As the guidance which comes with the Primary National Strategy framework states, schools “put in place a systematic, discrete programme as the key means for teaching high-quality phonic work” (DfES & PNS, 2006, p. 7). By teaching children to decode it helps them to develop their early reading and sets them up with skills to tackle almost any unknown word. There are many programmes which school choose to follow such as the government provided ‘Letters and Sounds’ or other schemes such as ‘Jolly Phonics’ or ‘Read Write Inc.’. Though there are many different companies’ schools can choose to follow the breakdown of how phonics should be taught is the same in all: phonics should prepare children to be able to decode any word they come across and teach itself in a multisensory way, one that interests the children and helps them to learn.
(Department of Education, Science, and Training, 2005). Effective reading instruction occurs when a child successfully learns to read fluently, confidently, with full comprehension of meaning and context. A teacher should understand the developmental aspects of how a child learns to read, but also how to engage a modern day child with rich, authentic texts that motivates them and connects to their social backgrounds. An educator should incorporate curriculum and also be open to choose, adapt, and structure approaches using techniques that best fit their teaching styles and situations. Approaching literacy with a balanced approach of both meaning and skill orientated methods, supports a child’s phonological awareness development and comprehension skills, and supports the elements that surround these components.
Explicit instruction is specifically ... ... middle of paper ... ... ideas, and keeping all information easily organized for students. Monitor the cognitive progress by creating accurate duration times for activities, making sure students are on track, and keeping an eye open for the need to backtrack, revise meaning, analyzing information and delving deeper into the material in order to help students more accurately understand. Evaluate by reviewing material, asking students questions, and analyzing assessments to be sure of student accomplishment. According to Moore-Harris (2005) English language learners that are still learning the English level at an academic level benefit greatly by integrating vocabulary and grammatical ideas while concurrently building on mathematical concepts by using lessons intefrated with concrete objects, manipulative, graphics, and activities that can be hands on to help visually reinforce learning.
At this level readers identify the big ideas, sequence details, notice similarities as well as differences, and identify explicitly stated reasons. The highest level is evaluative and at this level readers integrate their own knowledge with the information presented in the text. Fluency is the ability to read a text accurately, quickly, and with expression (“Fluency”, 2013, para. 1). Fluency is important because it provides a bridge between word recognition and comprehension.
1. Teaching Systematic Synthetic Phonics in Primary Schools by Wendy Jollifee, David Waugh, and Angela Carass- The book focuses on numerous phonics strategies in teaching reading and writing. It supports phonic instructions in the course of several examples and mini lessons. 2. Phonics First-Grade K-1 by Jean Wolff- Phonics first provides excellent activities that support practice for primary students.
The National Curriculum influences how pupils are taught in schools. The school curriculum draws from National Curriculum to develop its curriculum to meet individual learning needs of all pupils. “The four main purposes of the British National Curriculum seek: To establish an entitlement, establish standards, promote continuity and coherence, lastly to promote public understanding” Looking at teaching English in key stage 1, speaking and listening, reading and writing go hand in hand. “Most children try out ideas in talk long before they are able to try to pin them down in writing. Reading aloud helps children to become familiar with the cadences and uses of English.
All students begin school with different levels of literacy development; English-speaking natives have obtained oral language proficiency in English which helps t... ... middle of paper ... ...gies that can be implemented to diminish the achievement gap. Some strategies include pairing up the ELL student with a buddy in the class and incorporating the use of group work to help the student feel more comfortable asking questions and for help; also allowing the ELL student to practice their English with their peers. Works Cited Calderón, M., Slavin, R., & Sánchez, M. (2011). Effective Instruction for English . Future Of Children, 21(1), 103-127.
Therefore, a better term to use would be Teaching English to Speakers of Other Languages (TESOL). The main goal of ESL and TESOL programs are to, develop students' English-language skills, with a primary focus on communication, grammar, and vocabulary (Ameri... ... middle of paper ... ...chool that spoke Spanish. There were achievement tests given to each of the four groups and the results were that the English and Spanish Amigos both performed better on the tests in general. Works Cited American Federation of Teachers. (n.d.).
Transferability of Skills in Second Language Reading Comprehension of EFL learners 1. Introduction Reading itself is essential in English language learning. It can help the students develop their writing, speaking, and listening abilities. In every subject, student’s learning activities involve reading. Moats (1999) stated that reading is the fundamental skill upon which all formal education depends and the most fundamental responsibility of schools is teaching students to read.
(1999). School reengineering and SAT-I performance: A case study. International Journal of Education Reform, 9(2), 148–153. Bain, A., & Smith, D. (2000). • Technology enabling school reform.