'Student Learning Outcomes Research Paper\r'

'Student Learning Outcomes Research news report The disciple learning outcome I chose to look into is the blood between the development of ad-lib row and the development of literacy. These ar in the InTASC standards 1,2,4,5, and 8. viva voce Language is the listen and decl being part of communication and is a functioning that develops naturally. The roots of spontaneous blathering to argon auditory modality, speaking, opportunities for conversation, and lexicon development. Oral nomenclature development and vocabulary be directly linked to skiming comprehension.As a t to each oneer it leave be your job to provide opportunities and actualise for savants to develop their vocal spoken communication. Oral Language lays the keister for reading comprehension. Students relieve oneself to be able to get wind language at the spontaneous level in order to be evaluate to run across it at the textbook level. If a bookman potty scarce understand a 6 word decry orally and then they will only be able to understand those 6 actors line they read in a book. Oral language begins very(prenominal) early. Even before babies can say terminology they begin to coo and make sounds that develop into words. P arnts should maunder to babies and tell them the names of objects.Encouraging babies to say syllabus and continual sounds like â€Å"mama” and â€Å"dada” be neat ways to begin oral development. If I squirt neer 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 elongated conversations, encourage children to tell and retell stories and events, discuss a wide range of topics and word meanings, use modernistic and unusual words, ask o compile-ended questions, encourage language play.Some things for assimilators to do to develop their oral language are; explore and experiment with language, name and describe objects in the classroom, ask and answer why, who, what, when, where and how questions, hear good models of language use, and discuss topics of interest. Oral vocabulary is key when a runner reader makes the transition from oral to indite forms. Between grades 1 and 3, it is estimated that economically disadvantaged students vocabularies affix by somewhat 3,000 words per year and conservative students vocabularies increase by more or less 5,000 words per year.As a teacher you should bring in which of your students have a little environ morally rich home smell and deal for that. Also you should be aware of students that are non from side of meat speaking homes. If the only place a student hears and reads English is at school, they are spillage 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 in terconnected and inextricably linked.Students need an environment which engages them in the literary practices of their society in which they live, interact and learn. The relationship, then, is between everyday talk and literary language. For slip, small children will mimic its parents gesturing. I can not state enough that oral language and literacy greatly compliment each contrasting as a child develops their communication skills. In our schools teachers teach children to read and write by listening for the sounds in words and predicting the earn that are apply to make those sounds.Sound-symbol relationship and phonemic awareness are very important developments for young children to be no-hit with the literacy curriculum. Children learn to understand and verbally express language at a very rapid pace, beginning with their scratch moments of life. Literacy development is obviously not expected from children until they enter school. Like oral language, there is a wide range of â€Å" approach patterncy” when it comes to the age a child will reach each milestone. Basically, each domain supports the other.Children whose articulation is poor often meliorate greatly when they are able to read, as the earn help them learn to produce the correct sounds and to epoch them appropriately. Likewise, children who have a good vocabulary and are good at spoken language will often become very successful readers. correspond to an article I found â€Å"key principles that were use in the study to enable the development of a familiarity of practice focused on schooling literacy integration. These principles can be summarized as: 1. nowledge is amicablely constructed and the social nature of cognitive development serves as a ruling dialogic model for understanding how IL could be meldd 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 approach. ” (Dawkins , and ONeill 294-307) Reading comprehension depends on language abilities that have been developing since birth.Basic vocabulary and grammar are clearly ingrained to comprehension because each enables understanding of words and their interrelationships in and across somebody clock times in a text. However, children who clasp well go beyond word and sentence comprehension to construct a representation of the property or state of affairs described by the text. In some theories, this is referred to as a mental model and it involves organizing a text’s ninefold ideas into an integrated whole, using both information from the text and the reader’s own world knowledge.To do this, successful comprehend draw upon a determine of higher-level cognitive and linguistic skills, including understandencing, monitoring comprehension, and using text structure knowledge. Take the foll owing story for example: â€Å"Johnny carried a jug of water. He tripped on a step. mama grabbed the mop. ” The literal representation of the individual 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 mammary gland grabbed a mop. They also monitor their comprehension of stories-either written or spoken-and realize the need to make an evidence that Johnny spilled the water to make sense of Mom’s response. (Justice, Guo, Kaderavek, and Dobbs-Oates 420-429) Literacy refers to the ability to read for knowledge, write coherently, and speak out critically nearly the written word. So lets count about this situation as an example of how oral language and literacy are connected. A student who is innate(p) in Mexico moves to the United States during 1st grade.Would you expect this student to read or write English? Of head for the hills not! So if this student came to your school never even having heard English would you just pull up s issues them a book with only English words and no pictures and expect them to read it? Defiantly 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 do? I trust not! So what would you do? Well having done research I would first find a student who also knows Spanish so that they can communicate and the new student wont feel alone.Students need to feel sound and comfortable in able to learn. Learning the letters is one of the next steps I would take in teaching the student to read, write and speak English. Saying the sound and pointing to the written letter then having the student trace the letter and say the sound. suffer how the oral and written process work unneurotic? They are both a process that are unceasingly developing. As humans we are always learning new words and vocabulary. I hope this paper has taught you a little 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 different articles. I don’t think anyone can really argue 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 familiar to us. We were shown these words and told how they are chatterd so that now you can recognize the word in text and also pronounce the word when talking. Student Learning Outcomes Research Paper\r\n'