The relationship among reading, writing, and understanding is clear. Students engaged in reading-to-learn will also be prepared to write well. In turn, students who are engaged in writing-to-learn will become more effective readers. Through both approaches, students will gain a better understanding of material and a greater ability to demonstrate that understanding.
6 tips for teaching reading and writing skills in any classroom
Teaching reading and writing skills through technology calls for innovation and creativity; luckily, thinking on one’s feet and problem solving come naturally to teachers. All that’s needed are quality resources to hone skills for creating reading and writing lessons that are both developmentally appropriate and engaging about various english and language arts skills such as phonics, fluency, reading comprehension, decoding, and more. Nearpod takes a lot of the guesswork out of how to create and teach quality reading and writing skills lessons. These 6 tips for teaching reading and writing in the classroom are quick and easy, but also add more content and student control into any ELA block.
The foundation to English and language arts skills is phonemic awareness, which is anything students can do in the dark. The ability to identify and manipulate individual sounds (phonemes) in spoken words is the basis for language itself. We talk before reading. If students aren’t successful in phonemic awareness, it’s a predictor of reading success or failure. That’s why it’s important for teachers to be conscientious and deliberate in teaching this reading skill. Nearpod’s many visual tools advance phonemic awareness instruction to new levels. There’s a vast array of activities teachers can create in Nearpd to teach phonemic awareness to engage and challenge students. Here are a few ideas:
Stage Two: Guided Reading
Students move on to guided reading, during which they familiarize themselves with the surface meaning of the text and then probe it for deeper meaning. Effective guided-reading activities allow students to apply their background knowledge and experience to the “new.” They provide students with means to revise predictions; search for tentative answers; gather, organize, analyze, and synthesize evidence; and begin to make assertions about their new understanding. Common guided-reading activities include response journals and collaborative work on open-ended problems. During guided reading, Jacobs recommends that teachers transform the factual questions that typically appear at the end of a chapter into questions that ask how or why the facts are important.
The ability to monitor one’s own reading often distinguishes effective and struggling readers. Thus, guided-reading activities should provide students with the opportunity to reflect on the reading process itself — recording in a log how their background knowledge and experience influenced their understanding of text, identifying where they may have gotten lost during reading and why, and asking any questions they have about the text. As with prereading, guided-reading activities not only enhance comprehension but also promote vocabulary knowledge and study skills.
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