Given the descriptors for the Four Cueing Systems; describe how each is taught and promoted in your classroom
Four cueing systems are vital components for the understanding of grammar and structure of the sentences (Booth and Rowsell 54). These aspects have to be promoted in the classrooms by using different methods to ensure the delivery of the primary concepts to the learners. In this case, the Balanced Literacy approach is a basis to deliver the aspect of four cueing systems to the learners, and it is used in the classroom (Booth and Rowsell 54). For instance, I tend to help children read a complicated text out load to understand the syntax, pronunciation, morphemes, and find a correlation between written and spoken languages.
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Discuss why it is important to consider theory in instruction
The role of theories in the instruction cannot be underestimated, as they tend to define the key focuses of the teaching process while paying attention to the various tactics. The sociolinguistic theory is the most appealing to me, as it underlines the importance of interactions in the learning process (Copland, Sarangi and Candlin 185). Behaviorism should be regarded as of equal essentiality, as it emphasizes the changes in the behavior of the students as a definer of learning (Mastrian et al. 77). Despite the dissimilar nature of both theories, their scientific conceptualization reflects the aspects, which can be implemented to enhance learning procedures.
Describe the type of informal assessment you do of your students’ reading and writing
Different types of informal assessments for reading and writing of the students tend to exist due to the necessity to monitor the progress among the participants of the lectures. In this case, I have to state that the assessments should be conducted one-on-one to ensure the delivery of the required information to the student related to his/her writing and readings skills (Gardner and Gardner 247). In this case, the initial objective will be to measure the progress and determine the compliance of the results with the teaching expectations (Gardner and Gardner 247). Consequently, I would prefer using observations and a checklist to monitor the flow discussion and cover all topics, which require the assessment to provide a profound evaluation of the skills of the students (Gardner and Gardner 247).
In this case, the analysis of the observations correlates with the behaviorism theory, as this activity is aimed at monitoring changes in behavior, and it will assist in understanding whether the approach is effective. Meanwhile, a simultaneous application of the checklists will ensure the coverage of the selected topic and provide an easy-to-understand system of knowledge, which is organized in a logical matter.
Discuss three ways that you would promote phonemic awareness in your classroom
Meanwhile, phonemic awareness is highly important in the learning process, and several ways of promotion have to be introduced to ensure the delivery of the required knowledge. One of the ways is to pay attention to the rhyming, as the students will be able to find similarities in words and sounds (Steele 16). Another potential activity is listening to various noises, which can be heard around, as this approach will contribute to the understanding the gradation between sounds. The last activity should focus on syllables as this approach will have a positive influence on the understanding the structure of the words (Steele 31).
How might you choose to teach phonics in your classroom?
Furthermore, a sufficient and well-developed approach to teaching phonics has to be introduced to the classroom, as, otherwise, the students will not be able to correlate the written words with their pronunciation. One of the specific approaches could be Teach Your Monster How to Read, as it is presented in a friendly and joyful manner while focusing on the recognition of graphemes, letters, and a combination of letters into sentences (Drabble par.1). An integration of interactivity, an easy-to-use interface, and a colorful representation of the activities will enhance the learning process while cultivating an interest in learning.
Vocabulary instruction is of the utmost importance. In what ways do you promote or teach breadth and depth of vocabulary?
In turn, the role of vocabulary instruction cannot be underestimated since it contributes to the formation of the word base among children for sufficient communication. In other words, it is one of the essential elements of successful reading, as it forms the language base and increases the overall frequency of the recognition of the words in the text (Booth and Rowsell 54). Meanwhile, both direct and indirect teaching of vocabulary has to be applied simultaneously to assure the understanding of learning and increase the effectiveness and achievement of the learning outcomes (Sedita 2).
In turn, it could be said that the process has to be filled with joy and a friendly atmosphere to encourage the memorization of the concepts and create a perception that reading and writing are not only vital activities for the living but also interesting. In this case, the wide reading can be used as one of the methods to expand the vocabulary basis, as it will determine the application and usage of the words within context (Sedita 2). In the setting of this activity, the learners are encouraged to read complicated (for their level) texts and try to understand the meaning of the words based on the proposed sentences.
How do you supplement your reading and writing instruction so that basal readers or textbooks are not at the core of your instruction?
It might be tricky and complicated to deliver the instruction to the new students, which began acquitted with the program outcomes. Nonetheless, following a well-designed tactic will have a beneficial impact on the understanding of the provided instruction and teaching style. As for me, I would suggest that the supplemental headings have to be interesting and easy to comprehend, as the students have to be able to highly interested in the learning process and actively participate in the interactions.
As for the overall approach and genres, the short stories will be used, as it allows adding variability to the classes while expanding vocabulary in different spheres. Meanwhile, I will suggest using fairytales or short stories with several characters and a well-developed plot, as this matter will assure the comprehension of the words in the context, development of vocabulary, and interest in the classes. One of the examples could be the story about the dog, and how he traveled and made many friends. Meanwhile, the themes such as mentioned above will cover the most important aspects of life and address the most important values including respect and friendship. Lastly, the readings will have questions after the text to ensure the understanding of the topic, vocabulary, and sentence structure.
Describe the reading and writing program that you use on your campus
In turn, it is critical to offer a sufficient description of the reading and writing program, which is implemented on my campus, as it will contribute to the understanding of what concepts are employed. It remains apparent that the program supports the four cueing systems, as, otherwise, it is impossible to improve the reading and writing of the students (Booth and Rowsell 54). In this case, the Balanced Literacy approach is applied, as it contains the essential components such as readings, vocabulary, comprehension, and writing (Booth and Rowsell 54). In this case, the time is equally distributed between the vital segments of the cueing system to ensure their simultaneous development.
As for the differentiation and supplemental attributes of the program, various activities and text are used to increase its interactivity. For instance, the children are required to hear the noises and rhyme the words in a gamely manner (Steele 16). Meanwhile, Teach Your Monster How to Read will be used as an additional supplement to the program due to its ability to encourage children to learn how to read at the beginning (Drabble par.1). Subsequently, different stories will be used to advance the vocabulary of the children.
Booth, David, and Jennifer Rowsell. The Literacy Principal: Leading, Supporting, and Assessing Reading and Writing Initiatives. Portland: Stenhouse Publishers, 2007. Print.
Coopland, Nikolas, Srikant Sarangi and Christopher Candlin. Sociolinguistics and Social Theory. New York: Routledge, 2014. Print.
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Drabble, Emily. “How to Teach Phonics.” The Guardian. 2013. Web.
Gardner, John, and John Gardner. Assessment and Learning. London: SAGE Publications Ltd., 2012, Print.
Mastrian, Kathleen, Dee McGonigle, Wendy Mahan and Brett Bixler. Integrating Technology in Nursing Education: Tools for the Knowledge Era. Boston: John & Bartlett Publishers, 2011. Print.
Sedita, Joan. “Effective Vocabulary Instruction.” Insights on Learning Disabilities 2.1 (2005): 33-45. Print.
Steele, Anne. Phonemic Awareness. Grand Rapids: Frank Schaffer Publications, 2005. Print.