Essay about Expanding Writing Instruction to Support Student Achievement

Starting from the parents, the child must inherit the instinct of wanting to learn to read, developing the curiosity that comes with the increase of knowledge, interaction with others and building positive memories, that motivate the child’s learning to read. An approach that Vygotsky supported promoting scaffolding, a guided process that adults use to teach students how to master a skill, in this case a reading and writing skills. Children begin from the womb recognizing parent’s voices, singing tone for then building connections through prints and letter sounds in an environment that promotes literacy with stories, songs, games, group activities with families, “All about me” share, and “Show and tell”, to display and build a sense of belonging in the class. Nevertheless, incorporating strategies or methods that facilitate learning to read stimulated by own personal learning style. Most young children learn kinesthetically and are visually-sensory prompted to hands on experiences, using appropriate materials in a different setting. Foremost, with an ongoing informal and formal assessment to evaluate students’ pre-knowledge at the beginning of the scholastic year, students’ way of learning, feelings, and connections through the year, and at every lesson, check for understanding, and ways to improve the next step. Ongoing assessment is part of the whole learning process, it will tell you how the students learn, and achieve appropriate reading and writing goals. A good reader promotes a good writer and vice versa, but a firm stepping stone during the developmental stages, in rich literacy environments, attempting to positive interactive experiences, and always monitored, influences the chances of the child sense of wanting to learn to

Learning to read and write as a child is an experience that all can relate to. The average child learns to read and write at the early ages of three and four. Developing literacy at an early age is crucial to academic development as well as to performance in life. Early development can be just what a child needs to stimulate their minds, which in turn is assisting in the evolution of their future. The early and latter stages of development in a child’s literacy journey are the makings for their reading and writing skills. It also plays part in their analysis of obstacles as well as their developed or problematic literacy future. A child

Timothy Rasinski and Nancy Padak, in their article, “Write Soon!” from The Reading Teacher (2009) emphasize that reading and writing are important skills and explain how parents can easily incorporate them into everyday life. They support this idea by presenting simple ways that parents and their children can do this, such as writing notes to each other, exchanging journals, or making lists. The authors wrote this article in order to help teachers guide parents through developing and supporting their child’s literacy. Rasinski and Padak’s writing is aimed toward teachers who can ultimately use these instructions to encourage

Writing can be a daunting task for students in any grade. Teachers have to implement new basic components for those struggling to write. Finding new methods and being able to execute them requires teachers to design lesson plans that help

Teachers, who are aware of children becoming emergent writers, can better understand the amount of effort and concentration required. Teachers can appreciate the value of observing children’s early writing for evidence of children’s developing phonological knowledge of written language.

Creating and implementing effective lessons for a literacy learner who is struggling with reading and writing takes much effort and appropriate resources. Throughout the Literacy Development course, I have gained much insight and resources that have become valuable tools in addressing students’ literacy needs. Each week, I conducted lessons and activities that targeted the needs of many students, but my initial focus on was on one particular student. His individual reading level, spelling development, and writing abilities were analyzed and the recorded data was used

The writing Revolution is written by Peg Tyre, who is the director of strategy at the Edwin Gould Foundation. He describes an education reform the occurred at Dorp High School, a school which otherwise may have been closed due to poor academic performance. The school's leader, Deirdre DeAngelis, drastically reformed the school’s curriculum and teaching methodology. The faculty, using DeAngelis’ methods, achieved significant success in improving their student’s academic achievements. They did so by focusing on the fundamentals: analytical and structured writing. In the article, Tyre describes the case of

The purpose of this paper is to explain the rationale regarding instruction and decision making, analysis of student learning, and reflection of personal performance within the literacy assessment and instruction analysis project. The project entails five lessons administered to a student to provide help with writing, and ultimately, to help the child improve in his or her writing skills. This document includes background information, goals, assessment results, instructional plans, and a personal reflection piece. This project aims to provide best practices and explicit instruction to a student in the subject of writing, ultimately hoping to bring the child to a higher writing level by

The nature of writing has changed in the past century. While writing still remains a form of visual communication, much of this change has been a result of technological advancements such as, from pen to paper or from a typewriter to a networked computer. The changes and expansion in the ways we are able to write today have brought about changes in writing pedagogy as well. The teaching of writing has been part of formal schooling in the United States for over 200 years (Kean 7). One major pedagogic change in United States’ education has to do with the implementation of the Common Core State Standards. These standards have led to a change in the instruction of writing in schools. This paper, will focus on instructional changes of writing over time and current expectations for writing abilities as whole.

“Kindergarten development focuses on four major items of literacy that focus on reading and writing proficiency” (Jaruszewiscz, Candance 2013, p. 11.1). The four major elements for reading and writing are

Literacy is important for young children. It’s so much a child has to know before entering kindergarten. The Essentials of Early Literacy Instruction stressed the importance of teaching literacy. Early literacy is an emerging g set of relationships between reading and writing. Today a lot of terms have been referred to for literacy development for preschoolers the term that’s mostly used is early literacy. The term was chosen because the earliest forms of literacy development are forming reading and writing concepts. Linking early literacy to play is the most effective way to for young children to learn. There are many ways educators can teach literacy activities such as rich teacher talk, storybook reading, phonologic awareness activities, alphabet activities, support for emergent writing, shared book experience, integrated, and content-focused activities, Young children understand print by oral and written language. Asking students to help read a book and turn the page help them understand the basics of a book. There are at least three critical content categories in early literacy: oral language comprehension, phonological awareness, and print knowledge. Children need to learn phonological awareness, alphabet letter knowledge, the function of written language, a sense of meaning making texts, and vocabulary. Alphabetic writing is quite difficult once children understand the language of their community they learn which words stand for which concepts in that language.

Analysing children’s writing is critically important because it allows teachers to have an understanding of what the child knows already, and what he/she needs to build on with their writing (Stewart, 2012). In the paragraphs ahead, two samples have been chosen and have been analysed using the Victorian Essential Learning Standards and the Western Australia First Steps Developmental Continuum.

Genesis is a ten year old African American female and is in the fifth grade. She lives in a low income neighborhood with her Grandmother whom has sole custody. While Genesis’ Grandmother would like to play a more active role in her granddaughter’s education, she works a full time job and has health problems that prevent her being able to drive. Genesis was in my fourth grade Read 180 class and is with me again as a fifth grader. I selected this student because she is strong in phonemic awareness, yet her writing scores are weak and she needs the most individualized support in writing.

Learning how to first write, I believe, for kids is always fascinating, because it is something new to them. Starting out is simple, such as writing letters of the alphabet and slowly progressing into writing words, sentences, paragraphs, and whole papers. Even though I was a creative kid, through the years of elementary school it began to become tougher. I ran into obstacles when I was told to write a comic strip, a short story, and a paper about ourselves. Not being able to write what was coming to my mind in a manner that made sense frustrated me. Throughout elementary school I struggled with writing because I never figured out how to fix this problem. During these years I succeeded in reading and I would soon hope to in writing.

I believe that achieving success in teaching very different aspects of life may still combine similar processes. My life in high school was very similar to the lives of many other students in that it revolved around two things: sports and school. My sport of choice was tennis and my favorite academic area was English. Unexpectedly, I found many similarities led to a successful performance in both areas. My understanding of the need for a good program to follow and a lot of practice with it led to success in both tennis and my academic performance (especially English). Upon becoming a recognized player in my area, I decided to take the skill that I knew better than any other and utilize it as a