Entry Four
After choosing a text book about computer programing, I tried to sit down and comprehend the text and the meaning. After just the first two paragraphs I was lost and asking for help. I lacked the background knowledge and vocabulary to be able to relate the text to my own knowledge.
i tried the approach of looking of the definitions of the words that I did not understand, but that led to definitions that I did not understand. I even tried looking up on the Internet computer programming for dummies to help give me at least a starting point. I was unable to find the material I needed. Finally I had to go to the person that owned the book and get an explanation. He even had to demonstrate using a computer because I am a visual learner.
As teachers, it is important for us to remember that our students might not have the background knowledge to be able to comprehend a text so it is important we always pre-assess for background knowledge. It is also vital we take into account the different types of learners. We need to make sure we are meeting all of our students' needs. Finally, we also need to teach comprehension strategies for when students do get stuck and don't have anyone to help them. They need to be able to have some independence.
Tuesday, November 2, 2010
Oral Language and The Reading Process
Entry Three
Reading Process Oral Language Process
-Making connections -three components: the phonological, semantic, and syntactic
-Story Structure -babbling, first words, sentences
-Picture and story connection -positive renforcements
-Early print reading - natural learning process
-Early strategic reading
-Self monitoring
Reading Process Oral Language Process
-Making connections -three components: the phonological, semantic, and syntactic
-Story Structure -babbling, first words, sentences
-Picture and story connection -positive renforcements
-Early print reading - natural learning process
-Early strategic reading
-Self monitoring
Writing Instruction
Entry Two:
After receiving many classes about writing instruction over the course of our masters, the way I perceive writing has grown and deepen. I believe that writing instruction has two vital components. First, students need to have the opportunity to explore with their own writing. Writing should be a task that students find enjoyable and not just another assignment. Teachers need to help develop or cultivate that passion for writing. Allowing for writer's workshop, free writing, and celebrating each child's successes is a vital part of this process.
Next, after allowing students to have freedom with their writing, I believe that they also need to have lots and lots of modeling from the teacher and from their peers. As a teacher, I model every step of the writing process with the students. It is so important that they understand what is expected for them. Modeling is also very vital for your second language learners. They need a visual example to follow as they learn to find their own voices.
After receiving many classes about writing instruction over the course of our masters, the way I perceive writing has grown and deepen. I believe that writing instruction has two vital components. First, students need to have the opportunity to explore with their own writing. Writing should be a task that students find enjoyable and not just another assignment. Teachers need to help develop or cultivate that passion for writing. Allowing for writer's workshop, free writing, and celebrating each child's successes is a vital part of this process.
Next, after allowing students to have freedom with their writing, I believe that they also need to have lots and lots of modeling from the teacher and from their peers. As a teacher, I model every step of the writing process with the students. It is so important that they understand what is expected for them. Modeling is also very vital for your second language learners. They need a visual example to follow as they learn to find their own voices.
Philosophies of Teaching Literacy
Entry One:
After discussing our philosophies of teacher, Mr. Howll and I agree on most points. Teaching literacy has to be a partnership between the teacher and the parents. Ideally literacy starts at home beginning at birth. Patents need to expose children to a wide range of literacy even before entering school. Talking and having meaningful conversations with their children will also provide an opportunity for language, vocabulary, comprehension, and background knowledge development/growth.
At school, teachers need to provide students with a literacy rich environment. Students need to have the opportunity to explore texts and hear fluent reading. The five components of reading are a must when it comes to any well developed literacy program. Teachers also need to assess students knowledge to drive instruction and scaffold whenever needed.
After discussing our philosophies of teacher, Mr. Howll and I agree on most points. Teaching literacy has to be a partnership between the teacher and the parents. Ideally literacy starts at home beginning at birth. Patents need to expose children to a wide range of literacy even before entering school. Talking and having meaningful conversations with their children will also provide an opportunity for language, vocabulary, comprehension, and background knowledge development/growth.
At school, teachers need to provide students with a literacy rich environment. Students need to have the opportunity to explore texts and hear fluent reading. The five components of reading are a must when it comes to any well developed literacy program. Teachers also need to assess students knowledge to drive instruction and scaffold whenever needed.
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