Rafael E.Ablong
TMA# 1 How reading and writing are used to understand content.
211TMA#1 Ablong/rea.doc
to: edr211@gmail.com
I. Introduction
A. Objectives:
This class observation was conducted to:
1. Know the nature of texts and how reading process are used in the class to learn the basics of map making and map reading
2. To understand what strategies are used for struggling readers in order that they learn the lesson and know what to do in their project.
3. To know what kind of texts and resources are used to help students acquire, process and apply the information.
4. To discover how the teacher measures students’ understanding of the texts and how they apply their understanding to the project.
5. B. Rationale:
In order to teach contents related to the subject matter under discussion, a teacher needs to: consider his students’ levels of reading and comprehension skills; and pre-read texts or resources that will be used by his students. Since “low level academic achievement of students may come from a variety of sources, high quality teaching and creative strategies” is a great way to help these students “engaged in learning.” Focused instruction or individualized instruction plans & after school programs can help struggling or reluctant readers understand what they read.
Lack of motivation to study and learn has always been a problem for both teachers and students. How to overcome that would depend more on how teachers present the texts or trade books that are used to learn content. The teachers’ main challenge is how to convince their students that they can be successful so they have to keep reading even when they are about to tune out because of difficulties at home or in the classroom.
Some strategies that teachers use include: a good selection of materials that attract students’ attention; using appropriate “level” books with “praise and positive feedback”; a selective departure from the textbook can be a very good motivator to help students choose their level books and keep their interest to read and learn from that book or books; and using books that catch students’ interest and motivation because of “engaging writing and great illustrations”. Elementary and middle school students are usually attracted to these engaging books with great illustrations.”
Another way of developing motivation and improving students’ comprehensions skills is “to tap into what they already know.” Studies show that “background knowledge of a topic contributes to comprehension.” Students are able to understand well ahead of the others when their previous information is being used in the topic.
“Discussion, brainstorming and asking questions to help all learners activate and share the knowledge they do have can help process information before the actually begin a reading.”
II. Description of the Documentation Methodology
Sample/ Subjects – This first assignment of the EDR 211 shows how Mr. Matthew Buck, a Grade 4 teacher of Fukuoka International School, use strategies to keep his students reading and learning in his social studies class. It is a study about a teacher’s way of teaching content through reading and writing. This was done using a combination of interview and observation. Below are the interview questions and observation checklist that I used.
A. Interview questions:
1. May I know what subjects you teach in your homeroom class?
2. How often do you use reading and writing to learn content in core subjects of math, science and social studies?
3. Do you have reluctant or struggling readers in your class?
4. How do you help these struggling readers understand content in your core subjects?
5. Are you using a particular textbook for your social studies class?
6. Why do you choose those books?
7. Do you conduct vocabulary and spelling tests?
8. How do you ensure that your students are able to use the words or vocabulary in your class?
B. Observation
The following things were done before, during and after observing Mr. Buck’s Grade 4 Class:
1. Before the Interview and Classroom Observation – I prepared a list of questions for the brief interview. Then, I printed out and filled up the Letter of Request of my EDR 211 FIC, Prof. Anne Choi. During the presentation of the letter of request to Mr. Buck during his break time, I also explained to him how important this course is for me, and the reason why I am doing the course. After my short interview with him, we M set up the observation schedule.
2. During the Interview and Class Observation – I showed a copy of the interview questions to Mr. Buck and took note of his answers. I also asked him to give me some important papers and copies of students’ work and pictures for my documentation of TMA#1. After everything was done, I took pictures of: the books that they used; students working individually and in groups; selected students’ work and the bulletin boar where they posted their finished projects.
3. After the Classroom Observation – I asked Mr. Buck to sign the Letter of Request to confirm my attendance in his class and I asked one of his students to take a picture of both of us next to his desk in the Grade 4 room.
Figure 1. December 3, 2010 –Mr. Matt Buck and I posing after the interview and classroom observation.
After giving him a Thank you Christmas card to show my gratitude for his cooperation and total support, I collected and organized what I have done and wrote this report.
4. Observation Checklist: See attached Checklist
The checklist that I used from www.austincc.edu provided four main categories to observe how the teacher performs his role. These four are: class structure, methods, teacher-student interaction, and content.
III. Results:
A. Interview
This is the result of the brief interview with Mr. Matthew Buck, Grade 4 teacher at FIS. The answers you will read here are taken from him but they are not done verbatim.
Question No.1: May I know what subjects you teach in your homeroom class?
Answer: “I teach math, science and social studies in my class aside from the regular homeroom activities” that I do with them to help them improve their overall behavior and performance at school.
Question No. 2: How often do you use reading and writing to learn content in core subjects of math, science and social studies?
Answer : “I use it every time. He uses different strategies to have them read and write in his class.” He pairs up a good reader with a developing reader or with new students depending on their first language and level of English- reading abilities. Like a proficient Korean- reader of English books is paired up with a new Korean student. This is to facilitate communication in their native language in order to learn the English language or read an English book.
Question No. 3: Do you have reluctant or struggling readers in your class?
Answer: The new students except those who are coming from English-speaking schools outside FIS have reading and writing problems. I also have students who have shown extra effort to read and are succeeding. So I have different levels of readers. They usually overcome most of their basic reading problems after a few months with the help of their ELL teacher, their reading buddies, and “with the teaching strategies and support that I give through my core subjects.” Since words give meaning to what we read, the more we read the more we are able to learn new things and for some people the reading adventure continuous for a lifetime.
Question No. 4: How do you help these struggling readers understand content in your core subjects?
Answer: “Having different levels of English readers from different countries means that you have to use their potential to help the teacher in some ways, especially in translating, my instructions. I also ask students to share their ideas how to go about helping them read better. Students sometimes guide the teacher so that they will be motivated to read. I also do a lotnof collaborative work with ELL teachers, tutors and even student partners of the student (s) who have reading problems.
Question No. 5: Are you using a particular textbook for your social studies class?
Answer : “I don’t have a textbook to teach social studies. I have different kinds of readers.” He uses different books of the same topic and related topics in social studies. For map-making and map-reading, he uses two websites and different kinds of books that contain the same topic
Figure 2. Some of the Geography books that students read before their Group Map Activity.
Question No. 6: Why do you choose these books?
Answer: These books are good for different levels of readers. I usually ask them to choose from this pile of books that I have pre-read and selected myself. A particular student will naturally be attracted to a book or books that fit his reading ability. These books are very engaging and have great illustrations.
Figure 3. Other Books about Geography, Map-Making and Reading for different levels of readers
Question No. 7: Do you conduct content, vocabulary and spelling tests?
Answer: Yes, I do. I do it regularly to check on their reading habits, comprehension and memory skills. It always gives them a goal and a feeling of achievement after the test. Some of them are beginning to enjoy reading adventures.
Question No. 8: How do you ensure that your students are able to use the words or vocabulary from their readings in your class?
Answer: I use different activities that repeat the use of the same vocabulary. Before I start a topic, like in this case, map-making and map-reading, I ask them to read their level books and sight the words that I write on the board in their books: latitude, longitude, grid coordinates, etc. They are going to find those words in their books and then talk with their reading buddies about the meaning of those words. At one time, I ask them to draw or write or both what they think a map is and they came out with different ideas and illustrations (see figure 4). They also had a chance to actually use the floor to work on their grids. See attached drawing and pictures about this. Then, he asks them their understanding of the word.
Figure 4. Students’ own definition and illustration of a map.
B. Classroom Observation:
My classroom observation took almost 3 days to finish, since I had to cover for some teachers who were absent due to the cold. Mr. Buck always updated me about what his students were working on. Anyway, on the first day to last day of my observation, I saw consistency of instruction and coherence of purpose for reading. The students exuded interest for the most part although some students were not as excited as the others.
Mr. Buck gave an excellent explanation of the nature of the activity that students are going to do for the rest of the day and the coming days of the week before the winter break. He told the students to work closely with their partners. If a partner in the group is a good reader and the other is not then the former is a text reader and the other supports him as an illustrator. The better reader should see to it that his partner understands the word and what they are going to do in the reading part of the project.
Mr. Buck asked students to go the site http://www.map-reading.com/ch4-3.php and read about map-making there. Some of them said that there were words that were hard to understand at first. So he asked them to write those words on the board so everyone will know. The teacher challenged them to find whatever words they can’t understand aside from the sight words that he wanted them to find.
After writing their sight words, Mr. Buck asked them to find their meaning in the dictionary and then, in their own words try to explain their meaning as they were used in the sentence. Most of them wanted to say what they thought a map was. The activity was electrifying and it made some students really enjoy the interaction. After a few minutes, Mr. Buck took over and clarified the definition of: grid coordinate, latitude, longitude, magnetic north, true north, contours, reliefs, symbols, etc. He had the students talk about it. This was followed by an activity where students had to look at some other maps with their partners taking note of the words and their applications in the maps.
Figure 5. Grade 4 students worked on their grid coordinates using the floor and posted the results of their work in the bulletin board so other students can see them. Appreciating students’ work motivates them to sustain their efforts and to do better.
After writing their sight words, the teacher asked them to find their meaning in the dictionary and then, in their own words try to explain their meaning as they were used in the sentence.
The teacher explained the words in map reading like: grid coordinate, latitude, longitude, magnetic north, true north, contours, reliefs, symbols, etc. then he had the students talk about it. This was followed by an activity where students had to look at some other maps with their partners taking note of the words and their applications in the maps.
To repeat the words and understand their meaning, they did a short competitive game. The group that gives the right first answer gets a point. One group gave the meaning of the word using signs of symbols and the other group writes the spelling of the words. If the other group writes it correctly, then the next chance to define the meaning of the word goes to that group.
Moving on to their activities, Mr. Buck introduced the concept of grids and guided the students to making the grids following small, simple patterns then moving into more complex exercise to make a map with grids in it. Students also applied their understanding of grids, longitude and latitude when they made a replica of the globe using an orange and then transposing that globe (the orange) into a flat map. It is important to note here that during their map activities, there was a lot of reading and talking about what information needs to go to what place of the map that they made.
Figure 6. Transposing the globe into a flat map using (mikan) oranges
Their final project is actually making an online map with an audio recording of each place that they have read about represented those places with red spots that readers can press and listen to the recorded texts of the place in the map.
Classroom Observation Checklist
Name: Rafael E. Ablong Date: December 3-5, 2010
Class Observed: Mr. Matt Buck’s Grade 4 Time: 8:55 -- 9:55 am
Department: Elementary
Class Structure Could Improve Acceptable Excellent Not Observed
Reviews previous day’s course content
Gives overview of day’s course content
Summarizes course content covered
Directs student preparation for next class
Comments
Methods Could Improve Acceptable Excellent Not Observed
Provides well-designed materials
Employs non-lecture learning activities
(i.e. small group discussion, student-led activities)
Invites class discussion
Employs other tools/instructional aids
(i.e. technology, computer, video, overheads)
Delivers well-planned lecture
Comments
Teacher Student Interaction Could Improve Acceptable Excellent Not Observed
Solicits student input
Involves a variety of students
Demonstrates awareness of individual student
learning needs
Comments
Content
Could Improve Acceptable Excellent Not Observed
Appears knowledgeable
Appears well organized
Explains concepts clearly
Relates concepts to students’ experience
Selects learning experiences appropriate to level of learning
Comments
Source: http://www.austincc.edu/hr/eval/procedures/ClassObservCheck.pd
IV. Implications & Recommendations
The results of the interview an observation imply that sufficient teacher guidance and encouragement, students “learned to read and read to learn” in their social studies class. Different levels of students were able to work together as reading or research buddies, project teams and successful elementary map-makers and map readers. The teacher was able to demonstrate how strategies can influence the interest and reading behavior of students. It can be said that teacher’s focus and stability of purpose was his students’ guide to succeed in their reading and learning challenges.
There was a lot of reading, partner activities, question and answers, and teacher help during the process of understanding the vocabulary elements of the subject, emphasizing the value of teamwork and helpfulness. More than this, students were able to understand and apply their understanding to an actual project. Thus, their project embodied the different levels of learning as reflected by Bloom.
It was very evident during the course of the interview and observation that the teacher used his knowledge, experience and understanding of his students’ levels and characteristics. Hence from this study, I can say that:
1. Encourage and sustain students’ motivation.
2. Collaborate with other teachers and students that are capable of substantial help.
3. Use variety of resources and activities that create impact and heighten the interest of students to read and work together.
4.
V. Reflection
IV. Reference:
1.http://search.yahoo.com/search;_ylt=AnmL4LmLy2vMYwz6_1JaTNlG2vAI?p=K-5++Teacher+observation+checklist&fr=my-myy&toggle=1&cop=&ei=UTF-8
2. http://www.doe.mass.edu/sped/iep/sld/SLD4_g1-4.pdf
3. http://www.map-reading.com/ch4-3.php
Saturday, December 18, 2010
Wednesday, December 8, 2010
Df2 -- My Findings
Df2 -- My Findings
The article written by Elizabeth BiFuh Ambe about “Some Comprehension Strategies to Tutor Individuals or Small Groups of Reluctant Readers” illustrates tested ideas about how to help improve struggling readers.
Jamie’s (a middle school student) home problems are obviously affecting his school performance. He is “just one of many students who are labeled in the liter- ature as “unsuccessful,” “passive,” “disengaged,” “disenchanted,” “helpless,” “resistant,” “alienated,” or “low achieving.” He finally got over his reading problems with the collaborative teamwork of his homeroom teacher and reading teacher. His success in overcoming his reading challenges shows how teachers’ genuine desire and concern to help a student improve his reading abilities using what that student like can create a lot of changes in that student’s personal and academic life.
The reading teacher apparently looked for means to capture Jamie’s attention. That teacher used Jamie’s basketball idol’s book, Michael Jordan’s book, to get his interest and motivation to learn how to read and finally become a candidate member of the Literacy club. Her sincere, determined and creative approach to get Jamie’s interest and motivation was key to Jamie’s success. Without first finding out what the student’s interest was, the teacher would have negated the first requirement to learn and that is motivation.
Other essential points raised in this article are:
1. The important administration of performance assessment tests that can provide evidence of students’ reading and writing abilities. Also mentioned was the need to conduct a reading inventory by “preservice teachers” in the program to know students’ strengths and weaknesses.
2. The use of relevant picture or trade books that fits the reading level of the student is important for scaffolding reader’s vocabulary, reading and writing technique.
3. Results of the Analytical Reading Inventory by Woods and Moe (2003) indicate that students selected for intervention, like Jamie, were reading below their grade level. Further, results of the Interest and Attitude Inventory (adapted from Collins & Cheek, 1989) showed that many students in the intervention program were not motivated to read.
4. To increase motivation, students are allowed to choose their interesting reading materials and provide favorable instructional contexts.
5. Using engaging resources that related to textbook topics like a variety of interesting text types, trade books, journal articles and pictures captured students’ interest and motivation.
6. Construction and expansion of Building and expanding students’ prior knowledge is important before reading expository texts can be an effective way to improve student’s comprehension abilities.
7. To improve comprehension, teaching students the application of effective comprehension strategies before, during and after reading is important to facilitate construction of meaning and assist reluctant readers to develop positive attitudes toward literacy events.
Teachers have to be really aware of students’ needs and responses. Taking into consideration the physical, psychological and philosophical response of different levels of students can help the teacher applying teaching and reading techniques to improve their students’ abilities.
Guiding students to “learn to read and read to learn” may take a lot of time, effort and sacrifice for the teacher but the rewards of teaching can be felt only when teachers really like to improve their students’ abilities by innovating ways and creating different avenues to capture students’ interest and motivation.
References:
1. http://myportal.upou.edu.ph/mod/resource/view.php?inpopup=true&id=18697
2. Reading Stance by Hermosa, http://myportal.upou.edu.ph/mod/resource/view.php?inpopup=true&id=18692
Rafael E. Ablong
The article written by Elizabeth BiFuh Ambe about “Some Comprehension Strategies to Tutor Individuals or Small Groups of Reluctant Readers” illustrates tested ideas about how to help improve struggling readers.
Jamie’s (a middle school student) home problems are obviously affecting his school performance. He is “just one of many students who are labeled in the liter- ature as “unsuccessful,” “passive,” “disengaged,” “disenchanted,” “helpless,” “resistant,” “alienated,” or “low achieving.” He finally got over his reading problems with the collaborative teamwork of his homeroom teacher and reading teacher. His success in overcoming his reading challenges shows how teachers’ genuine desire and concern to help a student improve his reading abilities using what that student like can create a lot of changes in that student’s personal and academic life.
The reading teacher apparently looked for means to capture Jamie’s attention. That teacher used Jamie’s basketball idol’s book, Michael Jordan’s book, to get his interest and motivation to learn how to read and finally become a candidate member of the Literacy club. Her sincere, determined and creative approach to get Jamie’s interest and motivation was key to Jamie’s success. Without first finding out what the student’s interest was, the teacher would have negated the first requirement to learn and that is motivation.
Other essential points raised in this article are:
1. The important administration of performance assessment tests that can provide evidence of students’ reading and writing abilities. Also mentioned was the need to conduct a reading inventory by “preservice teachers” in the program to know students’ strengths and weaknesses.
2. The use of relevant picture or trade books that fits the reading level of the student is important for scaffolding reader’s vocabulary, reading and writing technique.
3. Results of the Analytical Reading Inventory by Woods and Moe (2003) indicate that students selected for intervention, like Jamie, were reading below their grade level. Further, results of the Interest and Attitude Inventory (adapted from Collins & Cheek, 1989) showed that many students in the intervention program were not motivated to read.
4. To increase motivation, students are allowed to choose their interesting reading materials and provide favorable instructional contexts.
5. Using engaging resources that related to textbook topics like a variety of interesting text types, trade books, journal articles and pictures captured students’ interest and motivation.
6. Construction and expansion of Building and expanding students’ prior knowledge is important before reading expository texts can be an effective way to improve student’s comprehension abilities.
7. To improve comprehension, teaching students the application of effective comprehension strategies before, during and after reading is important to facilitate construction of meaning and assist reluctant readers to develop positive attitudes toward literacy events.
Teachers have to be really aware of students’ needs and responses. Taking into consideration the physical, psychological and philosophical response of different levels of students can help the teacher applying teaching and reading techniques to improve their students’ abilities.
Guiding students to “learn to read and read to learn” may take a lot of time, effort and sacrifice for the teacher but the rewards of teaching can be felt only when teachers really like to improve their students’ abilities by innovating ways and creating different avenues to capture students’ interest and motivation.
References:
1. http://myportal.upou.edu.ph/mod/resource/view.php?inpopup=true&id=18697
2. Reading Stance by Hermosa, http://myportal.upou.edu.ph/mod/resource/view.php?inpopup=true&id=18692
Rafael E. Ablong
Monday, December 6, 2010
Module 2: Teachers’ 3 Rs: Role, Rights and Responsibilities
Teachers need to make students understand that teachers are also human beings, we have human rights, we get hurt, get tired, get stressed and we also feel what students’ feel in general. Parents and students also need to understand that teachers may have families, too. So sometimes we come to school tired and sleepy but we are doing our best to overcome it.
Teachers’ Roles
Teachers do a lot of things for the school, for the classroom, students and parents. These roles include not only serving as a role model for good behavior and right conduct to students but also the process of learning about students and their interests, abilities and learning styles, organizing classroom facilities and resources,” instructional planning and organization, communication with students’ families out their children’s needs and progress.
Teachers’ Rights
In general, teachers have the right to be respected. Teachers also have the right to security and tenure, the right to be treated for workplace injuries and leaves like maternity leaves and emergency leaves. Some teachers also enjoy their sabbatical leaves and many other leaves with pay. We also have the right to be heard before we are dismissed or relieved from work.
Teachers’ Responsibilities
Although people’s professions and situations affect their roles, rights and responsibilities, in general, teachers like other professionals have also responsibilities. Teachers are responsible to:
-Teach individuals and classes
-Use the curriculum developed or selected for the program
-Use teaching methods appropriate for the learners and the subject(s) being taught
-Evaluate learners at regular intervals
-Keep accurate records of learners' attendance and progress
-Report regularly to supervisor
-Fulfill other tasks assigned by the support committee or the supervising agency and to follow their contract of employment.
Each profession is bounded by a set of rules and regulations pertaining to roles, rights and responsibilities of its practitioners. Just as children understand their parents well when they have their own families, students understand their teachers better when they become teachers or professionals themselves. I can understand my teachers’ role, rights, responsibilities, work, hardships and sacrifices now that I am a teacher myself.
Reference:
http://www.sasked.gov.sk.ca/docs/social/psych20/Teachers_Roles.htm
http://www.qpat-apeq.qc.ca/corporatif/english/activities/teachersrightsandbenefits.html
My Reaction top Prof. Renato Constantino's Book
Reaction to:
From Prof. Renato Constantino’s Book, The Continuing Miseducation of the Filipinos
I totally agree with this. “Education must both be seen not as an acquisition of information but as the making of man so that he may function most effectively and usefully within his own society.”
I also agree with Prof. Constantino’s position that “Education should not be mere memorization of information just to pass tests.” It is good to note, though, that Philippines is not the only country doing this. Japan’s education system is also geared towards passing examinations so that students can go to prestigious schools, colleges and universities.
The next statement, “education must be relevant to the Filipino and to his country. Education must empower him and teach him to discover what he can do for his own progress and the progress of his countrymen” is absolutely right in the context of what should really happen in the country’s education system. I think that the new government is trying to correct some problems of our educational system. Philippines is one of the few countries that are not adopting the K-12 education system. Personally, I was shocked when I first taught outside the country. Our countrymen should make some rightful sacrifices to correct the system. We need to catch up with international standards.
The next statement of Prof. Constantino reads and I quote, “Experience has shown that children who are taught in their native tongue learn more easily and better than those taught in English.” This is correct when we look at our regional and national situation. Our educational administrators and policy makers should make our education in the lower years easy to understand while building our capacity as a nation to meet the demands of globalization. There is also a need to emphasize the study, use and mastery of the English language.
I agree that we need to use our native language to understand things better and faster. But we should also put more emphasis on our capacity to excel in the lingua franca of the world in this age of globalization. The world is becoming one in terms of its capacity to communicate to each other due to the advancement of technology.
Let us not diminish our natural ability to speak and write English fluently by over-emphasizing Tagalog as our national language. Any Filipino who speaks a different dialect than Tagalog can argue this easily. Those of us who have lived overseas easily understand how important is English in our life outside the Philippines. We are hired and we are able to teach outside the Philippines not just because of our good work ethic but also because of our English-speaking ability.
If Prof. Constantino believes that learning is easier and better when one’s native language is used, I would say why not use Cebuano to teach Cebuano speaking people? Tagalog is my national language. Tagalog is not my native language, it is Cebuano. This reasoning can be applied to all the other non-native Tagalog speakers in the country. Teach core subjects in one’s native language (Bicolano, Ilocano, etc.) and we will see what happen. . .
I just hope that this PNoy Administration will correct some of our decades- old problems in our educational system.
Just an observation.
Wednesday, December 1, 2010
Knowledge of levels of Reading Comprehension is Important
Question:
Why is knowledge of Levels of Reading Comprehension (i.e., Literal Comprehension, Interpretive Comprehension, Applied Comprehension) important to a teacher, whatever subject he or she may teach? Illustrate, using an example in your own particular situation.
It is important for teachers to know the Levels of Reading Comprehension so they could help their students’ reading skills and abilities. By knowing different levels teacher will understand how to assist students, especially those with special needs, develop their reading skills, attitudes and processes. Reading can help students’ learn about word morphology, meaning and usage. It also allows students to understand and practice their phonics and spelling. Finally, it helps them to write Thus, helping improve their overall understanding of the language.
Reading also gives students better understanding of themselves, their friends, family, society, environment and the world. It offers them more words to choose from, which words to use when they need something or when they want to express themselves nicely to other people. Our librarian from Australia last year used to read books to our elementary students. She would let students repeat what she says at some point in the book like words that repeat most of the time, verbs, adjectives, articles or simply anything she chooses. Students enjoyed those sessions with her every week. Students really got interested in reading that she ended up challenging everyone to a reading contest. One of the students from Canada won the prize after reading 105 books last year.
I have supervised students from kindergarten, elementary, middle school and high school students and I have seen how different age groups and levels of students learn and deal with what they are learning in the classroom, gym and playground. In my multicultural games class, we study a little about geography, culture and language and what games exist in particular country. I usually ask a student to read from a book while other students listen. The question and answer after the reading portion usually is the most interesting because there you will know who are listening or who understood what was read.
I handled summer classes in reading, writing, scouting and science classes and I have seen how reading comprehension is related to the students’ understanding of vocabulary, speaking and writing abilities are also connected to the amount of vocabulary students have. Teachers should know when and how to improve students’ ability to read and understand what they are reading. Stanovich (1986) describes the cumulative effect of poor reading and vocabulary skills. Children who are poor readers usually also lack a wide vocabulary.
There are always reading differences especially in terms of phonics, understanding, word use and a lot more but these differences gradually disappear with teachers’ calculated pedagogy and help. Most students don’t see the differences at all. They see reading as one thing not as a process. They don’t see the details or specifics of what they are doing right away, they see whole act as one. They may hear the differences but they don’t recognize it at first. Teachers should help students understand what they are reading, how they should read it so others will be able to comprehend what they are saying. Reading for memory and retention of knowledge should be repeated frequently. All these needs teachers’ assistance.
New Japanese and Korean students of my school usually have a hard time reading due to differences in phonics, vocabulary and usage. Students’ home language also has an effect on how they pronounce words but this disappears gradually. They are usually quiet for about 3-5 months and start their real verbal interaction with their friends after about 6 months. Some of the smartest students we have started talking in English after a month or two although it’s far from perfect, the good thing is they are enjoying what they are reading and talking about in class especially when their translators (classmates from the same country) are around to help them understand. ESL teachers do a lot of reading, speaking and writing activities in class. There is a lot of time for interaction about a reading or a lot of talk about a particular topic as a follow up procedure after a reading session.
Teachers who keep students’ reading journal usually have a lot of things to say for their students reading comprehension, vocabulary, spelling and use of words. They can easily connect their reading lessons to writing spelling in cursive or manuscript styles. I think that comprehension, interpretation, application and even analysis of reading material is directly related to students’ vocabulary store. Without a good foundation of vocabulary, students will find it hard to understand the material easily. Vocabulary knowledge is one of the best predictors of reading achievement (Richek, 2005). Bromley (2004), in a comprehensive review of research on vocabulary development, concludes that vocabulary knowledge promotes reading fluency, boosts reading comprehension, improves academic achievement, and enhances thinking and communication. Thus, the level of reading materials and the appropriate amount of teachers’ guidance for the reading processes are a very important requirement for teaching reading.
I handled summer classes in reading, writing, scouting and science classes and I have seen how reading comprehension is related to the students’ understanding of vocabulary. Speaking and writing abilities are also connected to the amount of vocabulary students have. Teachers should know when and how to improve students’ ability to read and understand what they are reading. Stanovich (1986) describes the cumulative effect of poor reading and vocabulary skills. Children who are poor readers usually also lack a wide vocabulary.
References:
1. http://www.edu.gov.on.ca/eng/research/mcquirter.pdf
2. http://www.ttms.org/content_area_reading/content_area_reading.htm
Why is knowledge of Levels of Reading Comprehension (i.e., Literal Comprehension, Interpretive Comprehension, Applied Comprehension) important to a teacher, whatever subject he or she may teach? Illustrate, using an example in your own particular situation.
It is important for teachers to know the Levels of Reading Comprehension so they could help their students’ reading skills and abilities. By knowing different levels teacher will understand how to assist students, especially those with special needs, develop their reading skills, attitudes and processes. Reading can help students’ learn about word morphology, meaning and usage. It also allows students to understand and practice their phonics and spelling. Finally, it helps them to write Thus, helping improve their overall understanding of the language.
Reading also gives students better understanding of themselves, their friends, family, society, environment and the world. It offers them more words to choose from, which words to use when they need something or when they want to express themselves nicely to other people. Our librarian from Australia last year used to read books to our elementary students. She would let students repeat what she says at some point in the book like words that repeat most of the time, verbs, adjectives, articles or simply anything she chooses. Students enjoyed those sessions with her every week. Students really got interested in reading that she ended up challenging everyone to a reading contest. One of the students from Canada won the prize after reading 105 books last year.
I have supervised students from kindergarten, elementary, middle school and high school students and I have seen how different age groups and levels of students learn and deal with what they are learning in the classroom, gym and playground. In my multicultural games class, we study a little about geography, culture and language and what games exist in particular country. I usually ask a student to read from a book while other students listen. The question and answer after the reading portion usually is the most interesting because there you will know who are listening or who understood what was read.
I handled summer classes in reading, writing, scouting and science classes and I have seen how reading comprehension is related to the students’ understanding of vocabulary, speaking and writing abilities are also connected to the amount of vocabulary students have. Teachers should know when and how to improve students’ ability to read and understand what they are reading. Stanovich (1986) describes the cumulative effect of poor reading and vocabulary skills. Children who are poor readers usually also lack a wide vocabulary.
There are always reading differences especially in terms of phonics, understanding, word use and a lot more but these differences gradually disappear with teachers’ calculated pedagogy and help. Most students don’t see the differences at all. They see reading as one thing not as a process. They don’t see the details or specifics of what they are doing right away, they see whole act as one. They may hear the differences but they don’t recognize it at first. Teachers should help students understand what they are reading, how they should read it so others will be able to comprehend what they are saying. Reading for memory and retention of knowledge should be repeated frequently. All these needs teachers’ assistance.
New Japanese and Korean students of my school usually have a hard time reading due to differences in phonics, vocabulary and usage. Students’ home language also has an effect on how they pronounce words but this disappears gradually. They are usually quiet for about 3-5 months and start their real verbal interaction with their friends after about 6 months. Some of the smartest students we have started talking in English after a month or two although it’s far from perfect, the good thing is they are enjoying what they are reading and talking about in class especially when their translators (classmates from the same country) are around to help them understand. ESL teachers do a lot of reading, speaking and writing activities in class. There is a lot of time for interaction about a reading or a lot of talk about a particular topic as a follow up procedure after a reading session.
Teachers who keep students’ reading journal usually have a lot of things to say for their students reading comprehension, vocabulary, spelling and use of words. They can easily connect their reading lessons to writing spelling in cursive or manuscript styles. I think that comprehension, interpretation, application and even analysis of reading material is directly related to students’ vocabulary store. Without a good foundation of vocabulary, students will find it hard to understand the material easily. Vocabulary knowledge is one of the best predictors of reading achievement (Richek, 2005). Bromley (2004), in a comprehensive review of research on vocabulary development, concludes that vocabulary knowledge promotes reading fluency, boosts reading comprehension, improves academic achievement, and enhances thinking and communication. Thus, the level of reading materials and the appropriate amount of teachers’ guidance for the reading processes are a very important requirement for teaching reading.
I handled summer classes in reading, writing, scouting and science classes and I have seen how reading comprehension is related to the students’ understanding of vocabulary. Speaking and writing abilities are also connected to the amount of vocabulary students have. Teachers should know when and how to improve students’ ability to read and understand what they are reading. Stanovich (1986) describes the cumulative effect of poor reading and vocabulary skills. Children who are poor readers usually also lack a wide vocabulary.
References:
1. http://www.edu.gov.on.ca/eng/research/mcquirter.pdf
2. http://www.ttms.org/content_area_reading/content_area_reading.htm
Education is the key to social progress.
Education is the key to social progress. Education starts in the family as a school of love and values. The parents are the children's first educators. Family education prepares children for the bigger school education together with children in the community at large.
Teachers as second parents bring the education of children to a higher level to prepare them for social involvement, social progress, nation building and towards building a global community.
Without education from the individual level to the family, social, national and global level, co-prosperity, mutual development and happiness would be hard to achieve. Especially now, in this hi-tech society, we need to teach children from a very young age how to use and value things for the common good and benefit. When they get older, we need to teach them about important values that bring their knowledge and skills to actualize or materialize hopes and dreams.
Personally, I am where I am now because of education. Even though, we were so poor, my parents along with the help of our friends and relatives managed to send us to school. I and all my siblings studied hard at school in order to help our parents, to finally free them from the burden of doing so much work for little money so they could feed us, clothe us and send us to school. From too much poverty, we were able to move to where we are now because of our educational achievement.
Education gives us a vicarious experience of the world's countries, cultures, languages, sciences, phenomena and economic or material achievements. Education allows us to look into ourselves deeper and how we should relate to individuals above us, beside us, and under us. We learn to respect fellow citizens, uplift the moral of the discouraged, cheer up the sad and hopeless people and above all allow us to interact with each other meaningfully and purposively.
Without education. we won't have people in-charge of social growth and infrastructures; nobody to manage the airport or the ports; nobody to fly the planes, drive the vehicles, find the cure of diseases or even find living beings in the l¥solar system for the sake of humankind's future. There are more to be said here about education being a key to the human, social, economic, political, environmental and technological advancement.
Teachers as second parents bring the education of children to a higher level to prepare them for social involvement, social progress, nation building and towards building a global community.
Without education from the individual level to the family, social, national and global level, co-prosperity, mutual development and happiness would be hard to achieve. Especially now, in this hi-tech society, we need to teach children from a very young age how to use and value things for the common good and benefit. When they get older, we need to teach them about important values that bring their knowledge and skills to actualize or materialize hopes and dreams.
Personally, I am where I am now because of education. Even though, we were so poor, my parents along with the help of our friends and relatives managed to send us to school. I and all my siblings studied hard at school in order to help our parents, to finally free them from the burden of doing so much work for little money so they could feed us, clothe us and send us to school. From too much poverty, we were able to move to where we are now because of our educational achievement.
Education gives us a vicarious experience of the world's countries, cultures, languages, sciences, phenomena and economic or material achievements. Education allows us to look into ourselves deeper and how we should relate to individuals above us, beside us, and under us. We learn to respect fellow citizens, uplift the moral of the discouraged, cheer up the sad and hopeless people and above all allow us to interact with each other meaningfully and purposively.
Without education. we won't have people in-charge of social growth and infrastructures; nobody to manage the airport or the ports; nobody to fly the planes, drive the vehicles, find the cure of diseases or even find living beings in the l¥solar system for the sake of humankind's future. There are more to be said here about education being a key to the human, social, economic, political, environmental and technological advancement.
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