The most significant determining factor in the effectiveness of any teacher is commitment. The commitment level of the literacy teacher can practically guarantee the success or failure of the student. To be an effective teacher, the teacher must ensure quality instruction; and quality instruction has countless variables which can impact the learning outcomes of the students. Literacy teachers have a substantial effect if they are committed to providing high-quality literacy, assessments, and interventions.
First of all, to ensure high-quality literacy, a teacher must include a variety of literature such as classics, modern-day-fiction, poetry, as well as nonfiction. When helping students reach their full potential in literacy, engaging passages and writing prompts should be given to students. Another crucial component for students is time; as ample time should be given to students to comprehend the literature assigned by the teacher. Additionally, many younger students who are learning to read may experience difficulties as they increase their vocabulary knowledge on account of their reading interest may be higher than their readability. If a teacher is committed to high-quality literacy, he or she will establish a classroom atmosphere that addresses each of these aspects.
Furthermore, to guarantee a
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Ample opportunities to work with partners in the peer evaluation process should be given to students. Students should also be given feedback before moving forward in the writing process; as this feedback should help the student to understand his or her mistakes and draw the student back on the right track if needed. Reading interventions could consist of learning partners or drawing pictures to help understand new vocabulary. An effective teacher will apply appropriate interventions to support struggling students in their quest for academic
Behrens, Laurence, and Leonard J. Rosen, eds. Writing and Reading Across the Curriculum. 7th ed. NewYork: Longman, 2000.
Writing and Reading across the Curriculum. Laurence Behrens and Leonard J. Rosen, Boston: Pearson 2011. 274-279
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.
The purpose of this assignment is to understand the importance of literacies, and why it should be a priority within the teaching context. This paper will compare and contrast the didactic pedagogy with critical pedagogy and will deeply look at the pros and cons of both literacies.
My philosophy of literacy instruction includes using a constructivist approach to implement lessons while teaching using the top down reading model with a balanced approach to literacy instruction. I have a constructivist view when it comes to teaching literacy because I love teaching with hands-on approaches that includes the students being active in their learning. I follow the top down model by introducing phonics while reading texts. Also, I use a balanced literacy approach in my classroom; the work the students complete is authentic and focused around reading, phonics, vocabulary, comprehension, spelling, oral language, writing, and literature.
Behrens, Laurence and Leonard J. Rosen, eds. Writing and Reading across the Curriculum. New York: Pearson/Longman, 2011. 566-594. Print.
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.
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
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.
... 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.
"While many teachers in today's schools are mandated to use prescriptive basal reading programs ... a teacher should know much more to become an effective instructor of reading." (Bukowiecki, 2007) There is more than one way to teach reading to students, and the diversity and variety in the lessons can help students with all types of learning styles and needs learn to be effective readers. Before the instructional techniques can be described there is a critical theory behind reading instruction that needs to be addressed and understood, that theory is the five big ideas of
Subject The main idea of this essay is how literature is not being taught in a format that will allow students to fully understand how to correctly read and comprehend literature. The subtopics are the books used repeatedly, the methods used to teach the literature, education system/curriculum and teacher motivation, Occasion The occasion that caused the creation of this essay is the rise of apathy among high school students towards reading that may have increased due to the rise of technological advancements throughout that time period such as free email and faster internet. Audience The intended audiences are parents, young to middle aged adults, school organizations, and teachers.
Devoting time to reading, reading books that support engagement in literacy, and giving children choices about literate activities all serve to promote a literate environment in a classroom. Having a literate environment is especially important for student who do not come from a literate environment. Literacy-rich classroom environment is a starting point in fostering children’s emerging literacy. Walls filled with posters, signs, labels, and student work, reading center with many books, comfortable setting for reading, area designated for writing materials such as paper are all important aspects of a literacy-rich classroom. Children need limitless reading opportunities such as morning meetings, free independent reading, and selecting books for specific purposes. They also need writing opportunities such as writing journals, shared reading and writing experiences. Some activities outside of the classroom that promotes literacy in children are book fairs, libraries both public and school, and book
In our schools today, literacy should not just be a task for the English or Reading teacher. Instead, literacy should be a shared venture by all teachers within all content areas. Teaching literacy in all content areas is important because a teacher with a solid understanding of teaching literacy in his/her content area will tremendously help all students achieve greater success on class assignments and standardized assessments. There are three main points that surround the idea of teaching literacy in all content areas. Teachers need the necessary skills and knowledge to teach literacy, once the necessary skills and knowledge are gained then there is justification for teaching literacy across content areas, and
On the other hand, 30% students who felt interested in providing peer feedback reasoned that peer feedback gave them a completely new way of studying writing. With this approach, students were the center of learning and teaching process (Mangelsdorf, 1992), and they “participated in the learning” (Uyen, personal communication, Dec 2013). Moreover, they were already “b...