I believe that every student has the ability to learn how to read in one form or another. I must assess all of my students’ learning styles in order to meet their specific needs in the development of reading. I must also provide them with meaningful instruction and with a variety of rich appropriate books. It is crucial that my students are motivated to learn how to read, and I can do this by providing them with that meaningful instruction and by using books that will hold their interests and attention. It is my job to motivate them to learn how to read, so they will then want to read independently when they start to gather those skills.
One way to pass on specific reading skills is through guided reading groups. This learning activity gives students the opportunity to develop their comprehension, reading fluency, and word recognition, while also providing an effective method of differentiating the curriculum to suit various student reading abilities (Bayetto, 2013). Guided reading programs are not only useful for improving students’ reading abilities, but will also provide useful data for teachers when planning class programs. It needs to be emphasised that running effective guided reading groups is a complex process which requires strong teacher scaffolding and prior knowledge and consideration of students’ abilities (Department for Education and Child Development (DECD),
Literacy coaches also develop curriculum, present valuable professional development to teachers, model lessons and supply material and feedback. Teaching the provided lessons and u... ... middle of paper ... ...with them before they are able to understand the meaning of sentences or other bodies of text. Teachers who believe in the bottom up method also feel that students must obtain other prerequisites such as mastering letter-sound relationships and word identification in order to comprehend any meaning. Where as teachers who believe in the top down method feel that reading for meaning is most important. They feel that students should select material that has meaning to them and that they will enjoy.
The ultimate goal of critical literacy and content literacy is enabling students to be able to analyze and evaluate text. These skills allow students to look for biases in text and evaluate what the author’s purpose is in order to determine their own thoughts on the topic. Understanding critical literacy and content literacy makes it possible to see the theoretical connections between the two. One connection that exist between critical literacy and content area literacy is that learning is an active process and it requires the learner to be engaged and involved with the learning process and material. Another connection is the idea that students can use background knowledge and combine it with what they are learning to gain new knowledge and understanding.
Expository text can be very challenging to young readers, because of the new concepts and new vocabulary. These texts have some structural elements that help guide students through the reading. The ability to identify and analyze these elements in expository texts help students to understand texts more easily and remember it longer. Teaching expository text structure can be difficult and the article gives some good examples on how to achieve it. Being able to read and comprehend is an essential part of our everyday life, so it is very important that all teachers find the best ways to teach it.
Teachers need to provide students with endless amounts of practice experiences in reading to build their fluency rate. This should be done with different genres of texts and different levels. Reading a wide variety of literature help children develop rich vocabularies. Phonemic Awareness is very important part of literacy. Phonemic awareness includes sounds of a word, the breakdown of words into sounds.
Activities for prosody could be for students to read orally and to have students think-aloud as they read. Teachers can also model for students to show expression, phrasing, volume, smoothness, and pace (Rasinki, T. V., & Padak, N. D., 2008). Fluency is important because it allows readers to identify words automatically while utilizing word-identification strategies to decode the unfamiliar words. This allows the reader to spend less time identifying words and more time reading and comprehending the text.
I like to say that children are decisions makers about how to use their skills they have learned in reading I can show them the path but encourage them to make the decision on how to use their knowledge. The skills that would be taught is when they would do read aloud, which helps with the students to perceive meaningful wholes and it helps the experience of what the students are hearing and learning. The students need to set the... ... middle of paper ... ...rt with it being teacher, teacher, teacher, student, during the discussion and then will eventually lead it to teacher, student, student, student, and it would go from there to student, student, student, teacher. Instead of teaching lessons in literacy, we as teachers are more likely to provide models of literacy activities for children by reading it to them first. Practicing encourages students to be aware of what they're doing while they complete reading assignments.
Another approach to teaching reading is balanced literacy which, unlike whole language, “fuses the literature-based approach with some phonological instruction but only on an “as needed” basis” (Walsh, Glaser, Dunne 10). Mixing these two conc... ... middle of paper ... ... the student must understand the difference between an uppercase and lowercase letter and when to use them in different situations. Independent exercises are important in the learning process for children because it makes them feel like they have accomplished something on their own, and they show what the child truly knows. There are many different approaches to teaching language arts to young learners. It is important to understand that every classroom and every child is different.
Knowing when and how to use comprehension strategies helps students understand more of what they are reading and enables them in becoming self-regulated in their learning. Good readers, as Konza (2016, p.164), suggests, monitor their understanding as they absorb new information. Drawing on existing knowledge, they ask themselves questions and pull from a repertoire of comprehension strategies when they have difficulties understanding what they are reading. For a teacher to be effective in a balanced literacy to teaching these strategies, they must know exactly what a balanced approach is and be highly competent in their