There are many forms of assessment but writing is the primary basis upon which a child’s work will be judged and Jennings, Caldwell and Lerner (2010) made emphasis that teachers should focus on writing because reading and writing are intertwined and is used to construct meaning (pg. 338). It becomes important for teachers to teach writing because it is a form of expression of self. We learned in earlier chapters that readers construct meaning as they read likewise Jennings, Caldwell and Lerner (2010) informed that writers construct meaning as they create text (pg. 338).
Now that we have discussed topics,texts, and in class writings lets wrap it all up. First year writing programs are an effective and necessary course for all average to below average writers. These courses will help students by teaching them to read and analyze course material, form an opinion and explain it. In this model of a first year writing class students will learn to conduct effective research and cite the sources used. Students will also engage in several in-class workshops that help them work on their craft.
This allows students to feel comfortable to grow as independent readers and writers. Teachers who engage in professional study may rely on a literacy coach. “Using their expertise in reading and learning to read, literacy coaches provide professional development opportunities and resources” (Vacca et al., 2012). A literacy coach has many various roles, but their primary goal is support teacher learning. Literacy coaches also develop curriculum, present valuable professional development to teachers, model lessons and supply material and feedback.
Students will then decide how they will use text features to inform the reader. They will use the examples from the read alouds or other nonfiction books to determine how they will arrange their text features. Throughout the entire process I want to create an environment that lets my students know that I believe in them and that are capable of reaching the caliber of the authors in the read alouds. My students will feel comfortable sharing about their individualized writing process
Phonetic awareness has been proven to aid in our students written and reading acquisition. I would also try to incorporate reading instruction using my student’s primary language. I would like to implement activities such as writing in journals and drawing pictures to illustrate what the students are writing about. In doing this, I hope my students can write and also illustrate the story they are trying to communicate to me. I would also like to read stories with my students and ask them to make predictive statements about the stories.
A high school publications class provides a real life group learning activity that few other classes replicate. Students work as a team to create a newspaper, yearbook, website or broadcast, and while individual assignments are important, the class needs to come together to make sure all the work gets done, is done well and is put together as a whole. I want to see if teaching students to do peer writing conferences would help them become better writers and team members, because they would practice both writing skills and social skills by giving and receiving feedback. However, after some early difficulties with having my students give short, vague, grammar focused writing conferences I want to find out if writing conferences, especially peer writing conferences are useful and how I can improve the comments students make with each other. Importance of writing conferences I am interested in the dialogues that can happen when two people discuss writing.
Competence in English will enable students to learn about the role of language in their own lives, and in their own and other cultures. They will then be able to communicate their thoughts and feelings, to participate in society, to make informed decisions about personal and social issues, to analyze information and viewpoints, to use their imaginations and to think about the influence of culture on the meanings made with language (Oxford University Press, 2013, p. 237). This report will evaluate the importance of writing in the classroom as well as the evolving process of teaching writing with technology in this digital age. Writing in the Classroom Writing is an integral part of our culture and it is generally the school’s task to teach and develop it. In our contemporary society, literacy skills are increasingly important since they enable people to interact and satisfy their needs.
The teacher will then ask students to create their own topic sentence in which they will support using ideas from their graphic organizers, KWL chart, and their writing journals. Instructional Strategies: During the lesson the teacher is allowing the students to discuss and think about what is occurring in the story. The teacher is implementing this by allowing and allocating time for debriefing in between the story. By doing thing the teacher gives the students the opportunity to use their KWL Charts throughout the lesson just in case something has been answered, or if a new idea were to appear. Moreover the students are also allowed to use their writing journal for note taking during this story.
Teachers should collaborate with students, creating apprenticeships for them through guided practice. Writing instruction should include explicit teaching in which teachers step in to model and prompt and then step back to encourage students to make decisions and solve problems while writing. Effective writing instruction should make elements of good writing and strategies of good writers visible for those having difficulties with writing. The characteristics of effective writing instruction should overlap with effective reading instruction; reading and writing share rhetorical and communicative functions, knowledge, and cognitive
Teachers also need to be aware that there has to be progress, and that certain students learn differently. When using emerging literacy into my model I need to find out what the student’s background knowledge is on reading, print, and what they want to read about. This helps them stay engaged and constantly gives them opportunity to grow and challenge themselves at their appropriate literacy level. Both reading readiness, and emergent literacy go hand in hand and provide a wide array of scaffolding within the scaffolding and building of the interactive reading model.