Reading Writing And Speaking English Language Essay

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Reading aloud and oral language gives students a strong foundation for reading. Guided reading is actual reading practice for the students. At first, support students with explanation, coaching, and interaction. Eventually letting the students read independently. Guided reading needs to be at least 2/3 of practice reading. One group of students might need decoding support and another group might call words well, but doesn't know what they are reading. Check the results of formal assessments and informal observations; then make a list for each student about what they need to work on and what are their strengths. The checklist will help also with an informal progress report. When your guided reading groups meet, keep student's individual goals on the front line. Give each student time to achieve their potential without feeling stressed about it. (The Riggs Institute, 2010).

WRITING: Learning to write can be hard for students. For them to become writers, it must become personal. Good writing requires clear instruction beforehand. Strong writing guides, focus, and explore possibilities. They do not give one right answer. Writers always have choices. If the student can't think of something to write then what is the problem? If he is finished then what is missing? If she is confused, clarify with a thoughtful statement or question such as:

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What are you thinking about?

Can you tell me what problems you had?

What did you mean when you said . . .?

I like the part where . . .What else can you tell me?

Can you support this statement with details?

Aim at one component the student is ready and capable of successfully writing. Seek out the one part of the writing with the best potential. (The Riggs Institute, 2010).

SPEAKING:

Language development results from a combination mix of biological and social/environmental factors. Language forms our thoughts and also helps us interact with others around us.. Language organizes and symbolizes the world around us and is printed into our brain for life. Students learn language from home and school. Conversational skills are good to practice while hanging out with your children. It is important to respond to your child while talking to her/him in a positive way so they will continue to use conversation with you. Take time every day to listen to your child talk about her/him likes and dislikes or her/his day. Speaking is a learned behavior and how you speak around your students is how they will speak. Be positive in conversations. (Discovery Education, 2010)

LISTENING:

Read-alouds are excellent ways to teach reading. Start off by having suggestions about the characters and plot of the story. Prompt students to engage in analytical talk by making comments that model such thinking. Asking questions about the story while reading will help with comprehension. One good question is "What do you think the author is trying to say here?" I like to focus on the main idea of the story. Whether students believe the main idea of the story or not it will give them the idea of what and why the story was written. It's a chance for prediction and thinking aloud. Here are a few more great questions to ask: "Do you think that's true?" Why?" or Why not?" (Discovery Education, 2010)

VIEWING:

Have you ever heard the saying "What you see is what you get." Well I think that is true. How you view things is how you take things in. Students learn how to view in order to be able to respond thoughtfully and critically to the visual messages of both print and nonprint. Viewing is essential to comprehend and react to personal interactions, live performances, visual arts that involve oral and/or written language. Students should recognize that what they hear, see and read contributes to the quality of their viewing. Some students might think that sound is important and others might think it's not. Students can learn easier if they can view the material verses only listen to it. (B.D. Roe & E.P. Ross, 2006).

VISUALLY REPRESENTING:

Children's picture books can be used to teach many of the core standards. No matter which grade you teach, fun stories by creative authors are a key to motivating learners. The colorful and rich illustrations and limited text in picture books allow both student and teacher to concentrate on language and appeal. Picture books can be used as group reading for pleasure, and to support learning in content areas. Explore the potential in your favorite picture books. It can reinforce sentence structure, parts of speech, rhyming, questioning, and prediction. There are picture books made to go with almost any standard. (B.D. Roe & E.P. Ross, 2006).

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