AED310-701: Writing In Social Studies

In conclusion, the instruction of social studies has continue to take a back burner role in classrooms,because it is not one of the subjects in the high stakes testing covered under the NCLB. However, this can change if teachers employ effective teaching strategies, that will help everyone to realize the importance of social studies content at every grade level. This will ultimately help our students to have the knowledge, and understanding to appreciate our diverse culture.

Writing, and literacy in general, is one of the founding cornerstones of modern society. It is difficult to find any sort of occupation that doesn’t require at least some basic writing skills. From business managers to lawyers to doctors, despite their notoriously bad handwriting, all require intimate knowledge of writing

Graduate-Level Writing Analysis and Development Plan Communication in writing skills for the past six weeks were standards information on different sorts of sources for rapidly flowing needs of today’s writers. This form of writing shows the role of strategies in writing on subjects. It demonstrated contracts between oral communication and written communication. The main ideas in this course discovery, objectives, critical thinking, and tension, valuing course resources time management, and cooperating with others (Giordano 2012). However, the skills for effective writing produce volumes of master’s level for the required resources in this way.

As a future teacher of a fast-changing generation that searches restlessly for new interests, I believe that old and new must meet to keep the basic values of a balanced literacy. Focusing on prior knowledge, collaborating with colleagues, peers, families, and community, creating connections with our surrounding, and empowering students’ learning style throughout the process of gaining knowledge of reading and writing. Foremost, my personal philosophy of teaching literacy is based on constructivism and sociolinguistic, where hands on experience and guidance are priority in an informational world. To facilitate a child’s acquisition of literacy skills , as I plan for literacy instruction for my future classroom, I will take into consideration

In chapter 9, Writing Across the Curriculum, the process of reading and writing was investigated and explained in comparison to one another. The reading-writing connection focuses on drawing from students’ prior knowledge and cognitive processes in order to build learning. The authors mentioned that the writing process is a strong tool for exploring and clarifying meaning and the two major instructional components used are writing to learn (WTL) and writing in disciplines (WID). The chapter also focused on the subareas of academic journals and writing disciplines.

Personal Philosophy of Literacy Education Throughout my first year as a middle school Language Arts teacher, I have developed a theoretical understanding of what I believe are the necessary components to providing a meaningful and generative environment in which students develop and expand literacy skills. The teaching of literacy needs to include a balance of reading, writing, speaking and listening activities, and needs to be a social endeavor that provides a variety of instructional strategies to meet the needs of all diverse learners. My teaching strategies, beliefs and personality that I bring to my classroom can be characterized as a blend of two types of philosophical theories: social constructivism and relational teaching and

In this very short article Gersten, Baker, and Edwards briefly outline the results of a study conducted that examined interventions that improved the writing skills for students with learning disabilities. This article provides insights into what type of interventions and explicit instruction have provided the most positive learning outcomes for

Summary: This chapter discusses the different ways to integrate literacy across different disciplines. Not only is this beneficial but its crucial to promote learning literacy across many different subjects. Now I would have to say that this chapter is easily one of my favorites yet. It gives explicit detail about how to create a lesson that is interdisciplinary. In order to do this one first must recognize the importance of reading and writing. These two disciplines are taught together because they work synergistically. Teacher can often times find different types of text to accommodate instruction of different subjects such as science and social studies. Texts can come from multiple different origins such as poems, magazines, and videos. On that same page, writing can be used as a path for learning. Writing can be done in class of various subjects using learning logs, quick writing, and graphic organizers. These tools are beneficial to begin a unit of study in the classroom. Then when student have begun their unit of study and have learned new information there are multiple different ways to assess the students knowledge. They can show what they have learned through writing about it. This can include reports, poetry, posters, and alphabet books. Another

In a society where communication is key, students must learn how to effectively convey thoughts and ideas. According to Stephen King’s first rule, “If you want to be a writer, you must do two things above all others: read a lot and write a lot” (145). For an AP Language student, reading should be a primary concern. By reading news stories and even novels, the student would be able to expand his or her vocabulary and improve his or her skills. Evidently, knowing about current events and hot topics in the world, the student would also be able to develop ideas and opinions. Their opinions and perspectives can then be used to fuel ideas that can be injected into essays and papers. Without one, the

The classroom is organized, well lit, equipped with forty-three individual All learners are presently enrolled in honors level reading or English courses in addition to the focus social studies courses. Students must also be familiar with concepts such as main idea, summarizing, outlining, cause and effect, historical time flow, and generalizations.

In the introduction and chapter one of Strategic Writing, Deborah Dean argues that we aren’t meeting students’ needs with typical writing assignments (ix). Dean insists that teachers need to choose writing assignments that target specific strategies, rather than the run-of-the-mill prewriting, drafting, revising, editing, and publishing model (3). Dean alludes that students are uninterested, unengaged, and not learning as much as they could, because of the strict teachings of the five step writing process (4). According to Dean, reflection of writing is crucial, “because it causes students to see assignments as strategy practices, not ends in themselves” (11). Dean states that her model of writing strategies “promotes learning, not just to

My Writing Philosophy To succeed as an elementary school teacher, I need each one of my students to succeed. When I first decided to become an educator, I had it in my mind that reading was the backbone of the classroom. However, after this semester, I have learned writing is every bit as important as reading. “Classroom teachers as well as writing researchers have discovered that even young children communicate through writing, and that hey begin writing as they’re learning to read or even before they can read.” (Tompkins, 2012 p. 4). In order to succeed as a writing teacher, I will need to identify and define good writing instruction, set student learning goals, choose effective teaching methods and use effective measures of learning.

Reading Response #5 The article, Call a Meeting with Your Writing Teacher Self by Ruth Culham, surprised me. I was not aware that writing wasn’t really a big topic until the 1980s. The idea that writing is not just a linear set of steps was stressed throughout my writing education. I

Students will spend time viewing secondary documents and creating graphic organizers, they will also collaborate with classmates, both as a group and in pairs. I do not think that reading aloud is the best way to go in this specific situation. ELLs that may not be confident enough in their reading abilities could have a number of negative reactions to being put on the spot and told to read in front of the class. The number of opportunities to promote scaffolding, and create objectives for the lesson that will improve language development, are enhanced by the standards of social studies. Because social studies content is diverse and lends itself to creativity, the lesson and its objectives can easily be modified for different ability levels, as well as be adjusted with new and creative ways to engage learners in the

435). The major themes throughout the literature reviewed was the strategies that teachers could use to ensure that their students grasp the information taught, the value of historical fiction, and how to select text to use in the classroom. One of the major problems in classrooms today is that student’s do not understand the textbooks that are chosen for their social studies class. “The social studies textbook is laden with technical vocabulary that can be challenging for students” (Key La Vonne, 2010, p. 117). The articles were chosen based on their concerns centered on helping teachers strategize to foster literacy in social studies.