Reading to Self
Self-reading is a time for students to explore and read books at their own pace, allowing them to develop a genuine love of reading while increasing their confidence in their abilities (Greenhow & Galvin, 2020). Reading with a goal entails reading only those texts that contain relevant information. Children who begin to read at a young age have a more extensive general knowledge base, a larger vocabulary, and are more fluent readers.
Materials Needed
The materials needed in the activity include magazines, comics, newspapers, manuals, and sports programs. The most cost operative sources or foundations of evidence and entertainment include books, journals, and magazines. Newspapers and other available reading referencing materials such as the dictionary is also included. Reading is the most cost-effective method of gaining knowledge and thus improving one’s lifestyle. The children reading ability enables them to grasp more of what they are reading. The materials also have greater concentration and attention spans which enhances children’s capability to comprehend the content.
The Objective of Reading to Self
The purpose of self-selected reading is to provide pupils with an authentic opportunity to recognize themselves as capable and engaged readers. The teacher reads to the children from various literature, text types, and technological platforms. Reading is determined to assist young children to enhance their cognitive skills and progress through the cognitive development process. Reading aloud to children empowers them to acquire background information about worlds, which helps them make sense of what they see, hear, and read.
Learning Standards
Students are expected to acquire specific standards, such as creating and maintaining learning settings in each grade and subject. The way teachers are taught, what they teach, and state standardized examinations that students take are all based on these standards. Learning standards comprise creating and maintaining learning settings that are both encouraging and safe. Student learning is assessed, comments are given, and a report is written.
Experience for the Children and Facilitation of Order Thinking
Reading to self assists children in becoming familiar with sounds, words, and language, developing early literacy skills, and learning to appreciate books and stories. Encourage your child’s imagination and curiosity. Aid in developing your child’s brain, concentration, social skills, and communication abilities (Routman, 2018). A higher-order thinking skill is critical thinking. Higher-order thinking abilities go beyond simple information observation and memorizing. The teacher ensures creative observation and memorization among the children.
Assessment Method
The assessment methods include formative assessment, confirmative assessment, impassive assessment, and diagnostic assessment.
Working on Writing
This writing practice is a technique for us to demonstrate our literacy. Children must think about and communicate their understanding of the reading in a writing assignment that asks them to analyze a text or respond to them according to what they have captured. In case they did not comprehend something, it will be vividly shown in writing.
Materials Needed
Materials necessary for the children are undertaken in their centers. They will require a writing instrument. As a result, pencils, crayons, colored pencils, and markers should always be readily handed.
Objectives
In the classroom, writing serves a variety of purposes. It allows students to describe the items in their terms, which helps to solidify new notions and teaches students to think logically by challenging them to organize their thoughts. Furthermore, writing aids their learning of how to create a tale, express ideas, and document significant events.
Learning Standards
Complex texts, academic vocabulary, knowledge building, and engaging in evidence-based speaking, listening, reading, and writing are used to support content-specific standards.
Experience for the Children and Facilitation of Order Thinking
Extend and build on children’s play or interests by focusing on the play’s process (rather than the aim). Children’s emotions are reflected in their play and activities. Making signs and making birthday, holiday, or anniversary cards are examples of the promoted writing experience (Huda, & Hashim, 2021). Putting labels on various objects in the classroom Letters, newspapers, and magazine articles are all examples of writing
Assessment Method
Formative, assessment and confirmative assessments are among the assessment methods used. The diagnostic evaluation and the impassive evaluation are two others.
Reading to Someone
Literacy refers to how we interact with the world around us, shaping and being shaped by it. It is the way we communicate with others through reading, writing, speaking, listening, and creating.
Materials Needed
The materials needed include alphabet blocks, hole punch, dolls, scissors, puppets, glue paste, dress-up clothes or costumes, shoe boxes, tape stickers, stapler, staples, rulers, and empty containers with labels.
Objectives
Reading’s primary goal is to help students gain the knowledge, skills, and practices they need to become skilled and independent readers who read for pleasure. A student is expected to interact with the content cognitively while reading and produce meaning from it simultaneously.
Learning Standards
Teachers should provide the seven cognitive processes of effective readers to pupils to improve their reading comprehension: activating, inferring, questioning, searching-selecting, summarizing, and visualizing-organizing.
Experience for the Children and Facilitation of Order Thinking
The literacy experiences and outcomes encourage the development of language abilities, especially those used often by everyone. They consider national and international research and other skill frameworks and the capacity to put language knowledge to use. It enables children to acquire a high intelligent quotient. Hence they think critically.
Assessment Method
The assessment methods include formative assessment, assessment, and confirmative assessment. Others include the impassive assessment and the diagnostic assessment.
References
Greenhow, C., & Galvin, S. (2020). Teaching with social media: Evidence-based strategies for making remote higher education less remote. Information and Learning Sciences. Web.
Huda, M., & Hashim, A. (2021). Towards professional and ethical balance: insights into application strategy on media literacy education. Kybernetes.
Routman, R. (2018). Literacy essentials: Engagement, excellence, and equity for all learners. Stenhouse Publishers.
Shaw, L., & Valerie, L. (2019). Re-imaging student learning through arts and literacy. Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities, 14(1), 1-23. Web.