The connection between oral language and reading is critical. Children who are exposed to a large amount of oral language are much more successful in reading than those who are not. Children need to have knowledge of how language works to become good readers and to have comprehension of what they are reading. Oral language is one of the most effective ways I have found to develops students' vocabulary. Students with well developed vocabularies are able to become better readers.
The school I work in has a very high percentage of both ELL students and low income students. I have found it is necessary to allow time everyday for children to be involved with oral language. I frequently use cooperative group work with carefully selected group members to allow discussions between students. I also encourage discussion both between myself and the students and between groups of students on a daily basis. I put emphasis on allowing students to discuss their thinking in all subject areas and do my best to ask questions in which the answers require explanation when possible.
Thursday, August 27, 2009
Writing Instruction
During elementary school most of my writing instruction consisted of handwriting, spelling, grammar and conventions. For the most part the process was taught over the content. We were given a topic, went through the steps and received a good grade if there were no spelling or punctuation mistakes. I did have occasional teachers who included free write or journal time. This often made me very uncomfortable to not be told what to write about because it was so out of the ordinary.
As I entered the upper grades my writing instruction became even less creative. There was a formula to follow to produce "good" writing. I spent years feeling like a piece of writing could only be five paragraphs. No more no less. I can remember trying to find ways to make my ideas fit into my three body paragraphs. I had teacher after teacher who taught this method.
The writing instruction I between kindergarten and eleventh grade very much fit the traditional writing classroom model from Freeman and Freeman in Essential Linguistics (2004). The first classroom I was in which followed the process writing classroom model was my senior year of high school advanced composition class. This was the first time I was actually able to enjoy writing for a reason other than I knew how to get good grades in it. The writing had a purpose beyond learning the formula of good writing.
As I entered the upper grades my writing instruction became even less creative. There was a formula to follow to produce "good" writing. I spent years feeling like a piece of writing could only be five paragraphs. No more no less. I can remember trying to find ways to make my ideas fit into my three body paragraphs. I had teacher after teacher who taught this method.
The writing instruction I between kindergarten and eleventh grade very much fit the traditional writing classroom model from Freeman and Freeman in Essential Linguistics (2004). The first classroom I was in which followed the process writing classroom model was my senior year of high school advanced composition class. This was the first time I was actually able to enjoy writing for a reason other than I knew how to get good grades in it. The writing had a purpose beyond learning the formula of good writing.
Wednesday, August 26, 2009
Teaching Philosophy
My philosophy of literacy instruction is literacy instruction needs to be integrated and differentiated.
Literacy instruction often begins in isolation as children learn the basics of phonemic awareness and phonics; however, as students become readers it should be integrated throughout the entire school day. Reading and writing serve purposes and it is important that children recognize this at a young age. Although reading and writing can be done just for the pleasure of doing so they also are important components of learning. These are not just things we do to pass to the next grade level or do well in school. Reading and writing are skills which will be used in many ways throughout life. I believe when students again an understanding of the purpose of reading and writing they gain a deeper interest in developing their abilities.
The second part of my philosophy of reading instruction is reading instruction needs to be differentiated to meet the individual needs of each student. It is rare to have a classroom where even than two students have the exact same needs in literacy instruction. Each student has strengths and weaknesses in both reading and writing. I feel it is important to consider needs of students when instructing them rather than just reading and writing levels. Frequent informal assessment is critical to being able to continue to meet student's needs as the grow in both reading and writing abilities. Groups should remain flexible to make the most out of every minute of the school day and individual intervention should be used when needed. My goal each year is to see growth in every student in my class. I can not achieve this goal by simply teaching a given curriculum to the entire class.
Literacy instruction often begins in isolation as children learn the basics of phonemic awareness and phonics; however, as students become readers it should be integrated throughout the entire school day. Reading and writing serve purposes and it is important that children recognize this at a young age. Although reading and writing can be done just for the pleasure of doing so they also are important components of learning. These are not just things we do to pass to the next grade level or do well in school. Reading and writing are skills which will be used in many ways throughout life. I believe when students again an understanding of the purpose of reading and writing they gain a deeper interest in developing their abilities.
The second part of my philosophy of reading instruction is reading instruction needs to be differentiated to meet the individual needs of each student. It is rare to have a classroom where even than two students have the exact same needs in literacy instruction. Each student has strengths and weaknesses in both reading and writing. I feel it is important to consider needs of students when instructing them rather than just reading and writing levels. Frequent informal assessment is critical to being able to continue to meet student's needs as the grow in both reading and writing abilities. Groups should remain flexible to make the most out of every minute of the school day and individual intervention should be used when needed. My goal each year is to see growth in every student in my class. I can not achieve this goal by simply teaching a given curriculum to the entire class.
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