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.
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.
Practicing encourages students to be aware of what they're doing while they complete reading assignments. Works Cited Moy, N. (Designer). (1998). Reading strategies. what do good readers do?.
Teachers also need to be aware that there has to be progress, and that certain students learn differently. When using emerging literacy into my model I need to find out what the student’s background knowledge is on reading, print, and what they want to read about. This helps them stay engaged and constantly gives them opportunity to grow and challenge themselves at their appropriate literacy level. Both reading readiness, and emergent literacy go hand in hand and provide a wide array of scaffolding within the scaffolding and building of the interactive reading model.
Suitable written assignments, she believes, can stimulate classroom writers to enhance their active learning spontaneously. Writing, especially the process approach, is, by nature, a self-critical one. It lends itself to the kind of introspection that would prompt students to reflect on their understanding, and to communicate their feelings about what they know, what they are doing, what they are struggling with, and how they are experiencing their learning (cf. White & McGovern,
Children need to know that reading isn’t just something they have to do but something they can learn that they will enjoy and will benefit them forever. Identify and explain your goals for teaching reading and language arts to your future students. My goal for my future classroom is to instill a love a learning in my students for every subject. I feel like reading is the foundation that students need to be successful in all subjects though so teaching reading deserves special attention and time in the classroom. It would be more overall goal to model a positive attitude and atmosphere towards reading.
Constantly, students are introduced to concepts that are not relevant to any other course material or life experience, the question is then asked, how can one make meaning from writing and instruction? The application of writing dialogue allowed me to utilize the methods taught, therefore, allowing me to make it meaningful to my writing experience and the overall development of my writing ability. Students should always be challenged based on their highest potential, in my instruction of writing, I think that students will learn best if the instruction is relevant and rigorous in order to create meaning and
For example, I can ask students to listen to or read certain materials in their L1 to later produce an essay or an oral report in English. Brainstorming tasks or discussion of new vocabulary in EFL contexts can also happen in L1 if students wish to use it. In other words, L1 provides scaffolding to learners to help them deal with challenging tasks. It also gives them access to more materials and ideas for their work. Therefore, I strive to use it as a resource instead of dismissing
Storytelling Storytelling is definitely a good pre-writing activity as it provides students with the opportunity to make connections to the story that was read and the story they have to write. Furthermore, reading a story before writing a piece of work allows for access to the pupils’ prior knowledge and contributes to its enrichment with new information. From my point of view, it is very important that the storyline spurs interest among students so that they are motivated to write about it. Ideas extracted from storytelling allow students to build up their confidence, as they know what to write about. In other words, storytelling helps pupils to think of several ideas so that they have something to talk about.
Perl then describes that when presented with a topic, w... ... middle of paper ... ...g (147). I believe that Perl offers some valuable insights to the composing process, and I agree with her that writing is a recursive process. As an English tutor, I always encourage my student to reread what they have previously written. In doing so, many students will discover that some sentences in their drafts ”just do not sound right” and they are now able to make the necessary adjustments, making their writing more coherent. I also believe that rereading key words in the topic helps students generate new ideas and the key words in the topic could be used during a prewriting activity, such as creating a clustering diagram.