Distinctively Visual Learning and Teaching Program

Active involvement by students is important as they talk about the story, ask questions, and build expectations of the text. Everyone in the group simultaneously reading and receiving support from the teacher and other students is included in active involvement. Students engaged in conversation before and after reading in a social environment implements reading, writing, speaking, and listening skills.

AO3 = explain links between the texts, evaluating writers’ different ways of expressing meaning and achieving effects

One of the first things that this author would do is to teach students how to make connections while reading. When students make personal connections with what they are reading by using their prior knowledge, it helps them to retain information. There are three main types of connections we make while reading text; we can make connections to what we are reading and our own experiences in life, we can make connections from one book to another (like reading a Nancy Drew book and reading a Trixie Belden book), and we can make connections to what we are reading and things that are going on in the world around us. By helping Jose learn to make connections while he reads, Jose will be able to more readily remember what he has read and make sense of it (Comprehension Strategies, n.d.).

As Mannes stated, the process of association is essential in determining the quality of art, by comparing it to the other art we have seen. I am able to judge the multitexts I have read in class by using the process of association to compare them to each other. For example, we are able to judge the quality of the pieces by comparing and contrasting them to each other. All three of our multitexts used certain writing models such as analogy poems and dialogue. Cusion’s piece “Blame”, is an analogy poem that he used to build on his multitext, implicitly telling readers

This week, many topics have been discussed in class with the importance of understanding context and analyzing visual texts. On Monday, in a class discussion we read a letter from Jourdon Anderson and looking at five different cereal boxes. The letter was from an old servant, provoke the Colonel. The former “employee” Jourdon to come back and work. Instead of accepting the opportunity, Jourdan decline the offer. He didn’t want to come back to work, because he is worried for his children’s safety. Even though, he doesn’t have a good life. He rather be where he is at right now and not moving to where his former employee at. The way he talks about his life, his jobs, his family, and how he appreciated the offer is different many other letters. The reader can imagine Jourdan’s feeling, emotion when he wrote the letter, and by the words he used. The reader can imagine how his former employee will feel when he read the letter. Remember when the time I was beaten until you bowed down on my feet and pray to live? I find that this letter is very interesting.

What are your instructional goals to promote growth for this student as a reader and interpreter of text in a variety of media? My

Research has shown how these engagement activities help students clarify new ideas and relate them back to the text. In addition, thinking aloud can help students increase the production of self-explanations and facilitate revision in the reader’s mind when they conflicted with the textual information presented (Lucero & Montanero, 2012).

Writing 80-100 page books by hand would be so exhausting. John is strong willed and so dedicated to making sure he gets all the material. That he will sit down and hand write textbooks.“ I spent a lot of time hand-copying the library books, so I could read them at my hut” ( 155). John does not just study what’s on the test, he studies all of it. He wants to learn all the information not just some of

* Understanding of how the ideas, forms and language of a text interact within the text and may affect those responding to it.

For these writers, responding to student writing is more complex than a simple comment or two on a paper along with a grade. Both Elbow and Straub stress the complexity of what makes a good response to a paper; their most notable similarity is the call for attention to the writer and the context in which the paper was written. Straub includes taking into consideration the “set of circumstances that accompany the writing,” as well as “the writer’s particular interest and aims,... [the] class, and the stage of drafting” (138). In order to best serve the writer, the student or teacher responding to the paper must be able to distinguish the writer’s purpose and intentions in writing the paper, in particular [something]. As Elbow suggests that teacher

It highlights the necessity of granting students the freedom to negotiate their own meaning from texts because it cultivates their confidence and capacity to both contribute their ideas and express them in ways that others can understand. We urge the creation of authentic assignments for students to engage them in ways that are personally meaningful, and we note the importance of collaboration because scaffolding contributes to the growth of both struggling learners and their more proficient

I also provide articles and other reading material related to his studies. This is intended to provide knowledge about something that will be learned later. And according to McKenna& Stahl (2003), reading component are very importance part that are frequently assessed as part of reading instruction for placement, diagnosis, monitoring and outcome evaluation. Therefore, I will always provide reading materials in accordance with the learning session, is to ensure a more comprehensive understanding of a topic that is being taught. It is also to develop creative thinking among students, assist in the freedom to communicate ideas. the importance of supporting learners beyond being aware of their own thinking to allowing them to take greater responsibility for it, through their own target setting to enable them to manage their ‘progressive pathway towards procedural autonomy’ (Kimbell and Stables 2008: 224).

However, the second method being discussed in this paper, the whole language approach, focuses much of its attention on making sure the student understands and enjoys what he or she is reading. Whole language instruction occurs when a student acquires language rather than learning it through direct instruction (Brooks 35-36). This method is more child centered than teacher dominated, because the objective is for the student to learn how to read through talking and doing rather than through passive listening. Unlike phonics, whole language uses a variety of ways to give students the opportunity to interact with the text they are reading. Questioning, discussing, problem-solving, listening, writing, drawing, and dramatizing are among the ways students interact with text. Students are also encouraged to implement simple strategies while reading such as: reading the sentence and guessing what word will come next, looking at the picture on the page to help figure out the sentence, and also rereading the sentence for clarification. This method also does a good job in allowing the students to engage in text at their own speed and often in their own ways (36).

Students having hard times in comprehending the thought of the text and what the author implies. It seems to be reading by words but not reading between the lines. It is important to know how comprehension plays an integral part in a manner of thinking and conceptualizing facts and ideas from the

Students make personal and critical responses to texts which show insight into the ways in which meaning is conveyed. They refer to aspects of language, structure and themes to support their views. Students develop a perceptive personal response which shows analytical skills when exploring texts. There is understanding of the techniques by which meaning is conveyed and of ways in which readers may respond. They support their responses with detailed references to language, theme and structure. Students show analytical and interpretative skill when evaluating texts, making cross-references where appropriate. They develop their ideas and refer in detail to aspects of language and structure making apt and careful comparison, where appropriate, within and between texts. Students show originality of analysis and interpretation when evaluating texts. They make cogent and critical responses to texts in which they explore and evaluate alternative and original interpretations. They show flair and precision in developing ideas with reference to structure. Students make subtle and discriminating comparisons, where appropriate, within and between texts. No rewardable material. Students make a limited response to texts.