Another connection is the idea that students can use background knowledge and combine it with what they are learning to gain new knowledge and understanding. The relation that critical literacy and content literacy have to the constructivist method is another theoretical connection. In the constructivist method, the roles of students and teachers change compared to their roles in the traditional method of learning. In the traditional model, the teacher is the expert who gives the students all the ... ... middle of paper ... ...nformation. Critical literacy and content area literacy theoretical connections revolve around the ideas that students must learn to not only comprehend text but also be able to analyze and evaluate it.
The teacher’s questioning strategy can help students obtain understanding and see connections as they work toward solutions to problems. (Inspire, 2011) “One of the most striking aspects of teaching is that the teacher’s speech consists of questions” (Manouchehri & Lapp, 2003, p.563). Each question the teacher asks should be strategic toward the goal of student learning. The teacher must determine beforehand what student response is desired and structure the questioning accordingly. Questioning can also aid the educator by assessing the students’ comprehension and understanding, thereby allowing the modification of instruction if necessary (Chappell & Thompson, 1999).
While they write, the teachers can write down the main ideas related the target text on the board. This process will help students to connect what they listen with what they have already know. The second task is "pre-listening questioning", especially, teachers can give some questions before students listen to the target text. By giving the questions related to the topic, students may build up their own expectations about the coming information, and they also try to find answers to these questions. It is clear that students' prior knowledge on the topic can be activated.
The alternative option that gives educators a baseline to accessing students skill sets would be formal assessment, such as standardized testing. A positive to IRI would be it informal nature. There is more pressure attached to standardized testing which could potentially affect their scores. IRIs give teachers one on one time with their students, which allows for a rapport to be established with each child. They also provide further information to shape lessons and the materials used in the classroom.
Level of the students: Intermediate Lesson Type: Speaking skill integrating reading, and writing Aims: • To provide students with practice in editing and revising • To provide practice in scan reading skills • To provide practice in expressing opinion • To provide practice in intensive reading skills • To integrate reading into speaking and writing skills Time: Approximately 70 minutes Assumptions: Students should • Know how to effectively analyze and point out features of text ( paragraphs, tense, grammar) • Know how to write an essay ( Introduction, body, and conclusion) • Know how to give effective feedback • Know how to organize and write an argumentative paper Anticipation problems and solutions: • Student might have problems with write a conclusion for an argument paper. The teacher might want to go over the key components of a conclusion. • Student might have difficulty with creating an effective “resounding thought” for an argument paper. The teacher might want to explain what a “resounding thought” is and how to use it effectively. • Students might struggle with transitions and adding their own ideas to the paper.
According to Tierney, R.J. (1990), “Comprehension is a creative, multifaceted thinking process in which students engage with the text” (p. 253). Comprehension is the most important goal of reading. This is the main reason people read, because they want to know the meaning of a story, a meaning of a sentence, or the text that they are reading. Teachers may use multiple strategies for students to comprehend when students are reading. For instance, teachers may activate background knowledge, connect readers with text, determine importance, etc (Harvey, S. & Goudvis, A.
Reading comprehension is a critical skill for students. When students demonstrate that they need intensive support in the area of comprehension, the teacher may have to modify the present curriculum being used in the classroom. Therefore, the author suggests a reading comprehension practice modification that combines a modified reciprocal teaching style and cooperative learning. Thus, a reciprocal teaching style is when the teachers and students take turns leading a discussion about the key features of text through summarizing, questioning, clarifying and predicting. In fact, reciprocal teaching aides helps students who have difficulty with reading comprehension.
Whenever an opportunity arises where a researched-based strategy is presented as a viable option to use to assist students in their learning, we, as future educators, should be willing to use and/or adapt the method to improve our instruction and move our students forward. This article showed me the power of associative critical thinking using visual images. When students are able to draw symbols, sketch main ideas and include captions from an expository text they are reading into the outline of the human head, they are better able to recall the main ideas and include them in their own writing using their own words. Children in elementary school for the most part, enjoy drawing and so this strategy is appealing, and as Paquette & Fello (2010) point out, it is also developmentally appropriate for elementary-aged
approach teachers will clearly state to students the defined objectives, give effective types of instruction, and lastly teachers will assess the students. When preparing your own objectives they need to be stated to the students in a written form where the students can identify with these objectives over the course of study. The class's activities may be included in a summary but should not be confused with the written objective. The authors also suggest, that objectives should be worthwhile as well as clearly stated to the students. When writing objectives there are certain verbs that can be used to help convey meaning.
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.