Students Need example essay topic

Literacy Framework Paper I am writing this paper in order to display my ideas about the works of literacy in print. I have come across many different aspects in my learning that have influenced my thoughts and visions. I will be using findings as my belief for putting literacy into practice at the Elementary level. I will include in my writing different teaching techniques' a list of the Indiana Literacy Standards' ways to assess student learning' and addressing both early language learning and development and upper elementary instruction. Children at the early stage in learning need many outside influences to guide them in the right direction.

I have seen students positively and negatively affected from interaction and introduction to learning at home. I feel very strongly about encouraging parents to start their children early on reading. Reading is a fundamental skill that all people should possess. Even if the parent just take the time to talk to their child daily, so they become immersed in language. Then once the child develops speech they can begin learning the alphabet.

I feel that this is a great home basis for parents to give to their children prior to entering a classroom setting. I also know that television has had a large impact on child development. The introduction of children's programs such as Sesame Street and Mr. Rogers Neighborhood were great motivators and teaching tools in the home. Once the child has those skills understood it is time for the teacher to step in and play their role. First, the teacher should establish an idea as to what prior knowledge all he children in the classroom have been given. Once there is a place to start letter / sound association should begin.

Knowing what letters create what sounds is a wonderful thing to know so a child is capable of sounding a word out on his / her own. The more we encourage a child to learn on their own the more apt they are to retain that knowledge. I have found that the best way for children and really anyone to learn a topic well is to almost require them to seek out the answer because they want to know. It is easier to do this with younger children because they want to feel included and they need these basics skills to do so. The best learning comes from interest. I have also noticed that many children will be very competitive.

They feel superior or inferior to other children that they interact with on a daily basis. I believe that the primary elementary level teachers should focus on spelling as a way to continue working on sounds corresponding with letters. The English language is one of the most complex and difficult to understand. The more children are immersed in words they will come across in every day speech the better understanding they will have of proper pronunciation and spelling.

I have noticed that many teachers have weekly spelling lists for students to work on at home and in class. Then at the end of the week they will be quizzed over them. I have also seen teachers that give a pre-test on Monday of a week and those words that the students already know they won't have to regurgitate on the final quiz / test at the end of the week. I think that I would lean more toward a pre-test and post-test because then the students can feel good about themselves for knowing their information. This is a type of reward system for students. There are also many other challenges that face today's educator.

Students in a regular classroom today have gradually become more and more socially, culturally, physically and cognitively diverse. Inclusion has played a big role in learning differences that are found in any given classroom. Physical handicaps and students from other culture regions are going to present the biggest challenge to teachers attempting to teach literacy ideas to children. Since most children at an early age grasp concepts from example, it may be difficult for some to understand ideas if they don't understand the spoken English language.

Students with a different language background will hopefully have time during their daily instruction with an ESL instructor. This will lessen the adaptations that a regular classroom teacher. A child with a physical handicap such as being hearing impaired will need other forms of assistance. I hope that for the future more finances can be turned to education so all children at all schools will have the same opportunities as others, but that isn't always going to be the case. Through my studies I have seen all sorts of problems that low-income schools face that affect children development. The resources such as computers, books, and other teaching tools are lacking in schools in poor districts.

This can have a negative effect of the students in that area become instruction that may be necessary for them to progress may not be available. I think that general conditions and principles of learning that need to be addressed regardless of a child's status socially, physically, or culturally are adaptation, inclusion and involvement. A teacher needs to be flexible and be able to change things at the spur of the moment. Many things can change by day and as a professional a teacher needs to be prepared to adapt their lesson to accommodate these changes. The idea of adaptation goes hand in hand with inclusion. A teacher needs to be able to alter these instructions to accommodate all learning types in a classroom and make sure that everyone has an equal chance to participate.

Here is where the involvement idea comes into play. A student needs to be actively involved and engaged in learning all literacy concepts. It is the teacher's job to make sure the learning environment and topics can include everyone as a whole. There are basically 7 different Indiana State Language Arts Standards that are addressed in the primary grade levels of K-2. They are as follows: Standard 1: READING: Word Recognition, Fluency, and Vocabulary Development Standard 2: READING: Reading Comprehension Standard 3: READING: Literary Response and Analysis Standard 4: WRITING: Writing Process Standard 5: WRITING: Writing Applications (Different Types of Writing and Their Characteristics) Standard 6: WRITING: Written English Language Conventions Standard 7: LISTENING AND SPEAKING: Listening and Speaking Skills, Strategies, and Applications I have chosen to talk about the Kindergarten level of instruction about a couple of certain standards ad the way I would go about teaching these ideas to a classroom. I would like to address Standard K. 1.5 as my substandard from the reading Standard of Word Recognition, Fluency, and Vocabulary Development.

Standard K. 1.5 states: Distinguish letter from words. I would obviously first take time to address the alphabet with the classroom. For students to understand what a letter is they need to know what all the letters are. Aside from having all the letters in upper and lower case across the wall in the room I would daily have the students recite the alphabet for the first couple of days or weeks.

This way they become familiar with all 26 characters and have music practice as well. From there I would address what words are. "A word is made by putting letters together". I would then construct a teacher reading with a pre-selected book. I can have questions prepared regarding words a letters. I have chosen Standard K. 5.1 as my Writing substandard to address. K. 5.1 states: Draw pictures and write words for a specific reason.

I would work with the children in a couple of different fashions here to make sure they get set in stone the idea of writing words in relation to the pictures they drew. First I would find a great picture book that did a great job depicting words related to pictures for the students. I would read through and then ask the students if different sentences or words made sense in the story if I changed them around. Then I would have them draw a picture of something out of the story and write about it.

They can write whatever they feel necessary. Once they have this task completed, either later that day or sometime later in the week or year, I would have the students draw a picture of whatever they wanted and then tell me a story about it. They would use to description words to tell me what is going on in the picture hey drew. There are tons of different ways to assess a child's knowledge for a given activity or assignment. You can use a rubric, formal assessment such as a test of quiz, or observation of student performance.

With the primary students observation is going to be extremely common because it is hard to for children at that young an age to grasp incorrect and correct work. I would have spelling tests / quizzes for the children in 1st or 2nd. You can establish a rubric that break down what you feel was necessary in a paper the students were to write. Then as you go back through and read the writing you can check off whether or not all things were included.

The rubric should of course be created before giving the assignment so you can make sure that proper instructions are given to the students. Observation work can be tested in many different ways. As a teacher you need to decide what a student should be getting out of an activity. The teacher can then go around the room during the activity and check that the students are following directions and keeping on task. The type of assessment that a teacher uses really depends upon what they want the child to get out of the lesson or activity. An example of an emergent literacy student that has gone through all the different writing, storytelling, etc.

I performed a case study on a Kindergarten named Elizabeth. She was a very bright girl, but appeared fairly shy. Part of the assignment that she was asked to complete was a CAP assessment task. I presented Elizabeth with a book and then asked her different questions related to the book itself such as "where is the cover / front of the book,"Can you show me what a word looks like?" I had a rubric next to me that I would check off yes and no depending on the students' reaction to my question. Once all the questions were asked I added up the score to come by her CAP assessment score. This is good for teachers because it shows them what a child does and does not know about reading and books in general.

For a more involved quiz type form of assessment I am going to refer to a 1st grade class at Wea Ridge Elementary. I got the chance to so many different hands on and small group with these children. I found that their weekly spelling words were a constant them throughout the day. Every activity they did had a relationship with their spelling words.

On Fridays the students would take a quiz that word test their ability to spell the words given to them for the week. This is great for a teacher because he / she can create or choose words that children at that age level would use in their everyday speech and interaction. This way the teacher knows if the child really understands the words that they are using and how they fit into context with different things. The idea of using observation can work to a teacher's benefit in a small class setting. The teacher can roam the room looking for certain things that he / she wants the students to be doing. The teacher can chose to count it as a grade or just looking at it to make sure the class in on task and doing what they should be doing.

I have been witness to many different observation techniques. The most common is usually for teachers to walk around during small group projects or activities and the teacher makes sure that everyone in the group is being an active participant. It is important for all group members to share their ideas and give their piece of the puzzle to the "big picture". A teacher can also use observation by watching students write answers up on the board. Rather than having students turn in al work they do, using the materials in a classroom can promote learning in all sorts of ways. The more variety of techniques both for assessment and for teaching gives students a better visualization that the world is filled with many different things.

The literacy framework that I would chose when referring to the primary grades is instruction. In most cases students need to be interested in what the subject matter is. Even if the teacher finds the material dull and boring they should present to the classroom an overall appearance that they like what is going to be discussed for the day. I have seen many teachers teach materials to their students and not shown an interest in what they were talking about.

The students see this negative aura coming from the teacher and they no longer have the motivation to learn. I feel that to approach teaching an educator should have a positive up beat and up lifting attitude for all subject matter. A teacher should also have a warming learning environment. A child is more apt to learn in a classroom that they feel safe and comfortable in. These two things will give a teacher a head start into their instruction methods before they even begin teaching content. The instruction itself needs to take on many forms.

A teacher needs to be flexible and be able to make adaptations during the instruction. The teacher should also be prepared to have altered lessons for students who are incapable of performing on the same level with all other students. I have too often seen teachers show complete disregard to a student struggling to get their work done because they were attempting to do the same work off the same instruction and didn't understand what the instructions were. A teacher needs to also be very articulate. Spelling tests can be a mess if students don't understand what the teacher is saying to the class.

I have not been witness to this, but have heard that problem do arise. In my kindergarten classroom I would go about a lesson of instruction basically two different ways. I would first try to think out what standards need to be accomplished and then try and figure out how I want to attack them. Once I have the basis for what content needs to be taught and can come up with ways to teach it. For instance, one of the kindergarten standards refers to oral communication for students. Show and tell has been around since the dawn of time nearly as, what I think at least, the best way to get students too talk to a classroom.

I would try to have one to two students go per day. First I would ask the students who turn it is to bring in an object for show and tell if he / she know what they " re bringing. I the students told me that they were going to bring in pictures I would create and activity for the class to do that relates back to the idea of pictures. I would have each student construct their own picture of anything they see fit. After they have finished creating their picture we can talk as a whole what kinds of things people drew and make a tally of all the different objects created (products, food, people, etc. ).

Now a teacher can play off what a student presented the class with at the beginning. My selected literacy framework of instruction fits in with all aspects of the Indiana State Language Arts Standards because proper instruction is the only way any of this content material is going to get from the list of standards to a student's understanding. Teachers need to know how to instruct different lessons, so that the classroom can grasp the concept and be able to apply this knowledge to every day life. I plan to use a variety of teaching methods in order to teach the concepts of words including phonemic awareness, reading skills, writing development and conventional spelling. A teacher needs to set a sort of schedule at beginning of the academic year with their students.

Once the children have had a chance to settle into a routine they can function at a higher level because they know what to expect. I would use all sorts of word techniques such as word walls, clapping words, sitting and standing words, etc. There is a huge list of all sorts of ways to teach words and phonemes to children. During reading a child needs many different examples in order to fully comprehend all the ideas presented to them.

A child needs to have examples given to them so that they are capable of regurgitating information with a basis of understanding. A teacher needs to read to the classroom everyday so that the students can have a verbal example of the spoken English sounds like. A child is one of the greatest mimickers next to monkeys. Therefore, if a teacher can give proper examples to the class they will be a step ahead of the rest. When students are learning writing skills it is also a good idea to show students different types of writing and literature. There are so many writing styles that we need to get children to understand that there is more to writing than just story telling.

There is poetry, fiction, non-fiction, fairy tales, biographies, and I could keep going on forever. We need to make sure thought that children understand that storytelling isn't the only form of writing. At the kindergarten level, storytelling is going to be the writing application that they will become most familiar with. As teachers would like to always encourage student to use free and expressive writing, but we need to have them understand that there is so much more than just plain storytelling. You can never stress the importance of spelling at the elementary level enough. Once a child has learned how to spell and use phonics to their benefit they can do so much more than regurgitate information.

Creativity needs to be presented by each and every student by some point in primary development. The earlier we begin teaching kids to form their own opinions and understanding of worldly topics the better off we will all be. This all goes right back to knowing how to spell. In today's society you are looked down upon if you are incapable to correct spelling.

Even though computers are now making it easier and easier for students to spell check and grammar check things, students need that base of solid spelling in order to perform as an active member in their community throughout life. I have presented many thoughts and ideas that have come to be my understanding of teaching over time. I feel that motivating students into learning is the key to helping them gain more solid knowledge. The more children want to know the better off the information they get from that will stick with them. I also think that inclusion, involvement and an overall positive appearance will help motivate a child into wanting to seek knowledge. The best knowledge is wanted knowledge or "seemed" knowledge.

The more a child wants to learn that information the more likely that gained knowledge will stick with them for the rest of their lives. I also feel very strongly about a teacher having to b flexible and able to go with the flow. Classrooms can and will never be the same each day a teacher walks in. Everyone in the classroom has lives that are affected by things other than just school. A teacher needs to be aware of each one of his / her student's attitudes daily. I know that once the teacher is able to reach a student who approached the understanding of material a completely different way than they did the day before needs the extra push of encouragement to succeed..