Literacy Instruction in the Classroom
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Literacy is the core foundation of teaching. There are different instructional methods that instructors can use to achieve the set goals. These can vary depending on the age and level of learners. Teachers have a big role to play in helping learners read and write. They have a role to ensure that learners comprehend words rather that promoting rot learning. It is assumed that instructors in the classroom have some professional development to help them in literacy instruction (Randy& Katherine, 2001). Having got the professional development I will make literacy instruction the best in my future classroom through the methods that I discuss in this paper.
Literacy Instruction in My Future Classroom
In my future classroom, I will use the word work through fun and engaging activities. Play between learners will be encouraged so that the learners can become close to one another. In the process of play, the learners will also be able to use words to enhance their communication. There are different activities I will use, such as describing students and other close objects. The nearby environment will be used to create memorable activities that, on the other hand, will help the learners improve their speech (Bear et al. 2011). I will also consider presentations on different issues that are relevant to the society such as crime. Some of the presentations that I will use are poems and songs. Presentations will be through competition so that the learners can also challenge one another. It will be an effective way of motivating them.
Fluency instruction will be based on activities that enhance fluency of the learners. I will use readers’ theater where learners in small groups will rehearse and perform plays. This will be both fun and engaging. Reading will be the only way of performing rather than having to wear attires. Poetry reading will also be used with the aim of building studets’ prosody. This will be done loudly and involve practice in small groups. I will use chunking whereby learners will move from reading words to reading phrases, clauses and sentences (Randy& Katherine, 2001). This will mean starting reading from simple words so that after learners are able to read a word they combine with other words.
Vocabulary instruction in my classroom will begin by identifying new words in any passage that is read in the classroom. This will be done with the help of the book as well as the learners so that they can personally identify all the new words they have encountered in the passage. This will be followed by listing of all new words on the blackboard. From the board pronunciation of the words will be enhanced with each learner taking part in this (Bear et al. 2011). The learners will help come up with meanings of the new words. They will write down the new words and their meanings to enhance spelling and comprehension. They will further construct their own sentences using the vocabulary to show that they have fully understood what they mean and the contexts they are used.
Spelling and grammar in my classroom will be aided by extensive reading. I will provide learners with many materials so that they can spend more time reading and perfecting on grammar. Spellings will be enhanced through pronunciation. If learners can pronounce a word well they are likely to spell it correctly (Laman, 2013). I will also use dictation to reinforce spellings. In writing, I will prioritize spelling and grammar by helping the learners at individual level. Grammar will also be taught differently from comprehension. This will help create order as well as make the learners understand how grammar is important in language.
There are different illiteracies in the 21st century that are hindering quality literacy instruction. I will deal with these illiteracies through use of technology in the classroom. At the levels of technology in the world, learners cannot afford tto miss the opportunity offered by the technology. I will use videos for learners to learn. This will be mainly recorded so that learners do not have to study in the presence of the teacher. I will also consider current affairs in the every-day learning. This is important because it is an information age, and the learners have to be part of this.
Composing instruction in my classroom will be based on the ability of the learners. It will begin at small levels such as construction of sentences by the learners. I will also embrace story telling so that the learners will be able to come up with their stories based on their culture (Himmele & Himmele, 2009). The learners will also come up with conversations where they will communicate between one another as the others listen. This will be based on creativity as well as instructional materials provided for their level.
In any classroom environment, linguistic diversity has to arise. In my classroom, I will address this by using groups. In forming the groups, I will choose randomly so that the learners are not divided into linguistic groups. This will be the best way of ensuring that the learners overcome their linguistic differences (Randy & Katherine, 2001). I will also use examples from the different linguistic groups in the classroom. This will be an appropriate way of reaching the learners at personal level. I will also ensure that they all embrace and become proud of their linguistic group.
Reading comprehension instruction in my classroom will be based on the read aloud strategy. At the early stages or learners at low levels, I will be reading out loudly to the classroom. The learners will respond by reading the same way the teacher is reading. This will be done by the whole class so that I will monitor correct strategies and behaviors. When I will be reading, I will read with enthusiasm, rhythm, and in the proper intonation. This will be important for the learners to experience the joy of reading (Himmele & Himmele, 2009).
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