Why I Chose This Project The reason that I chose this project is because I believe that reading is the most important thing that a student can learn in school. I chose reading comprehension because I see students struggling with it every day. It doesn’t matter if the student is an above grade level reader, on grade level reader, or below grade level reader, all students struggle with different parts of reading comprehension. I believe that if they are taught strategies, it will help them improve their reading. Why It Is Important The reason that this is important is a student must not only be able to read the words but must understand what he or she is reading or things are lost to the reader and to others.
If students do not recognize a letter while reading then they will also not know how to sound out the letter. I think alphabet knowledge is important because students will have difficulty with all other aspects of early literacy. There are several methods that I would teach to a beginning reader. I would make sure the beginning reader knows the alphabet and the sound made by each letter. First, I would focus on the letters in their name.
He also went on to explain how rote learned materials were internaliz... ... middle of paper ... ...nts up to speed. ELL students do face the challenge of learning a new language while still having to learn other subject areas. We as educators must first develop reading skills for our ELL students so that they will get in the habit of reading and writing. We must also look at different avenues to increase their literacy skills. We must work on the strengths of our ELL students.
For example, before listening, teachers should provide a lesson on the specific topic to bring students' level of content schema which help students can better comprehend the target text. In the other hand, the teachers should also use "bottom-up" exercises such as recognize vocabulary and pronunciation features to help students to pay attention to language. However, in fact, many teachers tend to choose "top-down" processing in pre-listening activities such as predicting, comprehension questions, listing, etc. Teachers only use "bottom-up" processing for lower level students who need to improve and to expand their language
Introduction The effect of Teaching Kinesthetic letter sound symbols to formulate an oral or written response to CVC words or pseudo words What is the problem you are addressing? Students have to learn the names and sounds of the letters in order move on into more advance connections that will lead them into success in reading and writing. Traditional teaching methods in our schools allow students to make the connections between letter prints and phonemes using mostly visual and auditory learning styles. This early reading task is not easy for beginners (Ehri, Deffner & Lee, 1984, p. 880). In order to ease the difficulties young scholars might encounter while learning sound to letter graphic representation, multi sensory teaching methods that have been tested such as the Orton-Gillingham.
Students will then tell me their sentences and I will write it word for word on the board. Once we have completed our sentences I would go through and read each sentence slowly and break down words ... ... middle of paper ... ...odels fit into my preference of the interactive reading model. The students need to learn literacy at the correct developmental level. In order to keep scaffolding with the interactive reading model you have to find what their reading readiness level is and set the correct scope and sequence of skills. Teachers also need to be aware that there has to be progress, and that certain students learn differently.
This can be difficult when teachers are being told to teach to the test with the new Common Core standards. Teaching to the test only allows students to understand the information being taught on a basic level, enough to pass a test. When using Matthew Lipman’s idea, students will be able to understand the material on a much deeper level. Critical thinking can be used to teach children of all different educational levels. Children of all levels can learn to point out errors in their own thinking as well as their peer’s thinking.
Which is why I must assess my students to see how I can better teach them depending on their specific needs. The majority of my kids will need differentiated instruction. I will need to make literacy more accessible to them. Taffe, Laster, Broach, Marinak, Connor, and Dalhouse (2012) stated that “differentiated instruction allows all students to access the same classroom curriculum by providing entry points, learning tasks, and outcomes tailored to the students’ learning needs” (pp. 304).
Learning this skill will help students with comprehension and their content area curriculum. By teaching students vocabulary development, students will have a reserve of new words, connect new words with their previous knowledge, gain the ability to understand and comprehend the text, and lastly, it will increase a students’ word knowledge to connect with their comprehension and success. To accomplish vocabulary development, before reading the teacher needs to instruct their students on any prerequisites that they need to understand to interpret the text appropriately. This means the teacher has to pull out the most important words as well as those that may be too difficult for the stud... ... middle of paper ... ...ents to make a good reader. Therefore, without a certain piece of reading students skills the scaffolding is unstable.
All the approaches include instruction in letter-sound relationships but vary in the explicitness of the instruction and how organized the process is in determining the sequence of instruction. In artificial approaches to instruction, students are taught the individual letter-sound relationships and then taught explicitly to blend the letters into words. The children first learned the letters sound, letter syllables, and then reading text. Teachers are to incorporate letters sound in the Language Arts Planning. Phonics is very essential for communication.