In the classroom I would place more emphasis on learning than on teaching so by taking the whole language approach, the assessment is continuous and takes many forms: I would collect daily performance samples or work; observe and record children’s behavior; audio and videotape them in different situations; and have them build a portfolio filled with information about each student. A holistic approach is based on the principle of perceiving meaningful wholes, utilizes the child’s immediate environment and experiences, encourages the integrative, cross-subject approach to the curriculum and seeks to cultivate reading with flow and comprehension from day 1, and teaches decoding skills through meaning text. The only problem with holistic approach is that it is a slower start with slower decoding speed of unknown or nonsense words and gives unchecked guessing. But I would make sure that these problems do not occur. 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.
Then, have students read the main body of the text and debrief with them on what they learned and how the text feature walk assisted with comprehension. Eventually, the goal is to move the text feature walk structure from whole-group to small-group use. To make this successful, you should cluster students, so each group is heterogeneous with varied strengths and no one group has all the quiet, reserved children. You might also think about which students have background knowledge of the topic. Groups of four work very well.
While they write, the teachers can write down the main ideas related the target text on the board. This process will help students to connect what they listen with what they have already know. The second task is "pre-listening questioning", especially, teachers can give some questions before students listen to the target text. By giving the questions related to the topic, students may build up their own expectations about the coming information, and they also try to find answers to these questions. It is clear that students' prior knowledge on the topic can be activated.
Students will be actively producing their own language (Eliciting), although since they are only at the E2 level, a quick sample question and answer will be provided on the worksheet to give them a conversational model to work from. This example conversation will be part of a quick Drilling pre-speaking exercise to allow practice and repetition of the target grammar and vocabulary. Cueing, or providing part of a statement for the students to fill in, will be used to introduce and solidify the concept of asking “Can you?” questions, as well as getting the students to answer them in the right form once speaking on their own (ITTO,
We heard about how it is easier for learners to learn the L2 if they can find similarities between the L1 and L2 (Lightbown & Spada, 2013). It helps students to learn faster but applying the background knowledge of L1 to L2. On the other side, if there are many differences between two languages, then it is difficult to learn the language especially the sounds (Chan, 2009). Another research also shows that students preferred not to try the target language if there is a huge difference between the L1 and L2 (Schachter, 1974). Therefore, L1 has both positive and negative influences to learners.
The research assignment started off with one basic question, How do you effectively teach reading in a primary school setting? To develop a deeper understanding the question was broken down into three questions. These questions where the base for my research. Graham & Kelly (2012) stated that, reading was a complex cognitive task that is performed by students. An interview with a literacy coach enable a link between the findings and past research to be made.
This includes the curriculum through common core and the hidden curriculum. With the implementation of common core, students have become easily confused on basic standards. It is the teachers’ job to help students understand the standards that are being taught. This means that they should come up with ways to creatively teach these standards that are attainable for all students. For some students that may mean adapting curriculum to include di... ... middle of paper ... ...ause I have see over the past four years how I have transformed my own beliefs about teaching.
The sentence level refers to the complexity of the student’s sentences from simple declaratives to complex and compound sentence structures. The discourse level refers to the linguist complexity, or organization of the piece. These levels are updated throughout the year and shared with the classroom teacher in addition; I plan lessons with these levels in mind. For example, one of my students is a level two in receptive language in a class studying family traditions. In order to be successful, I implemented supports so his background knowledge was applied to the content area and more specifically to academic language.
The Steps Teaching Vocabulary The steps teaching vocabulary according to Celce cited in (Hartati, 2014:21), namely: a. giving the context, namely the teacher gives the meaning of the word with one or several techniques. b. Repetition the meaning of words by asking questions about the wordswithout context until they are able to reciting them pretty well. c. The use of the word in the context of a situation a variety. For example the teacher gave the same response in a variety of situations in which the meaning of the response is a variety too. d. Giving an example sentence or model.
The school must make sure “that teachers focus on process and procedures that ensure effective learning” (Tomlinson & McTighe, 2006, p iv) for numerous students in the class. Teaching Middle Ages needs the use of the student’s eyes, ears, and hand. Students learn more and have fun when they can use more senses. The activities in the lesson plan has an auditory part. This part is when the educator reads the story “The Knight... ... middle of paper ... ... Cited Discovery Education.