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There are many approaches to teaching reading and writing. A debatable discussion has been the need for Primary English teachers to provide a balanced literacy program. A balanced literacy curriculum is comprised of three interdependent aspects: learning to read and write, learning about reading and writing and learning through reading and writing (Grice, 2015). However, there are a variety of methods to teaching in English, including integrated, thematic, literature based approaches as well as systematic and explicit skills-focused approaches, which will be further discussed. This report will also discuss a range of programs, approaches and strategies used in Australian schools, compare, and contrast the advantages and complications of the programs in relation to a Primary English classroom.
Balanced literacy program
The overall purpose of balanced literacy program is to provide students with a differentiated instructional program, which will support the reading and writing skill development of each student. Components of a balanced literacy program includes teaching phonics, grammar skills, reading and comprehension strategies, and writing forms and skills, direct and indirect reading, independent reading, interactive writing, shared writing, guided writing and independent writing (Frey et al. 2005. p. 272). According to Frey, Lee, Tollefson, Pass and Massengill (2005) ‘Balanced literacy is a philosophical orientation that assumes that reading and writing achievement are developed through instruction and support in multiple environments in which teachers use various approaches that differ by level of teacher support and child control’. Children should be able to achieve the best in their learning through quality programs that ...
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...e classroom, phonics would not be taught first or formally, however teachers will observe phonic errors that children may make, and provide a short run through on any word patterns or sound symbols students tend to miss as they go along (Fordham, 2015).
The balanced literacy approach has become a common debated issue in the classroom. In conclusion, as previously discussed, providing a balanced literacy program with components of thematic, integrated, literature-based units as well as incorporating elements of systematic and explicit approaches can lead to a successful English classroom. Importantly, teachers need to formulate and design what works best for their individual classrooms and recognise that incorporating a variety of approaches is key. The focus should be on the students within the classroom, understanding them through ongoing assessments is vital to
Balanced Literacy is an approach for teaching literacy that is widely used in classrooms across the country. It involves several methods of teaching and learning reading and writing, whole class instruction directed by the teacher with independent work in reading, writing, and oral language. By integrating a variety of approaches, a balance is achieved in which students learning to understand text (from a whole language approach) as well as how to read text (from a phonics approach). Effective phonics instruction focuses children's attention on noticing the letter/sound patterns in initial consonants and consonant clusters and in rimes.
This detailed text provides an understanding of reading and writing through detailed case studies, reflective questioning and further reading; in addition to links with the Early Years Curriculum (EYFS)(DCSF, 2008) provide informative information accessible to both practitioner and parent. As pointed out by the authors, literacy relates to fifty % of the early learning goals, therefore highlights the importance by the practitioner to make the acquisition of literacy exciting and meaningful through a multitude of role play scenarios, stories, rhymes and oral language, thus providing opportunities for the child to put life experiences of literacy into context, while scaffolding existing knowledge.
Writing and Reading Across the Curriculum, Brief Edition (2nd Edition) (2 ed., pp. 413-429). New York: Longman.
Writing and Reading Across the Curriculum. Tenth edition. Edited by Laurence Behrens and Leonard J. Rosen. New York: Longman Publishers, pp. 371-377, 2008.
Begrens, Laurence; Rosen, Leonard J. Writing and Reading Across the Curriculum. 7th ed. New York, Longman, 2000. 320-322.
English Language Learners (ELL) require thoughtful and careful instruction for both reading and writing education. Both of these skills are necessary for a bright future and to be a functioning citizen in Canada. Those that do not possess considerable literacy levels will be effectively 'locked out' from so much knowledge, information and ideas that are part of the culture of society (Christie 1990, 20). Having a low level of literacy usually means acquiring an unskilled job. The relationship between literacy levels and poverty is something that should not be ignored (Gibbons, 2002). Developing literacy skills in ELLs is a daunting task and especially with students that have not developed those skills in their first language originally. Through the Curriculum Cycle and proper scaffolding of writing strategies, this paper will provide a lesson plan that will help develop an ELL's writing skills. It will include many different tools that will help students gain an understanding and confidence of the narrative writing form.
Literacy embraces reading, writing, listening, and speaking. Integrating all of these into a literacy program is key. Teachers must provide endless and ongoing opportunities for their student to read, write, listen, and speak.
Phonological awareness and phonics are closely connected in teaching young children, firstly we need to understand what phonics is. Phonics is a method of the teaching smallest unit of sound in the English language, not only repressed by one letter but also between patterns and sound-letter relationship. Phonics is the sound that
Literacy is defined as “the ability to use available symbol systems that are fundamental to learning and teaching for the purposes of comprehending and composing, for the purposes of making and communicating meaning and knowledge” (Stock, 2012), and it is one of the most essential skills that an early year student will learn. Literacy serves to provide the building blocks for the continued knowledge acquisition and general education of individuals of all ages; by working to understand and identify how and why literacy is taught using the structured literacy block format in Australian schools, and in identifying the benefits of utilizing this type of tool for teaching literacy in student’s early years, it will be possible to gain a better understanding of the organization, planning, and teaching approaches that are used in a literacy block approach. A sample standard literacy block will be provided, offering the means of understanding the applications of the tool, which will serve to further stress the necessity of this tool’s usage.
A comprehensive approach to literacy instruction is when reading and writing are integrated. This happens by connecting reading, writing, comprehension, and good children’s literature. A comprehensive approach to literacy should focus on the many different aspects of reading and writing in order to improve literacy instruction. This includes teachers supporting a comprehensive literacy instructional program by providing developmentally appropriate activities for children. Comprehensive literacy approaches incorporate meaning based skills for children by providing them with the environment needed for literacy experiences. This includes having a print rich classroom where children are exposed to charts, schedules, play related print, and
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.
Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2010). Literacy: Reading, writing and children’s literature (4th ed.). South Melbourne, VIC: Oxford University Press.
As a teacher, you need to encourage all attempts at reading, writing, speaking, and allowing children to experience the different functions and use of literacy activity (The Access Center, n.d.). Moreover, it is crucial for educators to understand phonological awareness and phonics; know what constitutes good children’s literature and how to use it; know children who need additional assistance with beginning reading and writing (Cunningham et al, 2004 as cited in McLachlan et al, 2013, p. 112). Educators also need to plan effective activities to assist children experience reading aloud, listening to other children read aloud, listening to tape recordings, and videotapes so children have opportunities to integrate and extend their literacy knowledge (The Access Center, n.d.). Morrow (1990 as cited in The Access Center, n.d.) notes that classroom with greater teacher facilitation promote literacy behaviours, so it is educators’ role to provide literacy rich
As an educator, it is essential that goals include teaching students to be the best possible students that they can. With this, teachers need to pick and choose from differing literacy programs to suit the needs of all students. Providing a combination of approaches is the best from of teaching literacy. Providing students with the benefits from a basal reader and using children’s books is the best way to teach literacy in a classroom. According to Pressley, a balanced literacy program is one that integrates effective skills instruction and a high awareness of holistic reading and writing. By integrating skills instruction and a holistic approach, the students will be provided with the skills and background knowledge that they will need to learn to read. A balanced literacy program in the classroom should involve explicit ...
Reading and writing is a key part of everyone’s life. There has been some encouraging levels of reading development in primary school assessments. According to the National Assessment Program Literacy and Numeracy report (2015), 95.5% of students achieve at or above the national minimum standard of reading. It is important to know effective ways to teach reading so children can become active problem solvers to enable them to read for meaning or for fun. Over the years, there has been a big amount of research into the most effective ways to teach reading skills to students. There are some systematically taught key skills and strategies that help achieve these levels of reading. Some of these skills include phonological awareness, phonemic awareness,