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Ethos Pathos And Logos For Research Paper

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Vocabulary Strategies
Even before entering elementary school, youngsters learn environment print, which is the print that they see in the outside world. These youngsters recognize the logos and therefore learn what these logos represent providing a false sense that they are “reading”. Despite being able to tell you what something is by the logos themselves, they are not really reading. Literacy, on the other hand, is the ability to learn to write and read and is taught at a young age, usually when a child enters school. Once in school, a child learns how to manipulate words in a variety of ways also known as phonemic awareness; phonics, where they use discriminative listening to make the connections between speech and sounds; phonological …show more content…

When students read on their own, I would provide them with a reading log so that I can see what they had read and how much they read. Then I would allow them to decide a type of journal that they would like to complete while they were reading. By giving them a choice in the type of journal they will complete, I feel as if they will be more motivated to complete the task and in return, learn more from the experience. First, I would model each type of journal that they would be allowed to choose from, then the students could choose. I would demonstrate d’nealian, or the use of both manuscript and cursive so that they can see that there are different types of writing that they might incur while reading. One journal, the double-entry journals is where the student would write down the vocabulary words along with their personal reflections of these words. When deciding to do this journal, I would strongly suggest that the student study the origin of the words and how they have changed along with the meanings, which is known as etymology. Students will also have the choice to decide to fill out simulated journals where they would be entering information from the character’s point of view. I would suggest that my students complete these journals as they were reading so that their thoughts would not be lost and whichever journal that they decide they want to do; however, they would all be part of a dialogue journal where I would personally interact with them in their journal entries. Within all journals, I would allow the students to use the process of viewing, or using their background knowledge and applying it to what they have learned through their

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