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Appropriate strategies in teaching
Appropriate strategies in teaching
A comprehensive essay on reading skills
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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
The New Foundation Press, Inc. Foorman, B. R., & Torgesen, J. K. (2001). Critical elements of classroom and small-group instruction promote reading success in all children. Learning Disabilities Research & Practice, 16, 203–212. Francis, D. J., Rivera, M., Lesaux, N., Kieffer, M., and Rivera, H. (2006).
Abstract This paper is an overview of Timothy Shanahan’s video about teaching students how to read complex text. In this video, Shanahan emphasizes that reading is more verbal than visual, and that students must negotiate language. He addresses that the assumption has been that if children can translate text into language, they can summarize the text, ask questions about it, and visualize it; however, language interpretation does not happen automatically. Also, he mentions that as educators, it is our role to ensure that each student receives the best and equal opportunities for learning. It is important that we create curriculum aligned with students’ reading and performance levels, rather than imposing them on a level that they continue
The purpose of this paper is to identify a core reading program (CRP) and interview a teacher that uses the program. The interview questions were provided which included, the anatomy of the program, naming areas of strengths and weaknesses, whether there are any supplemental materials used, and how does the program make use of new literacies and technology. The (CRP) used is the Success for All reading program called Reading Roots. Success for All is a foundation that supplies children with several strategies for learning.
It is important to get to know your student because so many factors may influence their ability to read well. Prior content knowledge, phonological awareness, metacognitive awareness, motivation, and social/emotional/language/physical/cognitive developmental
Students read from text at the instructional level of the weaker reader in the
The English department teachers will need to support this plan if it is to be put into the high school. Many of the English teachers recognize that students misunderstand what they are reading and that they need help that is not offered in regular English classes. A large problem is that teachers have little room to help students because the many rules, tests, and due dates that teachers are required to have and cannot find the time to help improve the student’s learning ability.
“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.
Quality reading instruction requires “explicit intensive, and systematic instruction,” especially in the categories of: phoenic awareness, phonics, fluency, vocabulary, and comprehension (Heitin). Kurtney shared that most goals and objectives also consider the student’s specific disability; some mentioned were various emotional disability, psychiatric disorders and mild
For example, those students who are struggling in reading comprehension, I would incorporate strategies before reading
172) of a good reader and how they monitor and improve their reading comprehension. The teacher introduces seven key strategies for the students to adopt. The seven strategies are to “create mental images, use background knowledge, ask questions, make inferences, determine the most important ideas or themes, synthesize information, and “fix-up””(Migyanka, Policastro, & Lui, 2005, p. 172). A good reader uses all seven strategies. Teachers can help with this learning process and promote the use of the strategies by providing the students with quality literature.
Teachers also know how to develop, urge and improve reading and the correct instructions to use when trying to overcome the challenges that some children experience, however through analysis's, it suggests that they have not succeeded in doing these things consistently and persistently across all schools (The Office for Standards in Education, Childrens Services and Skills, 2010, p. 01)
What can I, as a secondary teacher do about it? How can I create a lesson plan for teaching using reading strategies? This struggle to have students read and write is not an easy task that can be done overnight but can be done in time if the educator put more effort in teaching these skills.
“It [feels] as if I [have] been thrown off a cliff into deep water and I [don’t] know how to swim. All around me there are people who can help me, or teach me to swim. But I can’t get to them, and they don’t help me, and I know that eventually I will go under” (Unknown). Millions of illiterate children across the world have experienced, or continue to experience, the overwhelming hopelessness of being thrust into a society that demands reading skills. Sadly, though, too often this world does not give the tools needed to learn to read.
We took our time as we read aloud and followed along with our finger. After partaking in this reading program I was skilled in reading and was finally sent back to class. I put my reading skills into action any time the teacher needed a volunteer to read from the textbook. Confidence was pouring out of me as I skimmed through the passages. My literary confidence was soon put to the test when writing was put into play.
