Oral Language And Literacy Acquisition

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

Children naturally want to learn how to read and write. Literacy programs scaffold the progress of students, as Vygotsky’s zone of proximal development implies. Modelling shows children how to read and write, use different types of text, draw meaning, and at the same time develops listening, and viewing skills. Transition through the stages of reading and writing is very important for students, we need to constantly assess through both formal and informal means, ensuring that children continue to learn. Assessments such as running records for reading assess the level a student is at in terms of reading; some teachers then use these levels to create reading

Teachers need to provide students with endless amounts of practice experiences in reading to build their fluency rate. This should be done with different genres of texts and different levels. Reading a wide variety of literature help children develop rich vocabularies. Phonemic Awareness is very important part of literacy. Phonemic awareness includes sounds of a word, the breakdown of words into sounds.

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.

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.

The whole idea is to build both top-down model strategies, and bottom-up skills and word identification at the same time. The foundation has to be set before students can build and grow as readers. They must be immersed in reading and surrounded by it as well. As a teacher I plan on using phonemic awareness, and word identification skills while also practicing reading, and writing comprehension. Students are constantly building scaffold’s to reach the desired reading level.

It promotes individual thinking by the students as well as developing the creative process. I want students to explore some freedom with their writing in this classroom. I want to allow them the opportunity to become involved in their learning. I want them to think more about the material discussed and have that opportunity to write down ideas and reflect on these ideas almost immediatly. Journal writing involves students keeping a "diary" of information that they or the teacher think is important to learn or remember.

Showing students examples of what they need to read will help them see what is considered good writing. They can use the mentor texts as examples to compare to their own writings. A good tool that any teacher can implement is a reading journal. Having students freely express their ideas and thoughts on the readings is a good idea to help connect reading and writing in the classroom. Another way is to have students write short paragraphs about their readings.

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.

The purpose of this activity would be to help students become better readers by connecting reading and writing, engaging in critical thinking and learning about how to interpret a text and formulating thoughtful personal responses to what they read, help learn decoding and fluency skills as well as learn new vocabulary words. Finally, the last group of students would be engaged in practicing phonics, which is a way of teaching reading and spelling that stresses symbol-sound relationships. You could see students play phonics games on PBSKids.org, or work on a particular phonics, rhyme and other literacy skill on the website called ReadWriteThink.org. and/or Lexia. Computer-assisted instruction would be an engaging activity, which would benefit and develop students’ reading skills.