Reaction Paper to Comprehension-Based Approach in English Language Teaching

c.Explain how your plans build on each other to support children’s language and literacy development through active and multimodal learning.

Most people would assume that one of the main purposes of a correction system is in fact to “correct”

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

A) A true understanding of meaning requires extensive knowledge of a topic beyond what is in the words, sentences, and paragraphs.

d) Make sure all the students get adequate and meaningful practice with the language and / or skills.

In chapter two, it stated how important errors are in helping to clear up misconceptions One rule in math that I have learned and love is that it is always okay to change your mind. As a student thinks through a problem and self-corrects then learning is taking place. In addition, number talks is invaluable in teaching children how to articulate their thinking while they defend their answer. In addition, it is important that children have time to turn and talk to their partner to share their thinking process. This will help students who are reluctant to share with the whole

Luke, Woods, and Dooley start the article by describing what comprehension is. They identify comprehension as, “a cognitive, but also social and intellectual, phenomenon, and that narrow understandings of comprehension are insufficient for literacy education for diverse and

Teacher: Good point! We want to correct our mistakes as soon as possible. We can do this by following the ladder of feedback:

Since the intervention I was researching didn’t have any studies completed to determine their success, I investigated approaches to teaching comprehension to see if they at least align with best practices. As an instructional leader, I will need to have a current understanding of best practices. In the future, I will make sure I continue to read scholarly articles and professional books.

Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at the time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Kirsten Hummel states, “The one most effective way to increase L2 competence was by exposure to ‘comprehensible input’.” (Hummel, 2014, p. 73) Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each plays a role in language development. However, I believe that to acquire language one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners acquire language differently and so using a variety of resources that are based on the ability of each student is neccesary. There are many theories that have been developed by highly qualified experts in the field of linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

Acquiring and learning a second language do not refer only to handling oral communication skills. It is more than that; it takes the students´ abilities in enhancing their lexicon, their management in syntax, and their perspective about words´ influences in people. Thus, summing this up, it is indispensable that ESL students have a grand deal about linguistic knowledge. In other words, ESL learners not only require speaking, but also reading, writing and thinking in English when they complete whatever English career.

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

That being said, comprehension is not just understanding the singular words that are being read, but being able to put them together, along with activating previous knowledge, make sense and develop meaning to the text. Essentially, when a reader is immersed and engaged in text, they are actively developing meaning to the text while formulating questions that may later be answered by the text itself.

Besides the above mentioned suggestions, a teacher can take the initiative to create a “mistake happy zone”. Teachers can avoid correcting students during certain sections of the day (e.g. for 30 minutes we will talk amongst ourselves). In this way, students do not need to fear working on perfect grammar, but rather they can just talk without feeling judged. This allows students to get a feel for fluency and letting go (Leigh, 2009).