Introduction: Throughout the years writing has changed. It has moved from teacher-centered, skills-based curriculum, student based topics, and instructional based on individual needs. Along with the writing changes, changes in reading are happening in some schools. Schools have gone from basals, skill-based curriculum literature-based curriculum, and student choice reading material.
Purpose of Article: In the article the author discusses why the model of “shared-text” addressed topics that needed to be addressed when using centers or readers workshops. He felt that the varieties of choices in selection were low. This meant the loss of variety of authors, genres, and writing modes were not likely used. He felt that other students felt the same way and he was not alone in thinking that composing the same topic. These lead too few perspectives on the topics at the centers.
Method Use:
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This model is when the teacher assigned the whole-class or small-group instruction on a common writing topic or on a literature selection. A balance of teacher-led and student-selected classroom instructional patterns have their benefits. With the combination of independent student application/selection, the two stated before, and shared teacher and student-led. With the help of all these strategies led him coming up with a balance of singular text/shared-text pattern that has three parts. First, goes beyond literature study integrating reading and writing instruction. Second, it teachers young readers and writers the process approach based with problem solving strategies. Finally, it alternates shared-text with singular-text blocks of time instead of teacher-led and
Authors Mayher, Lester and Pradl (1983) in their book titled, Learning to Write, Writing to Learn describe writing as a two goal endeavor. First, the only way one can learn to write is by writing. Second, “writing can be a means for learning.” The authors’ views of both goals of writing are not traditional views. Writing serves as an “engaging transaction through which the learner makes her own connections and builds her own meaning.” The addition of the writing standards for science from the Common Core standards mirrors the goals of Mayhner, Lester and Pradl (1983). Writing within the science curriculum allows students to make meaning and learning their own.
The teaching strategy focuses on the student’s engagement to create reading with meaning. This reading strategy allows students to have more freedom to make their own decisions in what they read and how they read, without the teacher forcing materials upon them. As well, more time is allotted during the school day for students to engage in reading activities, instead of using traditional methods of writing paper and answering questions on a worksheet after reading a book. The Daily Five teaching strategy also strongly develops oral communication skills within students and their peers. By doing so, it creates a sense of community in the classroom that traditional teaching methods did not have. This teaching strategy allows the student to question the material they are reading, which includes their interests, ability to comprehend, and understanding vocabulary. Through the Daily Five teaching strategy, students are also able to find books that interests them, without the teacher giving them group of “leveled” books students may not personally
Writing and Reading Across the Curriculum. Tenth edition. Edited by Laurence Behrens and Leonard J. Rosen. New York: Longman Publishers, pp. 371-377, 2008.
Through these resources, activities, and strategies, students are able to make progress into distinguishing the main idea and supporting details in reading texts. Through this they are also able to organize thoughts to develop a topic sentence and moreover use supporting facts and details. Many of the resources and activities done in this lesson allowed the students to think for themselves and make educated guesses based on the information given. Moreover they were allowed multiple opportunities to share with one another about heir thought
Reading, Thinking, Writing: Resources for Teaching. By Michael Meyer. 9th ed. Boston: Bedford/St. Martins, 2012. 15-16. Print.
The quote “None of us is as smart as all of us” by Eric Schmidt literally means that no individual possesses the same amount of knowledge that a group of people possess. The amount of knowledge that a group of people will contribute to a discussion will always be much more than what a single person would contribute and hence we are always better off as a group.
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...
Literacy is an important issue in education. It is vital that students of all ages demonstrate the skills of reading, writing, and communication. Curriculums across the state of New Jersey as well as through out parts of the United States push for ways of including literacy processes in every content area. Administrators and school officials see written and oral communication as abilities students should utilize in their social studies, science, and mathematics classrooms, not just in language arts, English, and foreign language. In order to expand the literacy of all pupils, school curriculums now include journals, essay examinations, timed writing, response questions, and open-ended questions across all subjects. Math teachers must now grade open-ended questions, science students write in journals detailing their experiences in laboratory work, while teachers of United States history lean towards essay tests in contrast to the multiple-choice exams of the past. Essays provide numerous benefits for both students and teachers. They enhance literacy and sharpen writing skills in many ways. For a truly enriched and engaging curriculum, every teacher must include essay and/or open-ended assessments.
There are several advantages to using narrative text in the middle school classroom environment. The first advantage is that the reader is entertained when reading narrative text. Second advantage involves narrative text attains and contains the interest of the reader. Third advantage consists of narrative text teaching or instructing the reader. Fourth advantage focuses on narrative text inconstant demeanor or social opinions of the reader. For example soap operas. The Bold and the Beautiful displayed in one of the episodes concerning homeless people and how their circumstances caused these individ...
. . [,]" 3.0 "manage ideas and information," and 4.0 "create . . . print [to] enhance the clarity and artistry of communication" (AEPS, 2003, p. 12-13). The primary objective, for the lesson, is for students to gain greater fluidity and confidence while reading as a means to strength his/her comprehension.
Qualitative and quantitative instruments were used in obtaining data for this instructional problem. The first instrument used was quantitative, the instructor gave students a writing assignment, and when it was graded, it was clear that there was a problem with effective topic and thesis statements, as well as general organization of the paper. To be sure that this wasn’t an isolated problem, the second instrument was developed; a quantitative instrument that surveyed the teachers, asking for information on their students comprehensive writing skills.
Every child deserves a positive, safe, nurturing, and stimulating learning environment where they will grow academically, socially, emotionally, and physically. My role as an educator is to provide my students with this type of environment as well as an education that will help them succeed academically and become life long learners. It is the responsibility of a literacy educator to provide students with this type of environment, but also to provide instruction that will help students become successful readers and writers. There are numerous programs and philosophies about literacy and reading. Through years of experience and research, one begins to develop their own creative approach on teaching these skills. After looking at different programs and seeing the positive and negatives of each, an integrated and balanced approach of literacy seems to be the best way to teach the differing needs of each student.
To allow the children to have opportunities to develop their emergent literacy knowledge while spending time in the writing centre, the educator could add literacy related materials such as different writing materials and different things for the children to write on (Fellowes and Oakley, 2011). To support emergent literacy in this centre the educator could include literacy related materials such as:
... for teachers to choose materials that will hook students and motivate them to engage in their own learning. Teachers should provide multiple learning opportunities in which stu¬dents can experience success and can begin to build confidence in their ability to read, write, and think at higher level. By connecting strategies for learning, such as searching, compre¬hending, interpreting, composing, and teaching content knowledge, students are given the opportunity to succeed in their education. These elements include: fundamental skills such as phonemic awareness, phonemic decoding, and other word analysis skills that support word reading accuracy; text reading fluency; strategies for building vocabulary; strategies for understanding and using the specific textual features that distinguish different genres; and self-regulated use of reading comprehension strategies.
Teachers who know their student’s strengths and deficits can make accommodations or modifications to the instructional writing practices by revising the content of the curriculum, assignment, or standards to which assignments or grading is evaluated. It is worth noting that making an accommodation changes the approach to a task or assignment with the expectation that the students will demonstrate skills aligned with general education peers. Modification changes what a student is taught or expected to learn. Students who are afforded modifications may have access to general education curriculum but only expected to grasp the big concepts of the curriculum content (Strom, 2016).