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language development in children
language development in children
language development in children
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Service Description and Situational Analysis C&T Learning is a literacy educational program designed to help children who are below their expected reading levels, for example a 5th grader who reads at a 2nd grade level. C&T Learning will provide a comprehensive learning analysis and approach to the ongoing problem continuing facing some children. The program includes, music, physical education, English, reading, writing, and math. C&T learning will follow an academic curriculum based on current trends to personal lifestyle of the children by encouraging them to read at home, and parents will be playing a critical role in achieving their goal of having every child reading at or above grade level by 2015. Through its marketing strategies, C&T Learning will begin to determine necessary steps that must be taken in order to improve reading levels at the age of 3 and implement throughout high school if necessary. Programs will also be geared toward children with speech and language disabilities, who are far behind. Research shows that children who do not continue reading while at home can lose focus and the progress made during the school year is almost in vain. C&T will primarily focus on minority students through an Individual Educational Plan (IEP). Once we establish the curriculum and support our infrastructure, C&T learning will widen out its concentration on promoting an academic after school and summer program. By offering a high level of service, C&T Learning will focus on the building blocks of reading such as phonics, phonemic awareness, oral comprehension and vocabulary. As we begin with the development of the program, C&T will hire experienced teachers and staff that fulfill both our needs and exc... ... middle of paper ... ...-native English speaking who need to improve their reading and language skills. Curriculum will be given to establish and develop plan that will increase their ability to comprehend, read, and speak English Fluently. Children will have the opportunity to read and listen to academic lectures and will engage in exercises that will evaluate comprehension of content as well as utilization and meaning by the end of school year. Competitors and Substitutes There is no direct competition with this type of program but the growing problem and challenges facing our children are essential in planning a reading program to overcome these challenges. However they are other substitutes program that offered similar program such as tutoring service but the plan is easy to follow, and can be implemented at home.
“Let Them Talk!” written by Wayne E. Wright is an article that focuses on the idea of promoting English Language Learners (ELL) oral-language skills in the classroom instruction time to improve their literacy and academic achievement. Too often are an ELL’s speaking and listening skills overlooked and not given enough attention to, even though it is one of the most important parts of communication. Wright encourages teachers working with ELL students to allow time for the student to adjust, not to pressure them into their language development, respect their various stages, bring them into whole class and small group discussions, correct simple language errors in speaking that impeded comprehension, and have them interact and communicate in the classroom for meaningful purposes.
With such high numbers of adolescents falling below basic in reading, illiteracy is a battle that must be fought head on. The largest dilemma with the struggle is the number of variations that cause adolescents to become reluctant, unmotivated or struggling readers. Fortunately, a large number of strategies exist to encourage and strengthen readers of all ages, proving that adolescence is not a time to give up on faltering students. Rather, it is a time to evaluate and intervene in an effort to turn a reluctant reader into an avid one (or near enough). Ultimately, educators must learn to properly assess a student’s strengths and weaknesses (Curtis, 2009) and pair them with the proper intervention techniques. If one method does not work, countless others exist to take its place.
All students begin school with different levels of literacy development; English-speaking natives have obtained oral language proficiency in English which helps t...
Stewart, Stacy D. "United Way's Focus on Early Grade Reading." National Civic Review 100 (2011): 37. Print.
...e into consideration the characteristics of young English language learners and their language development, the learning conditions that are most effective for these learners, and the kinds of instruction that best meet their needs.
The program works with more than 100 schools in seven states. The program is geared toward students from low-income families. The statistics for children’s literacy in the United States are astonishing. “In 2011, just thirty-four percent of the nation’s fourth graders in public school could read proficiently” (National Center for Education Statistics, 2011). The program itself has had exponential success.
Mrs. Hamm discussed that she actually uses three different programs to help teach language and literacy to her students. The first program, which is actually her favorite of the three programs, is called “Read Aloud Library”, the second program is called “Language for Learning” and the third program is called “Reading Mastery”. Mrs. Hamm discussed the programs as being very helpful tools in helping children develop their reading skills. Mrs. Hamm integrates literacy in her classroom in many different ways. In the different programs, the students read one book together in which they work on for the week by breaking down the chapters so that children can retell the story and learn th...
To obtain a complete understanding of the word knowledge of students who are learning English, it is important their reading abilities (WTW, 2012). There are many ways to assess the reading abilities for ELL’s. For example, spelling inventories help explore the literacy knowledge of an ELL; however, the test should be first administered in their primary or first language. According to Words their way: Word Study for Phonics, Vocabulary, and Spelling instruction, “a spelling inventory in students’ spoken language can indicate their literacy levels in the primary language, and more specifically, show which orthographic features they already understand” (WTW, 2014). Bilingual learners rely on knowledge of their primary language to spell words in a second language (WTW, 2014). Teachers can also assess ELL’s reading comprehension through sequencing activity (Ada, 1990). For example, teachers can have ELL’s write individual sentences from the text on separate sheets of drawing paper; then read or have the students read each sentence and illustrate it (Ada, 1990). Teachers can also informally test students’ ability to sequence material from a story by printing sentences from a section of the story on paper strips, mix the strips; have students put them in order (Ada, 1990). According to Spanish-Language Children’s Literature in the Classroom, teachers should “read to newcomers every day” (Ada, 1990). Appropriate reading material for beginning English Language Learners (ELL) should include numerous illustrations that help clarify the text, story plots that are action-based, little text on each page, text that contains repetitive, predictable phrases, high-frequency vocabulary and useful words, text that employs simple sentence structures (Ada, 1990). When you read to beginning ESL students, be sure to make language comprehensible to them (Ada,
Literacy is the term used when talking about the ability to read and write. It leads to success in K-12 school, post-secondary school, the ability to compete in the job market, and participation in democratic process (Wei, Blackorby, & Schiller, 2011). Teaching young children how to read and write however is a very complex process that requires a teacher to employ a myriad of strategies to help students. When a teacher takes into consideration all the different abilities in a classroom having multiple strategies that help all students become proficient in speaking and listening, reading, and writing, is essential.
While I believe every child is a reader, I do not believe every child will be enthralled with reading all the time. All students have the capability to read and enjoy reading, but just like any other hobby, interest will vary from student to student. The students in my classroom will be encouraged in their reading, be provided with choice, taught how books can take you into another world but, my students will not be forced to read. This paper will illustrate my philosophy of reading through the theories I relate to, the way I want to implement reading and writing curriculum, and the methods I will use motivate my students to read and help them become literate.
In the content area in Language Arts, students will develop the reading skills necessary for word recognition, comprehension, interpretation, analysis, and evaluation of print and non-print text activating prior knowledge, processing and acquiring new vocabulary, organizing information, understanding visual representations, self-monitoring, and reflecting. This can be accomplished by implementing pre-reading, during-reading, and post-reading strategies into the lesson plan. Fifth grade students will read and write a variety of texts with greater scope and depth. In addition, they will analyze and evaluate information and ideas by revisiting and refining concepts about the language arts benchmark and will become more refined and independent learners.
Wadden, M., & Fagan, B. (n.d.). Literacy development: A community perspective. Retrieved from Memorial University website: http://www.mun.ca/educ/faculty/mwatch/fall01/wadden-fagan.htm
How can literacy programs become less like school and more appealing to adults, especially to nonparticipants? Two areas that hold potential for answering this question are discussed here. The first is connected to program content and the second revolves around greater consideration of the differences among students.
Vukelich, C, Christie, J & Enz, B 2002, Helping Young Children Learn Language and Literacy, Allyn & Bacon, Bosten MA.
“The single most important activity for building knowledge for their eventual success in reading is reading aloud to children,” a report from 1985 by the commission