I agree that content area teachers should be responsible for teaching skills students need in order to use subjects’ texts. These teachers are prepared and know how to use their content area texts. They have the necessary skills to teach the students how to learn and apply the information they learn. For example, content area texts have comprehension aids, charts, graphs, diagrams, pictures, summaries that relate directly to the topic. Along with these aids, content area teachers use strategies that help organize relevant information and they help students how to elaborate and apply that information. Because content area teachers use subject related material they are the best ones and should be responsible to teach students the skills they need in order to use the texts. I agree that students have some say in the literature they read in all content areas. If the students are allowed to have an input, their interests are sparked and they may start reading and develop their literacy skills, which otherwise may not happen. Through this “privilege” students are able to make connections to their lives and interests. For example, those students who do not like or enjoy math, may become more interested in math when …show more content…
Some students do not have access at home to books, magazines, newspapers and by providing the time and resources in schools, students start reading. In addition, students will see their teachers and their classmates read. At the same time, they are free to choose what they read without the pressure of getting a grade, doing a book report or answering questions. Students need and want a break from the regular school schedule. Having a time for voluntary reading not only gives the break they need, but also proved them with an excellent use of the time they are in
On October 10th, 2017 at Springhurst Elementary School, I conducted a “Reading Interest Survey” and the “Elementary Reading Attitude Survey.” These surveys were conducted on a 1st grade student, Jax, to determine what his feelings are towards reading in different settings, what genres he prefers to read, and interests. It was found that Jax doesn’t mind reading, but prefers a few different topics. This was evident through his raw score of 30 on recreational reading, and a raw score of 31 on academic reading.
With such high numbers of adolescents falling below basic in reading, illiteracy is a battle that must be fought head on. The largest dilemma with the struggle is the number of variations that cause adolescents to become reluctant, unmotivated or struggling readers. Fortunately, a large number of strategies exist to encourage and strengthen readers of all ages, proving that adolescence is not a time to give up on faltering students. Rather, it is a time to evaluate and intervene in an effort to turn a reluctant reader into an avid one (or near enough). Ultimately, educators must learn to properly assess a student’s strengths and weaknesses (Curtis, 2009) and pair them with the proper intervention techniques. If one method does not work, countless others exist to take its place.
In no way do I believe that the students dictate what is done, but I feel that they should have a voice in what and how they learn. Quality explicit instruction combined with the opportunities to explore, create, and share literacy activities is the foundation of my classroom. I have gained an understanding that each student can obtain the skills necessary to improve their own reading and
Summer reading should not be assigned because it does not do what it was intended to do. All summer reading does is bore children, make them worry about the grade more than learning the material itself, which takes away time from other activities. Both articles agree that in order for a student to succeed, they need breaks, not more work. But as of now, parents want their child to get the hundred on a test or quiz and beat everyone else. If this continues,
The teaching strategy focuses on the student’s engagement to create reading with meaning. This reading strategy allows students to have more freedom to make their own decisions in what they read and how they read, without the teacher forcing materials upon them. As well, more time is allotted during the school day for students to engage in reading activities, instead of using traditional methods of writing paper and answering questions on a worksheet after reading a book. The Daily Five teaching strategy also strongly develops oral communication skills within students and their peers. By doing so, it creates a sense of community in the classroom that traditional teaching methods did not have. This teaching strategy allows the student to question the material they are reading, which includes their interests, ability to comprehend, and understanding vocabulary. Through the Daily Five teaching strategy, students are also able to find books that interests them, without the teacher giving them group of “leveled” books students may not personally
Literacy is an important issue in education. It is vital that students of all ages demonstrate the skills of reading, writing, and communication. Curriculums across the state of New Jersey as well as through out parts of the United States push for ways of including literacy processes in every content area. Administrators and school officials see written and oral communication as abilities students should utilize in their social studies, science, and mathematics classrooms, not just in language arts, English, and foreign language. In order to expand the literacy of all pupils, school curriculums now include journals, essay examinations, timed writing, response questions, and open-ended questions across all subjects. Math teachers must now grade open-ended questions, science students write in journals detailing their experiences in laboratory work, while teachers of United States history lean towards essay tests in contrast to the multiple-choice exams of the past. Essays provide numerous benefits for both students and teachers. They enhance literacy and sharpen writing skills in many ways. For a truly enriched and engaging curriculum, every teacher must include essay and/or open-ended assessments.
Introduction The purpose of the Curriculum for Excellence (CfE) in accordance with Education Scotland is to create successful learners, confident individuals, responsible citizens and effective contributors. How do we help children to become these? The CfE is your answer, with influences from historical pioneers such as; Friedrich Fröbel and Rudolf Steiner and contemporary theories from theorists such as; Tina Bruce and Joan Tough. In this report, we will go into depth and discuss how these pioneers and theorists influenced current practice today through the Curriculum for Excellence.
The Creative Curriculum theories and approaches have been birthed since 1978. In 1978 the author, Diane Trister Dodge, created a foundation based off classroom interest areas. The author wanted to discuss the rationale of providing a setting that will encourage learning and development for all children. In 1988 Teaching Strategies was started as well as the creation of the second edition of Creative Curriculum. The second edition provided more information regarding ways teachers can organize their classroom into interest areas that were effective. The research ideas on philosophy, goals, and objectives for children are learning as well as structural guidelines for teaching and working directly with families. Throughout the
When I was younger, I didn’t like reading much at all. I always questioned my teachers what was the purpose of reading; I never got an answer from either teacher until I was in the seventh grade. Starting junior high school was different from elementary. In seventh grade, we were in our reading class for two hours a day. I asked the teachers why didn’t we have the privilege to stay in our other classes for two hours; I never received an answer from my teachers.
Joseph Addison, the famous poet, once said, “Reading is to the brain what exercise is to the body” (brainyquote). Yet, most people in high school ignore the importance of reading, and the many benefits it has to offer. Over the summer, a majority of high school students turn their backs on any form of reading until the school year. However, this habit results in a loss of comprehension over the summer, among other detriments. Therefore, students should be required to read at least one book during the summer because it helps to maintain comprehension skills, reduce stress, and improve sleep.
While I believe every child is a reader, I do not believe every child will be enthralled with reading all the time. All students have the capability to read and enjoy reading, but just like any other hobby, interest will vary from student to student. The students in my classroom will be encouraged in their reading, be provided with choice, taught how books can take you into another world but, my students will not be forced to read. This paper will illustrate my philosophy of reading through the theories I relate to, the way I want to implement reading and writing curriculum, and the methods I will use motivate my students to read and help them become literate.
Every child deserves a positive, safe, nurturing, and stimulating learning environment where they will grow academically, socially, emotionally, and physically. My role as an educator is to provide my students with this type of environment as well as an education that will help them succeed academically and become life long learners. It is the responsibility of a literacy educator to provide students with this type of environment, but also to provide instruction that will help students become successful readers and writers. There are numerous programs and philosophies about literacy and reading. Through years of experience and research, one begins to develop their own creative approach on teaching these skills. After looking at different programs and seeing the positive and negatives of each, an integrated and balanced approach of literacy seems to be the best way to teach the differing needs of each student.
In class these past few weeks we have learned about four different topics. The topics of that we have learned so far are content area literacy, choosing appropriate texts, knowledge transformation, and learner development. Content area literacy is when teachers use different strategies of teaching different subjects like using one way to teach social studies and complete opposite in writing. I do think that using different strategies to teach different content is necessary, but a teacher cannot just pick a random, different strategies to teach different subjects he or she has to make sure the strategy is appropriate for the content. Douglas Fisher and Nancy Frey (2015) wrote, “Without an understanding of what the text has to offer, who will be reading it, and what the task will be, teachers can be left wondering why a lesson did not work” (p.525).
The aim of education is to prepare students as contributing members in a productive society. The essential core values of knowledge, skills, critical thinking capability, and citizenship help students grow into adults who contribute positively to the community. I believe that education’s focus on teaching content matter leads to the development of well-rounded knowledge and skills in reading, writing, speaking, computing, thinking, science, and the social world in which we live. Specific content knowledge in these disciplines contributes to equity in education. Such knowledge becomes an internal asset for an individual and is priceless. Studen...
Curriculum Differentiation One of the most urgent challenges teachers face today is creating a classroom environment where all students are simultaneously engaged in meaningful activities. Too many times students may either become lost as the teacher continues on with the lesson or the material may not be advanced enough, thus becoming boring for students. The implementation of curriculum differentiation is a sustainable solution to this prevalent dilemma. In some parts of the world, the teacher will come into the classroom, write the title of the lesson on the board, and ask one of the students to read aloud as the rest of the class listens. When the student finishes reading, the lesson is considered to be taught.