Reading Comprehension Strategies Television And Education Learning French Takes More Than Interest The Disadvantages Of High School Rankings
Comprehension should always be the chief concern when teaching reading. What good is reading if the child has no understanding of what is read? In this article I will outline key reading comprehension strategies and show how they should be used.
Before reading you should allow children to make predictions about what they think the book will be about based on either the title or the picture on the front cover of the book.Children can also make predictions about what they think will happen based on what they read on the back cover of a book. Discuss with them their predictions and ask them to justify why their predictions are reasonable based on what they have read. Create a prediction chart that shows titles such as: WHAT WE PREDICT/WHAT HAPPENED IN THE STORY. List everything students predict will happen under the “WHAT WE PREDICT” column. Once the story has been read you can write what actually happened in the story in the “WHAT HAPPENED IN THE STORY” column. Students should be allowed to adjust predictions so the “WHAT WE PREDICT” column can be changed as the story is read. Older readers must be taught that while they are reading they should be looking out for the setting of the story, that is, the time and place the story takes place. The characters and plot are also essential elements they should be focused on as understanding of these story elements is at the heart of comprehending any story that is read.
Allowing children to do research on a topic before it is presented in a story format is highly effective for improving reading comprehension. This strategy however, works better with older readers. Children will feel more in tune with the content of the text if they are allowed to develop previous knowledge.
Another reading comprehension strategy that I have found to be highly effective is to do vocabulary work before hand. You can introduce children to new words. Have them break them up into syllables. Put the new words on flashcards. You can also have children find out the meaning of these words in the dictionary, with all this groundwork, once you get to the text it will be smooth sailing.
After reading, children can do written and oral retelling of the story. Engage children in answering questions. These may be in the form of traditional written comprehension questions or oral comprehension questioning. I mentioned using research as a pre-reading strategy but this can also be done after reading.
Encourage children to act out stories in groups with each child taking turns playing characters from the book.
Completing a story map is a good activity for students to do after reading as they get a chance to summarize and to zero in on what happened at different points in the story. A good story map is one that asks students to tell what happened at the beginning, middle and the end of the story.
Make an art-literature connection by having students draw and paint or color their favorite scenes. They can also write something about what they have drawn so that a writing connection is also made.
As the amount of time that children spend watching television (televisores) increases, so does the concern for how it affects their academic ability. Children are watching on average four hours of television a day, and extensive research is being made into the effects. However, there is currently no evidence suggesting that television (televisores) watching affects children`s performance in school in a negative manner. In fact, modern research has found that there is a positive correlation between television viewing of 10 hours per week and sustained academic results.
Television (televisores) can be a very useful academic tool, and has been used in the classroom for academic purposes since the 1970`s. The television programmes are used to assist children in various subject areas, and are used alongside other teaching materials, to give a well rounded approach to learning materials. This has proved successful as children prefer learning visually at a young age. In the past, few programmes were designed for this purpose. However, with the extent of research that has gone into children`s television (televisores) and the input of governing bodies such as the U.S. Federal Trade Commission and the Federal Communications Commission, this attitude has changed.
Research into the effects of television (televisores) on children`s behaviour and performance has been in place since the 1950`s. However, with the formation of the Action for Children`s Television society in 1970, the research has been extensive and covering a variety of areas. The importance of the content of children`s television has created governing bodies on each television network to make sure they are fulfilling their public responsibility. The research is weighted against product demand, current issues and education, and aims to make sure that all characters are good role models. This includes removing stereotyping and encouraging social tolerance.
As a result, regular television (televisores) now consistently shows programmes of an educational nature. These programmes can easily be found on channels such as national geographic, discovery, and the learning channel, as well as on general stations worldwide. It was the well known children`s television programme Sesame Street that was first broadcast in 1969 that changed the face of educational TV for children. It showed that children do not only learn through informative documentary style programmes but that they learn skills by modelling positive behaviours on television.
Research has found that repetition is central to a child`s education, and this applies to educational television viewing also. It states that reruns are useful as they create recognisable characters and situations which help children to learn about cause and effect, sequencing and also improve their understanding of people and the world around them. Children`s television programmes are repeated up to four times a year to maximise the potential, though of course, this also assists with costs.
Another useful feature of television is that it tackles difficult questions in the areas of morality and ethics. Through the medium of television (televisores), children are exposed to ideas and made aware of cultures that they can not necessarily experience for themselves. Television also assists with topics that are tricky to approach such as bereavement and bullying. As the subject is raised outside of the child`s environment, then it can be easier for them to discuss and deliberate over these subjects, particularly if they are relevant to their own experiences. Television is a popular medium of choice for conveying such ideas in classrooms around the world.
A final point to consider is that television (televisores) is a visually stimulating medium and is of interest to children. Therefore, it can be used to assist reluctant learners by creating interest and removing pressure that can accompany traditional learning techniques.
Television (televisores) is a useful educational tool if used correctly and in moderation. Television can assist with academic learning and also their social and emotional development. Although more research is needed, it is the attitude towards television and its uses that creates a successful environment in which children can learn.
Interested in learning French lately? “Magnifique!” French language is such a rich language with a rich cultural background. If you can speak French, you are considered a person with such a great learning skill because speaking French is difficult. The pronunciation alone could take you months to master.
But this doesn’t entirely mean it’s impossible to learn French as a second language. This is one of the many reasons why many people easily gives up in learning the language or any other languages. But nothing can’t be learned if motivation, patience and practice is put in to the act of doing it.
Think about how the rest of the world tries to learn the English language. They too have difficulties of their own but since they expose themselves to everything English as they learn, they come out eventually, successful. The same result happens with a native English speaker since the accent and intonation can both be easily distinguished if it’s done by a native or not.
Online guides and free audio materials are helpful in learning the French language. There is much to it in the pronunciation of the French words that an English learner needs to learn and it is recommended that a person has to be exposed to French words, programs, songs and movies while on the process of learning.
To make sure you land yourself a good spot amongst native French speakers, make sure that you embrace the French alphabet and proper pronunciation. Having said this, we again go back to how practice should be done after French lessons. Nothing is better than putting to the test what you have learned so far. Even if this means you make mistakes. The truth is that you will never learn if you don’t commit mistakes. But if you think you always do, don’t worry, as long as you have the will to carry on, you will get over mistakes quick enough before you can say “Ces’t la vie!”
In a knowledge based global economy where your educational qualifications will invariably decide your social and economic status in life, it’s not surprising that such importance is attached to categorizing schools based on high school rankings. This is the reason why parents and students scan websites and pour through literature, searching for that dream educational institution that’s placed on the top rung of the ladder for high school rankings. In fact, better education is one of the reasons people choose to move every year, looking to build a better educational foundation for their kids. You might think that while looking for schools it’s best to base your selection on a predetermined listing for high school rankings. You might not always be right though. Here’s why.
Are High School Rankings the Only Factor?
Advocates of high school rankings argue that in a situation where the public education system in the country is in a sorry state of affairs at best, parents need tools to base their decisions on. High school rankings provide parents with that tool so they can make an informed decision. While this is true to a large extent, the fact is that these high school rankings don’t always take all factors into consideration while deciding a school’s place in the scheme of things.
For instance, schools might sometimes place lower on the high school rankings largely because of their location and student demographics. Unfortunately, schools with large minority student populations have a tougher time making it to the elite top positions in high school rankings. This is also true for schools that have large or majority African American populations. Education authorities will argue that the test scores in these schools are so dismal because the students aren’t motivated enough to succeed. Well, you wouldn’t be motivated either if you had parents who worked two jobs to support your family.
The uncomfortable truth is that in lower income communities, parents might not always have the time or resources to expend on monitoring their children’s education or motivating them. Managing to pay the bills and stay afloat takes enough energy. It doesn’t take a rocket scientist to figure that schools with larger levels of such student populations will rank lower. The quality of education or the level of effort put in by teachers (who work diligently to goad their students to rise beyond any perceived limitations) is beyond reproach. One of the major reasons why such schools constantly place low on high school rankings is because of the low motivation levels of students.
And what about the success stories of disadvantaged children from such low ranked schools who go on to enjoy successful careers? They alone are enough proof that high school rankings need not always be taken as an open and shut categorization..
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