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7 pillars of effective reading instruction
Reading skills and strategies
Effective reading instruction skills
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Recommended: 7 pillars of effective reading instruction
Chapter 9 of our textbook offers great strategies that help with reading and literacy instruction for English Learners. One strategy that I connected with the most was the literature response journals. The literature response journals are “personal note-books in which students write informal comments about the stores they are reading, including their feelings and reactions to characters, setting, plot, and other aspects of the story; they are an outgrowth of learning logs and other journals (Atwell, 1984, p. 372). This strategy will allow students to describe in their own words their perspective of the story. It gives them the opportunity to help increase their skills in writing, speaking and listening. A way to help enhance this strategy is
In reading this chapter I came to acknowledge a lot facts that I didn’t realize about the British Zulu war. The battle at Rorke’s drift, and the battle at Isandhlwana are the chapter main focus in book Carnage and Culture. It gave multitudes of information that went well in detail about the battles. After reading the chapter, and researching the information on the war, and comparing the information presented by Victor Davis Hanson I found the information insightful and correct. He backs up his statements with facts and explains how western military forces were so dominate because of tactics, discipline and technology.
Foster, Thomas C. How to Read Literature like a Professor: a Lively and Entertaining Guide to
Writing with Readings and Handbook. 3rd ed. New York: W.W. Norton & Company, Inc., 2013. 52-57. Print.
Meyer, Michael, ed. The Bedford Introduction to Literature: Reading, Thinking, Writing. 5th ed. Boston: Bedford/St. Martin's, 1999.
...Literature. Vol.1. Ed. Rossi, Patricia. Addison Wesley Educational Publishers Inc. New York: Copyright 1999. 2655-57.
After reading the essays in Ways of Reading this semester I find validity in the old cliché I still have much to learn. In particular, I thought I knew what major philosophical arguments grounded the field of education however I never realized how many diverse debates are occurring in the field of literacy education. In concluding a theme from the essays, I would suggest a common theme of contextualization and its importance to both writing and education. In Authority and American Usage, David Foster Wallace writes, “you need more than one dialect to get along in school” ( ). Wallace’s quote represents a conclusion of an argument about the role context plays in regards to efficiency with language. In this case Wallace uses the example of a boy who is excellent at rapport with his teachers
Edgar Roberts, Henry Jacobs. Literature: An Introduction to Reading and Writing. 1998. Ed. Leah Jewell, Vivian Garcia, and Melissa Casciano. 3rd ed. Upper Saddler River: Pearson Education, Inc., 2006.
Writing and Reading Across the Curriculum. Tenth edition. Edited by Laurence Behrens and Leonard J. Rosen. New York: Longman Publishers, pp. 371-377, 2008.
Eaglestone, R. (2009). Doing English: a guide for literature student. (3rd ed., pp. 40-41). New York: Routeledge.
Literature is a key component when speaking of literacy. Teachers need to provide students with endless amounts of practice experiences in reading to build their fluency rate. This should be done with different genres of texts and different levels. Reading a wide variety of literature help children develop rich vocabularies.
Toni Cade Bambara, DiYanni, R. (Ch 10.) The Lesson (p. 427-432) & Literature Reading Fiction, Poetry, and Drama. (2007). New York:NY McGraw-Hill
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.
One of the most important aspects of teaching literature to adolescents is helping them understand how individual stories can relate to their lives specifically. More and more, the stigma that literature is a lofty abstract that has no connection to the day-to-day lives creeps into schools. This stigma creates an environment where apathy flourishes and care disappears. As teachers, the number one goal today, seems to be first getting students to care about reading. No matter how dynamic or revolutionary a teacher's methods or philosophies are, if a student does not care, that student will not learn. So, when looking for possible novels that one would use in the classroom, one main question must always be asked; how will this novel be taught differently, to ensure a number of students will actually care?
Literature has many forms including, poetry, fiction, and drama. I had lost touch with all three of these forms prior to this class. My reading consisted of work related articles or children’s homework. All reading was “serious” in nature. It has been difficult for me to reconnect with literature. Many aspects have changed over the past twenty years. However, I can now say that I am thankful for this experience. This class has reopened my imagination and rekindled that old spark I once had for reading.
On the other hand, this study adapts Smith-Johnson Model in the development of the literature-based reading program as an aid to help improve the students’ level of literary competence. This model views that when literature is used as a lens through which content is seen, young readers identify sense of relevance to their own experience. It notes that literature is treated as the principal source for instruction and that since thematic studies tend to be student-driven, the learning environment must reflect on this (Diaz de Rivera,