VIEWING
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printed by www.postersession.com V I E W I N G S P E A K I N G READING Language & Literacy I: Reading & Writing Instruction for the Pre-Kindergarten through Second Grade Learner W. Scott-Simmons Mercer University COURSE RESOURCES What do you view as the key ingredients or components to a successful reading program? How would you characterize the importance of reading in the primary classroom? What impact might your knowledge of reading challenges have upon your pedagogical practice? How would you characterize your role in the development of the reading proficiency of students? – the role of the student? – the role of family? – the role of the administration? How and when would you advocate for the literacy needs of students from diverse cultural, social, economic, lingual backgrounds? How would you adapt or modify your daily instructional practice for students who dislike or struggle with reading? How might gender, culture, foreign language, and family literacy expectations impact reading development? What are the Combs, M. (2009). Readers and writers in the primary grades: A balanced and integrated approach. Upper Saddle River, NJ: Prentice Hall. Image: www.buy.com Anderson, R., Grant, M., & Speck, B. (2007). Technology to teach literacy: A resource for K-8 teachers. Upper Saddle River, NJ: Prentice Hall. Image: www.ucpress.edu How many types of listening do you use each day? What do you view as the connection between listening and literacy success in the primary classroom? What impact might your knowledge of the types of listening have upon your pedagogical practice? What does the research say about the importance of listening in a literate environment? How / Why would you incorporate listening in your daily pedagogical practices? How does gender, culture, and family norms impact listening / literacy development? What are the theoretical and philosophical traditions which support your beliefs and ground your pedagogical practices? L I S T E N I N G What is codeswitching and would you recognize when it occurs? What do you view as the connection between speaking and literacy success in the primary classroom? Describe what you view as the connection between speech and word recognition. What does the research say about the connection between speaking, vocabulary development, and written expression? How / Why would you incorporate speaking in your daily pedagogical practices? How does gender, culture, and family heritage impact literacy development through speech? What part does socio-economic status or the educational level of the primary caregiver play in the development of speaking patterns for the primary-aged child? What are the theoretical and philosophical traditions which support your beliefs and ground your pedagogical practices? LISTENING SPEAKING VIEWING READING WRITING Where would you situate and how would you classify / characterize viewing among the five language arts skills in the primary classroom? How might you incorporate instructional strategies which help students to “see’ and critically analyze information? How might you create a literate environment which supports the varied views and beliefs of your students? How / Why would you incorporate viewing in your daily pedagogical practices? How does gender, culture, socioeconomics, and family norms impact perceptions and the ways in which we all view information? What are the theoretical and philosophical What do you view as the connection between reading and writing in the primary classroom? What impact might your knowledge of the types of and purposes for writing have upon your pedagogical practice? How can your understanding of the connection between the stages of writing and reading proficiency help you to tailor and differentiate literacy instruction. Would you characterize writing as the “silent R” in a literate environment? How / Why would you incorporate writing in your daily pedagogical practices? How might family be recruited to help support the writing development of your students? What are the theoretical and philosophical traditions which support your beliefs and ground your pedagogical practices? WRITING CONSTRUCTIVISM, BEHAVIORISM, LINGUISTIC THEORY, SOCIO-LINGUISTICS, PSYCHOSOCIAL THEORY, COGNITIVE THEORY, SOCIAL LEARNING THEORY, SOCIO-CULTURAL THEORY BLOOM’S TAXONOMY KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION G o o g l e i m a g e s Semantic Pragmatic Syntactic Graphopho nic http://www.trelease-on-reading.com/rah-ch1-pg3.html http://www.trelease-on-reading.com/rah-ch1-pg2.html LANGUAGE ARTS
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Language & Literacy I: Reading & Writing Instruction for the Pre-Kindergarten through Second Grade Learner W. Scott-Simmons Mercer University. COURSE RESOURCES. - PowerPoint PPT Presentation
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Language & Literacy I: Reading & Writing Instruction for the Pre-Kindergarten through Second Grade Learner
W. Scott-SimmonsMercer University
COURSE RESOURCES
What do you view as the key ingredients or components to a successful reading program? How would you characterize the importance of reading in the primary classroom? What impact might your knowledge of reading challenges have upon your pedagogical practice? How would you characterize your role in the development of the reading proficiency of students? – the role of the student? – the role of family? – the role of the administration? How and when would you advocate for the literacy needs of students from diverse cultural, social, economic, lingual backgrounds? How would you adapt or modify your daily instructional practice for students who dislike or struggle with reading? How might gender, culture, foreign language, and family literacy expectations impact reading development? What are the theoretical and philosophical traditions which support your beliefs and ground your pedagogical practices as related to reading instruction?
Combs, M. (2009). Readers and writers in the primary grades: A balanced and integrated approach. Upper Saddle River, NJ: Prentice Hall.Image: www.buy.com
Anderson, R., Grant, M., & Speck, B. (2007). Technology to teach literacy: A resource for K-8 teachers. Upper Saddle River, NJ: Prentice Hall.Image: www.ucpress.edu
How many types of listening do you use each day? What do you view as the connection between listening and literacy success in the primary classroom? What impact might your knowledge of the types of listening have upon your pedagogical practice? What does the research say about the importance of listening in a literate environment? How / Why would you incorporate listening in your daily pedagogical practices? How does gender, culture, and family norms impact listening / literacy development? What are the theoretical and philosophical traditions which support your beliefs and ground your pedagogical practices?
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What is codeswitching and would you recognize when it occurs? What do you view as the connection between speaking and literacy success in the primary classroom? Describe what you view as the connection between speech and word recognition. What does the research say about the connection between speaking, vocabulary development, and written expression? How / Why would you incorporate speaking in your daily pedagogical practices? How does gender, culture, and family heritage impact literacy development through speech? What part does socio-economic status or the educational level of the primary caregiver play in the development of speaking patterns for the primary-aged child? What are the theoretical and philosophical traditions which support your beliefs and ground your pedagogical practices?
LISTENING
SPEAKING
VIEWINGREADING
WRITING
Where would you situate and how would you classify / characterize viewing among the five language arts skills in the primary classroom? How might you incorporate instructional strategies which help students to “see’ and critically analyze information? How might you create a literate environment which supports the varied views and beliefs of your students? How / Why would you incorporate viewing in your daily pedagogical practices? How does gender, culture, socioeconomics, and family norms impact perceptions and the ways in which we all view information? What are the theoretical and philosophical traditions which support your beliefs and ground your pedagogical practices as related to viewing?
What do you view as the connection between reading and writing in the primary classroom? What impact might your knowledge of the types of and purposes for writing have upon your pedagogical practice? How can your understanding of the connection between the stages of writing and reading proficiency help you to tailor and differentiate literacy instruction. Would you characterize writing as the “silent R” in a literate environment? How / Why would you incorporate writing in your daily pedagogical practices? How might family be recruited to help support the writing development of your students? What are the theoretical and philosophical traditions which support your beliefs and ground your pedagogical practices?
WR
ITIN
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CONSTRUCTIVISM, BEHAVIORISM, LINGUISTIC THEORY, SOCIO-LINGUISTICS, PSYCHOSOCIAL THEORY, COGNITIVE THEORY, SOCIAL LEARNING THEORY, SOCIO-CULTURAL THEORY
BLOOM’S TAXONOMYKNOWLEDGE
COMPREHENSIONAPPLICATION
ANALYSISSYNTHESIS
EVALUATION
Google im
ages
Semantic
Pragmatic
Syntactic
Graphophonic
http://www.trelease-on-reading.com/rah-ch1-pg3.html
http://www.trelease-on-reading.com/rah-ch1-pg2.html
LANGUAGE ARTS
