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.
Promoting Literacy and Comprehension The ways of traditional teaching are a thing of the past. In today’s classrooms teachers are working hard to find new and exciting ways to engage the students, promote learning, comprehension and writing. However, even with the stimulating activities and lessons students will continue to ask the same question, “Why do I have to learn this? When will this ever be a part of real life?” Teachers must be prepared to explain to their students exactly how math, reading, science, and history will all be a used outside of a classroom setting and in the real world. For example, teachers should shine light on how studying algebra actually develops stronger problem solving skills and leads students into a deeper level of thinking.
Young children from three to five years of age use their hands to investigate and learn about the environment and themselves. Pre-writing skills are essential for a child to be able to develop the ability to hold and move a pencil easily and successfully and therefore produce readable writing. When these skills are underdeveloped it can lead to prevention and fight due to the child not being able to produce legible writing or keep up in class due to fatigue. This can then result in poor self-esteem and academic performance. It also important because writing in the early years’ service is important because it allows for the integration of emergent literacy and language skills.
He says that much of this difficulty can be attributed to professors and the way that writing is taught to students, especially individuals who are newly entering the college setting (11). According to Bartholomae, students struggle with adapting to academic discourse and using the commonplaces of the discourse because they must be able to place themselves within the discourse rather than just imitating it, which is a hard thing to learn and an even harder thing to put into practice when most students have no previous experience with the discourse of academics
• Teachers need to regularly and systematically use multiple indicators to assess and monitor children’s progress in reading and writing. The research-based statement stresses that for children to become skilled readers, they need to develop a rich language and conceptual knowledge base, a broad and deep vocabulary, and verbal reasoning abilities to understand messages conveyed through print. At the same time, it recognizes that children also must develop code-related skills: an understanding that spoken words are composed of smaller elements of speech (phonological awareness), the idea that letters represent these sounds (the alphabetic principle), and the knowledge that there are systematic correspondences between sounds and spellings. But to attain a high level of skill, young children need many opportunities to develop these strands interactively, not in isolation. Meaning, not sounds or letters, drives children’s earliest experiences with print.
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
Journal 1 My goals for this course are for me to learn how to be a better writer. I also want to learn how to understand the fundamentals of writing. As a student I must learn how to generate ideas and figure out ways to begin my writing. By reading those two books that I have been assigned to I can learn a lot of new ways to write in the course. Technical writing, business communication, sales and promotions all of these things are integrated into almost any industry.
Recognizing and honoring these differences through “varied approaches to content, process, and product” is the purposeful way a teacher can create a differentiated classroom (Tomlinson, 2001, p. 7). As students interact with content, process it and create products, teachers need to track progress and grade student work. This paper is a review of literature and reflection on grading in a differentiated classroom. Summaries of Literature Fair Isn’t Always Equal: Assessing and Grading in the Differentiated Classroom
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.
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