Student Learning Outcomes Research Paper

savant Learning Outcomes Research newspaper publisher The student learning outcome I chose to research is the kin among the fixment of viva voce voice communication and the culture of literacy. These be in the InTASC standards 1,2,4,5, and 8. unwritten Language is the audience and speaking part of communication and is a turn that reveals naturally. The roots of verbal quarrel are listening, speaking, opportunities for conversation, and vocabulary reading. spoken language victimization and vocabulary are directly linked to reading comprehension.As a teacher it exit be your job to provide opportunities and support for students to develop their oral language. spontaneous Language lays the foundation for reading comprehension. Students charter to be fitting to understand language at the oral level in order to be payed to understand it at the text level. If a student bay window only understand a 6 countersignature sentence orally then they pass on only be open to understand those 6 haggle they read in a entertain. Oral language begins very early. Even before babies advise avow raillerys they begin to coo and make hold outs that develop into words. Parents should remonstrate to babies and tell them the call of objects.Encouraging babies to say syllabus and repetitive sounds like mama and dada are great ways to begin oral development. If I chela never hears any words or language spoken to them then how can they ever be expected to speak that language. As a teacher you should incorporate the following into your classroom to encourage oral language development engage children in extended conversations, encourage children to tell and retell stories and events, converse a wide range of topics and word meanings, use new and eccentric words, ask open-ended questions, encourage language symbolise.Some things for students to do to develop their oral language are explore and experiment with language, name and describe objects in the clas sroom, ask and answer why, who, what, when, where and how questions, hear in force(p) bewilders of language use, and discuss topics of interest. Oral vocabulary is key when a beginning reader makes the transition from oral to written forms. Between grades 1 and 3, it is estimated that economically disadvantaged students vocabularies increase by somewhat 3,000 words per year and middle-class students vocabularies increase by intimately 5,000 words per year.As a teacher you should bed which of your students have a less(prenominal) environmentally rich home life and compensate for that. Also you should be aware of students that are not from English speaking homes. If the only stance a student hears and reads English is at school, they are going to develop their vocabulary slower than a student who hears the language both at home and school. (Kieffer 146-157) Oral language and the development of literacy are interconnected and inextricably linked.Students contain an environment w hich engages them in the literary practices of their community in which they live, interact and learn. The relationship, then, is between everyday talk and literary language. For physical exertion, small children will simulate its parents gesturing. I can not state enough that oral language and literacy greatly compliment each other as a child develops their communication skills. In our schools teachers teach children to read and publish by listening for the sounds in words and predicting the letters that are used to make those sounds.Sound-symbol relationship and phonemic awareness are very important developments for young children to be successful with the literacy curriculum. Children learn to understand and verbally express language at a very rapid pace, beginning with their first moments of life. Literacy development is apparently not expected from children until they enter school. Like oral language, there is a wide range of normalcy when it comes to the age a child will r each each milestone. Basically, each domain supports the other.Children whose articulation is poor frequently improve greatly when they are able to read, as the letters sustain them learn to produce the correct sounds and to sequence them appropriately. Likewise, children who have a good vocabulary and are good at spoken language will often become very successful readers. According to an article I found key principles that were applied in the study to enable the development of a community of practice focused on information literacy integrating. These principles can be summarized as 1. nowledge is socially constructed and the social nature of cognitive development serves as a powerful dialogic model for understanding how IL could be integrated into the curriculum in a community of practice 2. tools play an important role in these social interactions in curriculum integration 3. internalization can serve as a powerful model when data is generated and analyzed using this research ap proach. (Dawkins , and ONeill 294-307) Reading comprehension depends on language abilities that have been developing since birth.Basic vocabulary and grammar are clearly of the essence(p) to comprehension because each enables understanding of words and their interrelationships in and across single(a) sentences in a text. However, children who comprehend well go beyond word and sentence comprehension to construct a representation of the situation or state of affairs described by the text. In some theories, this is referred to as a mental model and it involves organizing a texts doubled ideas into an integrated whole, using both information from the text and the readers hold world fellowship.To do this, successful comprehend draw upon a set of higher-level cognitive and linguistic skills, including inferencing, monitoring comprehension, and using text mental synthesis knowledge. Take the following story for example Johnny carried a confine of water. He tripped on a step. ma g rabbed the mop. The literal representation of the idiosyncratic words and sentences does not enable the reader to integrate their meanings and construct a mental model. Successful comprehenders understand narrative structure and couple it with their knowledge to infer that Johnny spilled the water.They then understand why Mom grabbed a mop. They too monitor their comprehension of stories-either written or spoken-and realize the need to make an inference that Johnny spilled the water to make sense of Moms response. (Justice, Guo, Kaderavek, and Dobbs-Oates 420-429) Literacy refers to the ability to read for knowledge, write coherently, and think critically about the written word. So lets think about this situation as an example of how oral language and literacy are connected. A student who is born in Mexico moves to the United States during 1st grade.Would you expect this student to read or write English? Of course not So if this student came to your school never even having heard English would you just give them a book with only English words and no pictures and expect them to read it? contumaciously not Would you give them a piece of paper and pen and expect them to write what they want in English? No way Would you talk in normal sentences and expect a correct English state? I look forward to not So what would you do? Well having through research I would first find a student who also knows Spanish so that they can communicate and the new student rule feel alone.Students need to feel safe and comfortable in able to learn. Learning the letters is one of the next steps I would induce in teaching the student to read, write and speak English. Saying the sound and purposeing to the written letter then having the student trace the letter and say the sound. See how the oral and written process work together? They are both a process that are always developing. As universe we are always learning new words and vocabulary. I hope this paper has taught you a litt le bit about what I have learned about oral language and literacy development.This is a big point that I have learned a lot about this semester. I never really thought about how much the two are related until I started to research it and found so many several(predicate) articles. I dont think anyone can really betoken that the two are not related. Just look at your own life and how you first learned to talk and read. Look at things in this class for example. We have learned vocabulary words not known to us. We were shown these words and told how they are pronounced so that now you can recognize the word in text and also pronounce the word when talking. Student Learning Outcomes Research Paper