Classroom Contexts And Strategies For Reading And Writing

1845 Words Nov 23rd, 2015 8 Pages
Reading and writing across the curriculum
Classroom contexts and strategies for reading and writing Creating a classroom atmosphere that promotes literacy will enable English language learners (ELLs) to use reading and writing in English as a learning tool. The first step in promoting literacy within the classroom context is to teach students how to process different and increasingly difficult types of texts. Authors/educators Suzanne Peregoy and Owen Boyle suggest the following tacks: establish a purpose for reading (whether efferent or aesthetic), teach text structure, focus on metacognition, and match students with appropriate reading materials (2008). These criteria are potentially daunting, but fortunately the authors help us with some great pre-reading, during reading, and post-reading strategies to make these necessary goals become realities. For pre-reading, the best starting strategy is to be upfront and clear with students about their purpose for reading: tell them why they’re reading the text and what they’ll be expected to do with the information afterward. Otherwise, students are far more likely to read the words without making meaning, and promptly forget what they have just read (Peregoy & Boyle, 2008). Films and field trips are two other fun and useful strategies for building background knowledge prior to reading. The schema and vocabulary support help to facilitate English learning in a way which promotes content knowledge, as well. During…
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