-The classroom objects should be labeled with words or pictures so students can make constant connections with written language and the things they represent.
-Calendars, schedules, signs, directions
-Anchor charts with strategies along with examples of students’ reading work to support the developing literacy culture.
-Decorate with a book theme the class has studied or read about
-Access to a variety of materials and provide choice (anchor charts, alphabet displays, tape recordings, videotapes, props, student work, pens, pencils/grips, markers, crayons of varying shapes and sizes, computers, magnetic writing boards, tactile books, manipulatives, slant boards, etc.)
-Teachers should create an environment that engages and inspires kids to
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The readbox is a play off of “Redbox” and is a creative way to display books, create interest, and support reading choice (Tyson, 2013). Students are able to rent out various books using a punch card. I can show “book trailers” or have students create them to advertise the hot new books. Students are motivated and excited to read fresh new books that are spotlighted.
-Model appropriate behavior and break down rules
-Give praise and provide specific positive feedback to reinforce behaviors you want to repeat
-Practice self-control, listening, taking turns when speaking without interruptions, appropriate responses, and eye contract (tracking)
-Read and practice emotions, body language, and facial expressions
-Read aloud books are a great way to model reading, build vocabulary and comprehension, discuss meaningful and current topics, and spend quality time with students.
-Read aloud books allow a teacher to highlight reading strategies, make text connections, and help students understand what they are reading. Students can also listen to higher language levels than they can read, so reading aloud makes complex ideas more accessible and exposes children to new vocabulary and language
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It creates excitement and develops further parent-child connections. I would send home a secret flyer to the parents to see if they would like to come in and read to us during story time. It can be parents, grandparents, aunts, or uncles. They can pick out their own story (usually their child's favorite) and give me a first and second choice of dates. I then make up a schedule after the slips are in. I will send back another secret note to those who responded informing them of their date. The kiddos will be surprised and love it. I will take a picture of each Mystery Reader reading and send it home with the child in a thank you
Lesson plans are very well organized including visuals for the materials being illustrated. Academic vocabulary is addressed in many ways. For example, key concept and vocabulary words will be introduced to the students at start of lesson using building background. Students will be provided a hard copy of anticipation guide and words will be displayed on the Smart Board, too. Students will be provided with
This activity suits the child’s current stage of oral development will interest them and aid in them progressing in their oral development. Children at this stage of development enjoy listening to stories which is good not only for their receptive skills, but also for their expressive language (Fellows and Oakley, 2014), in all four key components of spoken language. It helps with phonemes by getting the child to focus on the phonological patterns throughout the text (Fellows and Oakley, 214). Syntax knowledge allows them to observe the sentence structure and grammar in the book which allows them to develop a stronger awareness of the syntax. Visual aids in storybooks can aid in the child in the understanding of semantics (Fellows and Oakley’s), as the story is read aloud their receptive skills hear those more difficult words, when paired with a visual cue such as a picture in the book the child understands better and thus they are able to gain a better understanding of how to speak these difficult words. A better understanding of pragmatics can also be gained from storybooks as they understand how people communicate in society such as greetings and asking for things (Fellows and Oakley,
I want the nature of the students to be relaxed, and energetic. I want the children to be curious and involved in every aspect of the learning process. I hope that the students will learn through hands on activities, as well as group and visual lessons. The students in my class should feel that the classroom...
... You must be prepared and have all materials ready and very little lag time. This helps to keep your students focused and engaged. A teacher should never stop learning themselves and utilize any professional development opportunities presented. A comprehensive literacy classroom is a place where learning can flourish and students of all different backgrounds and learning abilities can succeed.
How My Local Courthouse Shapes My Perspective In Life Nestled in the heart of Fort Dodge, Iowa, the Webster County Courthouse stands as a testament to the history and resilience of the community. This majestic structure, with its towering clock tower and ornate architectural details, has not only served as a hub of judicial activity but has also profoundly shaped my perspectives and worldview. In this essay, I will explore how this location has influenced my personality, my views on the world, and my approach to writing. By reflecting on personal experiences and integrating photographs, I aim to illustrate the courthouse's significant impact on my life.
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
To develop a variety of close reading activities that can be used in kindergarten and first grade classes
This is also implemented in the literacy program I observed as the students do pair/share reading. This involves students reading a section of a chosen book to another student and then telling their partner about the book. These books are taken home the weekend before, and students are encouraged to read at home. Reading aloud develops speaking skills and summarising the book allows students to develop skills in conveying their thoughts through verbal communication. It is important that as teachers, we do not fall into the trap of believing that literacy is just reading and writing.
The class I visited is comprised of 24 five and six year old children, a lead teacher and a ‘Para-Pro” who assists the teacher and provides support and guidance for the children. Within the classroom itself, there are 6 tables organized in the center of the room in a grid formation. Children have their own workspace at a shared table. Around the perimeter of the room are ‘centers’ where each day, the children work on tasks such as listening, story development, gross and fine motor skills, math, reading and other important skills that are needed to develop socially and academically. In several places on the walls, there are displays or ‘brag boards’ where children can post their work that they feel best represents their efforts. The walls are brightly decorated and are filled with pictures, letters, numbers and other basic elementary school information. It is energizing and interesting without being chaotic or overstimulating.
Establish clear objectives for all lessons, units, and projects and communicate those objectives to children.
Throughout out my educational experience, reading has been stressed through reading books in elementary, middle, and high school.
Reading aloud helps a child’s memory, curiosity, and it builds their motivation (“Importance of Reading Aloud”). “Reading aloud introduces the language of books which differs from language heard in daily conversation, on television, and in movies. Book language is more descriptive and uses more formal grammatical structures”. Children learn many things while being read to. The more books that are read to children, the more their vocabulary expands. Reading to children can introduce them to different literature they might not find on their own (Koralek). Another essential skill that children need is the ability to listen, which they learn while being read to (“Importance of Reading Aloud”). Not only does reading give children the ability to listen, it gives them the ability to understand how stories work. “The more a child knows about and experience the joys of reading before kindergarten, the easier it will be to learn to read,” (“Why Reading to Children Is Important”). Reading is fun and the more it is done, the more children will enjoy it
... be interactive, as it can contain audio, video, animations all of which can enhance the reading experience (Gardiner and Musto, 2010). Increased interactiveness of the reading material will enhance the understanding of the contents being read, and hence the learning of the material (Gardiner and Musto, 2010)
Our readings reference many previously researched benefits of Interactive Reading which include (but certainly are not limited to) developing children's joy of learning, art of listening, vocabulary, concepts of print, patterns and structures of written language, understanding of different genres, oral language expression, and understanding of the components, structure, and function of narrative discourse, connection with others and the world. (Fisher et all, 2006, p. 8-16).
For teachers to be effective their classrooms should be open, encouraging and safe environments, where a strong student-teacher relationship can be achieved (Marsh, 2008). Students should be treated with respect in order to meet their need for belonging (Eggen&Kauchak, 2010). The layout of the room and resources need to be well considered allowing different areas for different activities (Bennett &Smilanich, P. 1994) keeping in mind space for easy movement and creative work. Seating arrangements, noise level and room temperature all need to be taken into account when planning the classroom to maximise productive lea...