My Language Arts Philosophy...
I believe we learn to read by reading and we learn to write by writing.
I believe students need a literacy- rich environment of reading, writing, listening, speaking, and thinking. To meet these needs I like to teach language arts using Daily 5 which consists of the following: Read to Self, Word Work, Read with Teacher, Work on Writing, and Listening.
I believe reading is a progression of tiered and scaffolded strategies and skills, which children acquire through the cooperative efforts of the school community including caring educators and family.
I believe the ultimate goal of literacy instruction is to develop an independent lifelong reader who comprehends and applies what is read.
I believe comprehension is the thinking done before, during, and after reading. It is the complex process of making sense and meaning from what is read.
I believe in order to make progress in reading, the student must make connections: text to world, text to self, text to text.
I believe students should be given explicit instruction in phonemic awareness, phonics, word analysis, recognition of high frequency words and language conventions including spelling.
I believe students need the opportunity to read at their instructional level every day. Time for self-selected independent reading, shared reading and read alouds are an important daily literacy activity.
I believe students need opportunities to read and reread a variety of texts to improve fluency. Fluency instruction includes expression, accuracy and rate.
I believe students need to be given many opportunities to read and respond to a variety of genre in a variety of instructional settings.
I believe effective writing conveys and communicates the writers intended message for a variety of purposes and audiences. Writing traits emphasize ideas, sentence fluency, voice, word choices, organization and convention.
I believe all students deserve the opportunity to READ and WRITE.
I believe we learn to read by reading and we learn to write by writing.
I believe students need a literacy- rich environment of reading, writing, listening, speaking, and thinking. To meet these needs I like to teach language arts using Daily 5 which consists of the following: Read to Self, Word Work, Read with Teacher, Work on Writing, and Listening.
I believe reading is a progression of tiered and scaffolded strategies and skills, which children acquire through the cooperative efforts of the school community including caring educators and family.
I believe the ultimate goal of literacy instruction is to develop an independent lifelong reader who comprehends and applies what is read.
I believe comprehension is the thinking done before, during, and after reading. It is the complex process of making sense and meaning from what is read.
I believe in order to make progress in reading, the student must make connections: text to world, text to self, text to text.
I believe students should be given explicit instruction in phonemic awareness, phonics, word analysis, recognition of high frequency words and language conventions including spelling.
I believe students need the opportunity to read at their instructional level every day. Time for self-selected independent reading, shared reading and read alouds are an important daily literacy activity.
I believe students need opportunities to read and reread a variety of texts to improve fluency. Fluency instruction includes expression, accuracy and rate.
I believe students need to be given many opportunities to read and respond to a variety of genre in a variety of instructional settings.
I believe effective writing conveys and communicates the writers intended message for a variety of purposes and audiences. Writing traits emphasize ideas, sentence fluency, voice, word choices, organization and convention.
I believe all students deserve the opportunity to READ and WRITE.
Third Grade Personal Narrative Writing Unit
Written by : Rochelle Shall
Written by : Rochelle Shall
Third Grade Lesson Plan on Fables
Written by: Rochelle Shall
Written by: Rochelle Shall
Ms. Shall's Book Jar
During my student teaching I created a "Book Jar". I had each student write their favorite book on a slip of paper to place in the Book Jar. Each week I would draw one or two slips of paper out of the jar and read each students book. After reading a book I wrote each student a letter about what I enjoyed most about the book. My students loved this and it made them exited to read! Below is the sign I hung up on the chalkboard to show which book I was reading.
During my student teaching I created a "Book Jar". I had each student write their favorite book on a slip of paper to place in the Book Jar. Each week I would draw one or two slips of paper out of the jar and read each students book. After reading a book I wrote each student a letter about what I enjoyed most about the book. My students loved this and it made them exited to read! Below is the sign I hung up on the chalkboard to show which book I was reading.