Balanced literacy program
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The document describes a balanced literacy program that incorporates various reading and writing experiences throughout a 120 minute literacy block each day. It explains that students will participate in guided reading, working with words, writing, self-selected reading, and teacher read alouds. The program is designed to help students become successful readers and writers through a variety of strategies, small group and whole class instruction, and assessment of comprehension and skills. Parents are encouraged to help at home with literacy-building activities.
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The document discusses literacy across the curriculum and its importance. It provides perspectives from several teachers and researchers. Literacy across the curriculum means teaching literacy skills through various subject areas like math, science, social studies, etc. This is important because it reinforces learning in all areas and helps students learn to read and write for different purposes. Effective literacy programs incorporate reading and writing strategies across the curriculum and are student-centered. The document outlines several teacher projects focused on improving literacy skills through various subjects and strategies.
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This document outlines the components of a balanced literacy classroom. It discusses having a mix of whole group, small group, and individual reading and writing instruction. The reading components include read alouds, shared reading, guided reading, cooperative reading, and independent reading. The writing components include modeled writing, shared writing, guided writing, cooperative writing, and independent writing. Assessment and supporting literacy at home are also discussed.
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AbstractThis paper examines how literature can be used to teach .docx
Abstract
This paper examines how literature can be used to teach vocabulary. It is based on experiences that were obtained on a practicum. 3 hours were spent in three different classrooms and analysis made on how the instructors facilitate the understanding of the students in the reading and the writing sessions. These observations were observed for both the mainstream and the minority language students.
Later, a specific grade was chosen from the Language Arts standards and 6 hours were then spent to develop and design a 5 day lesson plan on how to use literature to teach vocabulary. A single piece of text was then used during the entire 5 days teaching period. This paper therefore covers observations and analysis from 15-30 minutes mini-lessons that covers the various aspects of literacy teaching. These include Oral language and Vocabulary, Phonics, Word patterns, and Word analysis, Fluency, Reading Comprehension and Writing. This paper is therefore based on analysis, observations and corrections from my mentor teacher regarding teaching, management and engagement strategies in accordance to student learning.
Synopsis:Using literature to teach vocabulary
There are many responsibilities that come about in teaching language in school. In language a teacher must teach comprehension (understanding), reading, literature, grammar, writing and vocabulary. However, because of the tight schedule of events we often find that adequate teaching of vocabulary is denied its due time. This comes as a result of the many responsibilities that the teacher will often have to handle. Unlike in the Elizabethan times where mastery grasp of language was necessary, nowadays we find that most of the students are not interested in learning a new vocabulary simply because sophisticated language is not a priority in the society that they have been brought up. It is therefore necessary that language teachers device a method in which they can teach vocabulary. This paper is going to consider various ways in which vocabulary can be taught through literature.
One of the methods that can be used to teach literature is through the use of phonemic awareness. It can be described as the ability to percept, reason about, and work and operate the individual sounds in words. This method is great as it allows us to predict the ease or the difficulty that a student is experiencing when it comes to predicting of later reading success or difficulty. To enforce this skill I usually started with a definition to a vocabulary that is student friendly. I would at first engage the students in reading a single source of text which we used as our source of new words.
For some few minutes I would allow the students to lead discussions based on the reading. I observed that doing this created motivation to read and discuss within the students in the class. This scenario actually related to the input hypothesis by Horwitz(Horwitz, 2008). It makes the students to become really intereste.
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