything they want. But parents often forget to mention that the key to success is hard work.
English language nowadays, especially in the Philippines, serves as an essential force in bridging barriers in communication of today’s global challenge. Numerous books have been written on the process of learning and the efficiency of learning English. There is a continuous search for strategies to facilitate better learning of the language; factors affecting linguistic competence have also been studied to assess the learners’ needs. In a classroom, there are students who are eager to learn a new topic, while there are those who at the onset of a new lesson, show repulsion in learning a new lesson. The