Instruction For The English Language Arts Classroom

Working in a classroom with English Language Learners can be a great learning experience for those going to school to become teachers. Something that I was curious about in the kindergarten classroom that I am in, is how the ELL student’s in the class could learn different educational skills in a way that would be beneficial to them. What are the different strategies that teachers can use with ELL students to make them better learners? Through my question, my hope is to find out different strategies that I could use to help ELL students learn different educational skills.

Furthermore, school library media centers provide students from poverty with access to print and digital information. As a school library media specialist, I will use my expertise in children’s literature and information literacy to lessen the educational gap between high-income and low-income students through providing equitable access to information for all students. Moreover, by pursuing a career as a school library media specialist at the elementary level, I will be able to help early childhood students from diverse backgrounds develop literacy skills. I am seeking a career as a library media specialist to use my expertise as a information professional and the resources of library media centers to empower students through instilling their love of reading and increasing their information literacy to foster educated and empowered school

2014: 84+. Educators Reference Complete. Web. 7 July 2014.This article focuses on reading and connecting children with books and technology together. Using digital reader books provide wonderful opportunity to improve children’s critical thinking and literacy skills. They are offering websites and apps for hands on activities that engage children in reading and science discoveries.

For me, being a part of the year 8 enhanced English class would be a great learning opportunity. Digging deeper and pushing myself to the limit, to strive for excellence and receive good results. At the moment, I feel my writing is in a steady and solid place, but being a part of the enhanced English program will expand my knowledge and writing, to another level of sophistication, maturity, vividity and develop my vocabulary to a higher level.

Children’s learning and development is influenced by their interaction with adults and other children, the physical environment and the philosophy and resources in the service, (McLachlan, Nicholson, Fielding-Barnsley, Mercer, & Ohi, 2013). Literacy-rich environments, need to create optimal conditions for children’s personal expressions of meaning: “What do I know? What am I thinking? What am I curious about?”. Children should walk into their learning environment and be enticed to explore the elements of reading, writing, listening and speaking, (McLachlan, Nicholson, Fielding-Barnsley, Mercer, & Ohi, 2013). Children need access to interesting books and materials – both in print and online. When students are provided with well-designed classroom libraries, they interact more with books, spend more time reading (or trying to read), exhibit more positive attitudes toward reading, and exhibit higher levels of reading achievement, (McLachlan, Nicholson, Fielding-Barnsley, Mercer, & Ohi, 2013). If children are not provided with access to interesting books that they want to read and can read with success, they will never reach their full literacy potential (Gambrell, Malloy, & Mazzoni,

This chapter opened my eyes to a variety of things to consider when students are learning to read and write. I never heard of these eight principles that lay the foundation for literacy instruction prior to reading this chapter. One prevalent theme in these principles is the idea of giving students some control over their learning through collaborative or independent assignments. I’m in favor of this because a classroom where the teacher is the central focus for instruction is boring.

The University develop a ‘summer bridge program’ for at-risk students and partnered with the Library to provide a meaningful orientation to the participants. As the Science Librarian, I worked with students and faculty in the summer bridge program to orientate them to the library and the

Each display of instruction within and through academic libraries was built on the outline of previous systems: library orientation, bibliographic instruction, and information literacy. For the time period each methodology served, learners were introduced to new concepts, new knowledge, and new skills through which new knowledge was constructed. (Shanbhag, 2006) argued that the current practice of information literacy instruction failed to provide learners with the ability to create new methods and applications for producing knowledge as it was intended, instead, the same processes from decades before have been handed down and repackaged as a different approach. The researcher found that the support for such comments through. (Palmer, 1972) showed three decades earlier that

Collaboration between the teacher librarian and teachers results in the creation of real life tasks and carefully structured learning experiences. These inspire students to research and find information they need and develop problem solving abilities along with skills for lifelong learning that support them to “become successful learners, confident and creative individuals, and active and informed citizens” (MCEETYA

During my field experience class this past Fall semester, as I observed a class of 4th graders at George Washington Carver Elementary, I had the opportunity to sit in as the students spent some time in the library with the school librarian, Mrs. Williams. Although I was technically there to observe the regular classroom teacher, the brief amount of time I spent in the library was inspiring to say the least. I watched as the students excitedly told Mrs. Williams and their peers about the books they were reading and how much they were enjoying them. They were so excited about reading, in fact, that they were appalled when I regrettably admitted that I wasn’t currently reading a book. For these students, reading was something that everybody should be doing, and they weren’t accepting any excuses (Believe me, I tried in vain to explain why I wasn’t reading a book). In no time at all, it

Educators are charged with not only teaching the content of their subject, but also responsible for creating a learning environments that fosters communication, engagement, and reflection so that the students will be prepared for their future careers and learning. Creating a classroom that fosters reading and writing is one way to engage students while promoting that they reflect on the material and communicate their understanding or misconceptions of the content. In order to form a literacy-rich classroom educators need to increase the amount of time students interact with all forms of print and literacy and the classroom environment is an essential key to setting the precedent and model behaviors that will make students more successful and capable of high level learning. (Tyson, 2013)

In order to achieve a stronger society, democracy, and educated population this must be done. Source B shows many different activities in a library. There are activities for babies, toddlers, and children. This shows how libraries are communal places. They provide for the poor and the uneducated of the community the ability to teach their children.

Central Idea (Need): The worth of public libraries in America extends far beyond the books they offer; libraries also provide access to computers and internet connections, meeting places for community activities and groups, guidance services for patrons, tutoring programs, and advocacy for child literacy programs. Despite the value of these resources to struggling communities, libraries have seen a decline in both public usage and federal funding in recent years.

Do you remember being in high school and always wondering how the things you learned would ever be useful in the real world? This thought probably occurred very often in English class, while reading Shakespeare and learning to write research papers. However, as you got older you probably realized that, although you may not quote Othello regularly, or write Facebook posts in iambic pentameter, you did use the writing and presentation skills you learned in your professional and personal life. What if those skills were a greater focus in English classes instead of grammar lessons and vocabulary lists? I believe that the English language arts curriculum would be more beneficial to students if skills such as resume writing, presentation skills and problem solving were emphasized through teaching professional writing and problem-solving skills.

English as a medium of instruction has developed as a global trend for a range of reasons. Nowadays EMI is truly a global phenomenon. In this literature review, I look at the historical backgrounds of EMI in three periods prior to a global phenomenon. What is more, I reflect upon the current developments of EMI at tertiary education focusing on the spread of EMI into the global universities, EMI in European universities, EMI in Asian universities and EMI in Thai universities. In each section, I link the current literature review to my initial research at the end of the sections in order to form my research grounds.