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Math Artifact

503 Words3 Pages

“Every teacher is a reading teacher”, so every teacher should understand the major components of the reading process. This artifact consisted in developing a table identifying instructional strategies and student activities that scaffold student learning by applying the principles of research-based reading instruction and integrating the six components of the reading process in lesson planning and teaching delivery in my specific subject area and grade level (Mathematics 6-12). I am quite aware that my responsibility as a teacher is not limited to prepare my students in my subject area, among many responsibilities; I have the one of students’ reading development. When students do not possess the necessary skills to comprehend what they are reading, they struggle with the content area. Reading in Math involves the use of prior knowledge to connect what students know to the new information being presented. When students are able to understand the reading, hence the given information, they can more …show more content…

I could identify some challenges of teaching reading in the content areas and some possible solutions to help my students, so my thinking about teaching reading in Math has changed as a result of completing this artifact. Knowing how to select and use strategies when reading in Math classes will help students expand their understanding of what they will be studying. Therefore, I will provide my students experiences with diverse texts and multiple perspectives, and, whenever possible, authentic, student-initiated discussions about text. Students will be benefited as result of this artifact, since I am able to facilitate them with experiences to reflect critically on their own literacy processes and experiences examining texts

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Chapter 11 of Fundamentals of Literacy Instruction and Assessment, FLIA, and Chapter 5 of Pathways to the Common Core, PCC, relate very well to each other. One of the most difficult types of texts to comprehend for many are informational texts, yet they are also very important in a student’s education. Both chapters talk about the importance of comprehending the text and what must happen for students to comprehend what they are reading. While FLIA discusses different comprehension strategies, instructional strategies, and how to specifically approach reading comprehension with students, PCC discusses what comprehending the text will look like and what the students will gain from comprehending the text. They each are important in their own way.

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695 Words | 3 Pages

This is currently my first year enrolling in Richland College, but the experience is just the beginning. The earliest memory of reading was all the syllabus that each class had before school started. I chose to be in college because I’m striving for a better future, instead of working at a retail store and less pay for all the work I’ve contributed. Being an expert reader can help me out in the long run because it helps me with comprehension and critical thinking when I encounter a real world problem. Now getting in idea of what we are doing in class, I think you are doing just fine helping me prepare for what is ahead of me

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552 Words | 3 Pages

What Have I Learned Dr. Boyer’s Reading Assessment class has a textbook that is very accessible and easy to read. This is not surprising since it is written by a reading specialist. When Kids Can’t Read, by Kylene Beers, clearly describes many of the obstacles that struggling readers encounter. Beers uses examples from her experience and honestly discusses many of the readers with whom she has worked (Beers, 2003). Through this book the one lesson that I have learned is that to be an effective teacher you must be prepared to plan, evaluate, adjust, evaluate and adjust again.

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The reading strategies we discussed in class and in the courses content made me a better reader by showing me many different ways to read and write and understand it very well. It uses all these methods such as the KWL charts, writing a memo and reading the novel I selected helping me improve my skills greatly to become a better reader. Putting together the reading, writing oral communication and examining media all connected in helping me become a good reader and helped me to comprehend the understanding of making a personal connection to the world around you. That 's what help 's you in the future to make the the best choices possible so that later on when you make a mistake in reading you can look at the experience you had and learn how to properly correct yourself because at the end of the day they all deal with different skill set 's but all help you to become better in everything you

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924 Words | 4 Pages

However, when students walk into their English classes, no one anticipates for the professor to ask, what does reading mean? The majority, probably have never pondered the question before and almost everyone will likely not have a vivid memory of when they first realize they could read. Alberto Manguel did, when he walked us through his memory of being four years old and discovering he could read, in his essay “Reading Our World Around Us” (5). Manguel also speaks of reading as an acquired sense; beyond eyesight, beyond touch and taste, but a “sense that can decipher, translate and give voice to, reading” (6). Then there is Rick Moody, author of “The Joy and Enthusiasm of Reading,” who proposes that there is no “right” or “wrong” way to read a text.

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971 Words | 4 Pages

In “Why University Students Don’t Read: What Professors Can Do To Increase Compliance” Mary E. Hoeft questions whether why students don’t like to read the assigned textbooks. Hoeft found that it is essential to know that there is a multiple of things we can do to boost the completion of reading assignments, for the professors who consider reading completion to be the main component to schooling (qtd. in Hoft 15). Some of these things could include could giving out quizzes, supplementary assignments, and to give reminders and making it interesting at the same time. While Hoeft suggest that reading completion is a team effort between the students and faculty, the emphasis of her argument is on whether students care about what they are reading.

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749 Words | 3 Pages

Many students read-only to finish rather than to understand what they have read." Many students have yet to be interested in reading lengthy

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929 Words | 4 Pages

They also appear to enjoy learning the content due to their involvement. The goal of this activity was to build students reading skills by working them through the subject and allowing them to discuss amongst each other any information that relates to the subject of the reading. It is also intended to help the students think as they read. This helped enable the students understand the subject of the reading, offer their own insight, and identify words more easily. This will also allow students to identify new words and will increase their ability with word identification and reading skills.

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672 Words | 3 Pages

One study, conducted by the Progress in International Reading Literacy Study (PIRLS), asked fourth-grade teachers around the world about how they help students who struggle with reading (Sen, Burns, & Miller, 2009). One strategy that was asked in this study that almost all of the countries used on a consistent basis is “spending more time working with the student individually” (Sen et al., 2009). This allows the teacher to work on the specific things the student needs and meet them right where they are. Being able to work individually with RTI reading students can allow a teacher to not only help them with their reading comprehension, but also to work on the vocabulary that students encounter in mathematics word problems.

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817 Words | 4 Pages

Students read from text at the instructional level of the weaker reader in the

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1531 Words | 7 Pages

There are six major components to the reading process which, if followed and taught correctly, can greatly influence the progression of literacy in students. The National Reading Panel, a board of educators, administrators and scientists, evaluated scientific research and evidence to determine the best method for teaching students to read. In 2000, the panel concluded their research and published their reports. Their findings state that the most effective plan for students to learn to read is one that incorporates comprehension, oral language, phonics, phonological awareness, fluency and vocabulary. (National reading panel, 2015)

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615 Words | 3 Pages

Introduction Lenses on Reading: An Introduction to Theories and Modelsis an excellent read. The authors bring a lot of useful information to not only the field of education but to the classroom. Throughout the book, the authors provided vignettes to show theoretical models in action which gives the reader a visual of how the theoretical model can be applied. The layout of the chapters was in chronological order which is was also helpful.

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1219 Words | 5 Pages

Tracing a parallel with Marx, Bourdieu (1984/2010: 102) affirms that the volume and composition of capital gives form and value to the determination of the other properties on practice. Families, thus, diverge in their adopted practices to maintain or increase their set of assets and position on the class structure. On this sense and complementing the Marxist contribution, the social trajectory of an individual’s capital accumulation also represents an important stratification factor, as a person might not follow his class-expected path according to his/her relation to the social world. Nonetheless, Bourdieu agrees on Marx’s position on how rigid stratification is, although taking a broader interpretation by assuming that “major moves between

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737 Words | 3 Pages

Literature Review “Children know how to learn in more ways than we know how to teach them.” —Ronald Edmonds (1991) Each child learns in a different way, therefore if teachers are mainly focused on instructing the majority auditory/visual learners; the students who have different learning styles needs aren’t being met, which results in lack of basic skills moving forward. The idea of one instructional strategy fitting all is creating a void in classrooms; which in turn is failing to help those students struggling the most. Campbell, Helf, and Cooke, (2008) suggests a reason for some students’ ongoing lack of achievements that, “too often, students are instructed indirectly, watching and listening to the teacher or other students with little or no opportunity to actually read” (p. 268).

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Core life values that I consider to be important, and why they are important to me: 1. Spiritual development: Religion is a huge part of my life, and it determines everything that I do, but I feel that my spiritual development within my religion is even more important because it shows that I am living out the beliefs of the doctrine. 2. Availability to spouse/significant other: I do not currently have a spouse or significant other, but if/when I do they will be one of the most important people in my life because I am family-oriented, so I will want to be around them. 3.

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