They feel that students should select material that has meaning to them and that they will enjoy. Teachers who use the top down model encourage their students to engage in activities where they are able to speak, write and read to develop the skills they need in order to read. This method implies that a teacher believes the students will be able to read the words on the page by using context clues to help figure out words he or she may not be familiar with.
What is/are your approach/approaches to this lesson, please explain your approach? When starting the lesson on nonfiction text features, the approach I wanted to start was with the bottom-up approach. Finding features in a nonfiction book can be confusing for student based on all the information that is in the book. I began with trying to understand how much student know about nonfictions book. Once I received an understanding of how much they knew, I began introducing the features of the text by showing student examples from carious books.
In this step, the students are encouraged to create questions and are asked to write down the ones that interest them the most. L. The final step is step L recalling what I did learn as a result of reading. In this step, the students write or discuss what they have learned with specific attention to their original questions. I will use this strategy to help me gain a sense of students’ prior knowledge of the classic literature The Secret Garden. A complete KWL chart can help students reflect and evaluate their learning experience as well as serve as a useful assessment tool for teachers.
For example students may read in an efferent stance when they study for exams or read non-fiction literature. Students may read aesthetically as well, when they are reading for the “pleasure and the rew... ... middle of paper ... ...est them. With the understanding of Rosenblatt’s Transactional Theory, I can mold myself into an educator that teaches for the students. I will accept and understand that each student will learn through different processes, at different levels, and by different texts. In my future classroom, I will strive towards creating and comforting environment in which students can enrich themselves in books that they have chosen.
Students should explain how they score the paper; afterwards, students should write encouraging statements about each other’s paper in the “comment” section. Procedure: Step 1: Have students revise their previous argument paper by check if they have all the main key components (Introduction, 3 bodies, conclusion, transition, hook, etc.) of an argument essay.
The authors of this article discuss using a strategy for writing called the open-mind portrait technique. Most commonly, this technique is used to help students as they begin to craft narrative text, but in this case, the authors recognize that this technique can be a used to improve student’s expository writing skills; skills which become increasingly critical through middle and high school and finally into higher education and in most careers. Students struggle with writing in an expository manner, in reporting facts and making connections without expressing their own emotions or opinions. Furthermore, expository writing is inherently linked with the ability to read and comprehend information in a text book, something with which students
Journal writing involves students keeping a "diary" of information that they or the teacher think is important to learn or remember. It is a "source book" according to Les Parsons, which can involve reactions to readings, discussions, television programs or advertisements, movies, rock videos, small group discussions where these ideas, thoughts, or opinions can be reflected on to be used later in another context. I think that this is very important to the subject matter and the unit I will be teaching. The Holocaust is a very emotional and sensitive topic and I think it is beneficial for students to have the opportunity to express their thou... ... middle of paper ... ... or by meeting requirements which the teacher and students decide need to be included in the journal entries. According to many teachers and professors, journal writing appears to be very beneficial to classroom learning.
Therefore I would implement independent writing to get my students instructing them to write about themselves in the area of family, food, culture, or music. At other times I would also allow them to choose their own topics. Jennings, Caldwell and Lerner (2010) referred to this strategy as an effective way to promote writing (pg. 341). Encouraging students to share their work builds self-esteem and give them confidence to want to write more.
It is also when a student can tell why they are going to read. In this stage they begin to look through the book and think of what they think it might be about. Once a student learns to examine the book they move onto actually reading their book. When they are reading the book, they have different ways to participate. The whole class can have a copy of a book and look at it as the teacher reads.
Close examinations of literature enable students to think critically about literature itself, as well as their own lives and decisions. Literature in the classroom should contain a variety of genres, authors, and cultures to engage students in looking at the world and their lives from different perspectives. Teaching grammar should fit within the literature being read and the works being composed, with connections to student work. It should be approached functionally, deriving its meaning and relevance from the classroom context. As a teacher, o... ... middle of paper ... ...is created.