how to write reflective instructions:Your reflective pieces are not a summary of
ID: 3502374 • Letter: H
Question
how to write reflective instructions:Your reflective pieces are not a summary of the reading; rather they should critically examine or question an aspect/statement/idea, etc., within the reading For example, question assumptions made; examine methodology and
analysis for fit and clarity; be critical of findings, i.e. do they make sense?
Are they significant in some way?;
How does this reading add to my understanding of __________ ?;
etc.
Meaningful reflective pieces tend to:
§ Provide concrete examples, perhaps from your own experience
§ Identify consequences or implications
§ Suggest a different perspective or interpretation
§ Pull in related information from other sources –books, articles, websites, courses, etc.
Please keep reflections to 1 page in length.
Topic is Reading and Understanding Research
See below video of 3 minutes and express. (Work should be plagiarism free)
https://www.youtube.com/watch?v=SKxm2HF_-k0
Explanation / Answer
The We know from research that an effective reading program must have several aspects of reading.& these aspects include the alphabetic code, fluency, comprehension, and motivation. If we folllow some basic rules in order to write then we reach the goals.
1). Phonemic awareness, letter knowledge, :
Phoneme awareness and letter-sound knowledge mentions for more of the variation in early stages of reading & spelling success than general intelligence, overall maturity level, or listening comprehension. are the basis for learning an alphabetic writing system. Children who have poorly developed phonemic awareness at the end of kindergarten are likely to be poor readers. Explicit instruction in sound identification, matching, segmentation, & blending, when linked to sound-symbol association, reduces the risk of reading failure & accelerates early reading & spelling acquisition for all children.
2) The alphabetic code : Phonics & decoding :
In addition to phonemena awareness & letter knowledge, the knowledge of sound-symbol as is very important grade and beyond. Accurate & fluent word recognition depends on phonics knowledge. The ability to read words reconize for a substantial proportion of overall reading success even in older readers. Good readers do not depend primarily on context to identify new words. When good readers encounter an unknown word, they decode the word, name it, and then attach meaning. The context of the passage helps a reader get the meaning of a word once a word has been deciphered.
3) Fluent , automatic reading of text :Beginers must apply their decoding skills to fluent, automatic reading of text. Children who are reading with fluency are much more likely to comprehend what they are reading. Therefore, concept of independent reading level is important: as it is that level at which the child recognizes more than 95 percent of the words an& can read without laboring over decoding. Poor readers read too slowly.& have a specific problem with fluent, automatic text reading even though they have learned basic phonics.
4) Vocabulary :Knowledge of words supports comprehension, & wide reading enables the acquisition of word knowledge. School children are expected to learn the meanings of new words at the rate of several thousand per year. Most of these words are acquired by reading them in books or hearing them read aloud from books. Networks of words, tied conceptually, are the foundation of productive vocabulary. Key in developing this foundation is active processing of word meanings, which develops understanding of words, their uses, &connections among word concepts.
5) Text comphrehension : The undisputed purpose of learning is to comprehen. Comprehension depends, on a large, working vocabulary & substantial background knowledge. Even before children can read for themselves, teachers can build this vital background knowledge by reading interactively & frequently to children from a variety of narrative and expository texts, chosen in part for their ability to expand what children know about the world around them. Further, comprehension is enhanced when teachers take it granted that students understand what they are reading by asking questions & encouraging student questions and discussions. Effective instruction will help the reader actively relate their own knowledge or experience to the ideas written in the text, & then remember the ideas that they have understood.
6) Written Expression : Reading and writing are very important factors. Both depend on fluent understanding & use of language at many levels. Each depends on each other. From first grade onward, children benefit from almost daily opportunities to organize, transcribe, & edit their thoughts in writing. A variety of writing assignments appropriate to their abilities is desirable, including production of narratives & exposition.As they building the skills of letter formation, spelling, & sentence generation, children also should be taught how to compose in stages: generating & organizing ideas, initially with a group or partner; producing a draft; sharing ideas with others for the purpose of gaining feedback; and revising, editing, proof reading, & finally publishing.
7) Spelling & handwriting :Recent research supports that written composition is enhanced by mastery of the component skills of spelling and writing. Fluent, accurate letter formation & spelling are associated with students' production of longer & better-organized compositions. Word usage, handwriting, punctuation, capitalization, & spelling are the necessary conventions of written expression that must be taught alongside strategies for composing. Students learn spelling and handwriting more readily if skills are taught from first grade onward and if they are applied in the context of frequent, purposeful writing assignments.
8) Screening & daily assessment to inform instructions :Frequent assessment of developing readers, and planned information instruction, is the most reliable way of preventing children from falling & staying behind. A clear message from longitudinal studies of reading development is that most children who become poor readers in third grade and beyond were having difficulty right from the start with phonologically-based reading skills. In addition, instruction that targets the specific weaknesses most likely to cause reading difficulty often prevents later reading failure and facilitates the reading development of most children.
9) Motivating students to read & develop their literacy : A successful teacher for beginers generates enthusiasm and appreciation for reading. Research reviews have stated that children who are often lead to read to often enjoy books, & who are encouraged to read widely are more likely to become good readers than children who lack these experiences. Teachers who are juggling the technical challenges of program organization & delivery may lose sight of the fact that purposeful reading & writing is the goal of instruction. The importance of daily reading aloud, the selection of varied reading material, the use of the library, and the integration of topics across the curriculum will bolster literacy instruction, even as teachers focus on teaching specific reading & writing skills. schoolS initiatives to promote a love of books & wide reading should be ever-present.
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