week 4 secondary methods

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Philosophy

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Jan 9, 2024

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1 Literacy Skills Incorporation Philosophy Alayna Fuentes EDU-34500 Secondary Methods and RICA Professor Henry September 17, 2023

2 Literacy Skills Incorporation Philosophy The capacity to learn information within a particular discipline through listening, speaking, reading, writing, and viewing is known as content-area literacy. Content-area literacy is very important because these five terms can help students to learn in various ways and think about each mode as they are processing and receiving information. I believe that every student should have to opportunity to learn in this way, which is why I will be incorporating these as much as possible as I grow as an English teacher. Including reading and writing literacy skills in my teaching can look like a number of things. There are many different ways I can incorporate these skills into my teaching. Some of these strategies would be setting goals and having purpose in reading, pre-reading, making predictions, and monitoring comprehension. There are many more ways that students can use critical thinking skills, but these are some strategies I feel can be used in the most efficient ways . The first way that content-area literacy looks for me is setting goals while reading or writing. This will help students have a sense of purpose when they are reading rather than just reading for no reason. Allowing the students to set their own goals while reading will give them a sense of urgency and accomplishment when they reach that goal. This can look different for every student, rather it be to pass their class, or if they are interested in the content and would like to learn more about it, etc. One way to do this is to ask the students to write down a goal on a sticky note at the beginning of whatever content is being taught, and have them take the sticky note down when they achieve their goal. This can also help them motivate each other to accomplish their goals . The next way I can incorporate content-area literacy into my teaching is to pre-read. According to source from St. John Fisher University , “ pre-reading strategies influence student

3 motivation, increase the activation of prior knowledge and they can be used as a tool for increased comprehension” (Maarhkam 2012). There are many activities that can be used tor pre- reading. Some of the common ones that I will use are using visual representations of content, which will help them to introduce and build background knowledge. They can also try researching the setting and time period of where the content takes place. Lastly, students can also make connections to the content before reading, which will help them relate to it later in the lesson . Next, students can make predictions while reading. Children are encouraged to actively plan ahead and ask questions by making predictions. Additionally, it enables them to interact with the material, better comprehend the story, and draw connections to what they are reading. Making predictions is another effective tactic for enhancing reading comprehension. One way to do this is to have the students pause their readings and have a class discussion about what they think may be coming next. This will force the students to think critically and use skills like foreshadowing to help them with their predictions. Encouraging students to consider things that may seem unlikely will also help with their thinking skills, because it will allow for them to keep their minds open and not just predict the obvious. Especially when reading texts that are fiction or mystery, students should be predicting things that may seem far off . Monitoring comprehension is something that many students have trouble with. However it is very important that the students are doing this. Students check their understanding of the material they are reading by monitoring their comprehension. Before continuing to read, individuals can take action to improve their comprehension if they recognize they are unable to state the passage's key point. Some ways students can self monitor their comprehension are to

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4 visualize what they are reading, ask themselves questions, and reread their text to clarify. When reading a challenging material, self-monitoring techniques enable students to independently keep track of what they comprehend and do not. Self-monitoring techniques also help students take more ownership of their education and, most significantly, they will give them more control, according to a 2019 article (Lynch 2019 .( As there are many ways to help students and give them different ways to learn, there are also struggles with doing this. These struggles can come from the teachers side or the students . One thing that I am prepared for students to struggle with is that they could be learning in a way they never have before. The inclusion of all of these skills may be new to them. Being able to redirect the students to have a more open mindset is something that I can do to help them. A struggle I may have is trying new things. It is very important to me to give my students my best when teaching them. This means I will have to change my methods when needed, so I will also be learning as I go. This is something I feel that I will struggle with, because I am afraid of failure, and afraid of getting things wrong for my students. The only way for me to be more confident in trying new things is to get out of my own head, and be prepared to make mistakes, and just own the In conclusion, content-area literacy is crucial because these five concepts can encourage students to learn in a variety of ways and consider each mode as they process and receive information. As an English teacher, I would use these as much as I can since I think that every student should have the chance to study this manner. Literacy instruction that incorporates reading and writing can take many different forms. These skills can be applied in a variety of ways in my classroom .

5 Resources Markham, J. ( 2012) . Fisher Digital Publications . How Can Pre-reading Strategies Benefifit Students with Disabilities? https://fisherpub.sjf.edu/cgi/viewcontent.cgi? article=1236&context=education_ETD_masters Lynch, E. (2019). How self-monitoring strategies support students when reading closely . How Self-monitoring Strategies Support Students When Reading Closely. https://www.sadlier.com/school/ela-blog/how-self-monitoring-strategies-support- students-when-reading-closely

week 4 secondary methods

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