Developing Language Skills

In chapter five, by Cris Tovani, “Why Am I Reading This” explains how educators need to establish a clear reading instructional plan. In order to accomplish understanding students need to concentrate on main ideas from the readings. Tovani explains that it is vital for teachers to model how students should hold their thinking or slow down their reading. Throughout the chapters she gives examples as question strategies, highlighting text, or summarizing key points. As this will benefit students in their reading assignment. Tovani also explains throughout the chapter that teachers should model thinking aloud. This strategy will benefit students on how to negotiate difficult text.

This is beneficial to the English learner so that they can learn the key elements of the chapter without having to read the long and often difficult text. They are engaged in reading, writing, listening, and speaking during this task.

Why do pre-reading strategies that activate prior knowledge and raise interest in the subject prepare students to approach text reading in a critical frame of mind?

Reading Comprehension: Answer questions after reading a variety if stimuli, e.g., note, public sign, poster, e-mail, letter, story, advertisement, article, brochure.

Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features

The essential literacy strategy goes along with the standards and learning objectives by using context clues to help the student figure out unknown or unfamiliar words. Students will build reading comprehension skills by using context clues for figuring out unknown or unfamiliar words while they are reading. Then the students will perform the strategies individually. The related skills address the use of prior knowledge of synonyms and antonyms during the hook and transition portion of the lesson. The reading and writing connections go along with the learning objectives, because the students will read their assigned book and picking out words they do not understand. The students will have to write the sentence with the unknown word in it, and use context clues to figure out the definition of the unknown word. The central focus for this unit of study is for the students to use context clues to better their comprehension of what they have read in their assigned books. The students will be able to use context clues within sentences to determine the meaning of unknown or unfamiliar words. These lessons deal with comprehending text by using context clues to help figure out unknown words. The lessons build off each other by adding more detail to learning about context clues. As the lessons progress the students will be more independent when using context clues. The first lesson is learning about what context clues are. The second lesson will focus on using context clues to figure

Reading: Locates, understands, and interprets written information in prose and documents--including manuals, graphs, and schedules--to perform tasks; learns from text by determining the main idea or essential message; identifies relevant details, facts and specifications; infers or locates the meaning of unknown or technical vocabulary; and judges the accuracy, appropriateness, style, and plausibility of reports, proposals, or theories of other writers.( 134 USDOL)

Students will demonstrate their reading skills by reading through the reading material with reason and comprehension

This final part of the K-W-L activity gives students a chance to ask questions about concepts or words that they didn’t grasp through the activities. If students have unanswered questions or new questions, the class will have a discussion. This allows students to self-monitor their work to ensure its completion (Ogle, 1989). Students should ensure all their questions from “what I Want to know” have been satisfactorily answered, and that they have filled out as many new or interesting facts as they can in the “what I Learnt” column. Recaps and summaries of lessons are useful as students reiterates what they have just learnt, reinforcing the acquired knowledge. It also allows the teacher to check that all students understand the text. EAL/D and low literacy students are also encouraged to copy the formulated answers from their margin questions directly into the Learned column. Answers from the margin questions activity may overlap with questions students created for the Know column. By completing this activity, students will have an easily accessible worksheet containing all of the information learnt from this class. Both activities (Appendix C and D) give the students an opportunity to express their prior and learnt knowledge in various modes of communication. The range of literacy activities provided to the

aims to provide a well-balanced approach of reading a text and responding to comprehension questions to give a retelling of events.

The differences between workplace reading tasks and the types of texts you read for personal and academic purposes is that the workplace reading tasks is to inform others of work related incidences and the reading for personal and academic purposes is for gaining knowledge (Otero 2013) for educational requirement or personal enjoyment. The similarities of reading for information in the workplace and reading other types of material is that they are used to gain information. Reading for workplace material does require you to use different skills than if you are reading a textbook or a novel. Reading for workplace information allow employees to clearly understand their roles and responsibilities. This would allow management to guide operations without constant management intervention that may lead to costly mistakes. In reading for workplace information, (Cole, M. 2013) you need to Identify what the company is letting you, shows how the rule is enforced and Describes the consequences.

How does the participant construct the meaning of an academic text after participating in the reading support sessions?

In this afterschool program, I was responsible for helping a second grade student improve his reading ability. Some activities that we engaged in include re-reading familiar books; reading new books within his reading level; practicing spelling words; playing reading games; and writing stories. I also designed activities that met the student’s reading goals while incorporating his funds of knowledge and interests, such as using Storybird to write stories and playing basketball to practice spelling words.

of remembering certain aspects of the reading in question and, therefore, takes place before the performance of such tasks as

Furthermore, reading opens the mind to new horizons and exposes a new experience. That’s why, whilst reading it also needs some sort of any other way of process, wherein man can read and understand texts deeply. This so-called other way of process is the outlining, that in such a way, can be a tool for a meaningful reading comprehension.