Literacy essay Essay

The class for excellence is organise into eight written report areas Expressive Arts, Health and Wellbeing, Languages, Mathematics, Religious and Moral Education, Sciences, Social Studies, and Technologies. The sparing simple plan recognises the importance of separately of these relegates . However, light uperacy is seen as fundamental as it unlocks gravel to the wider curriculum ( Curriculum for excellence Literacy across t every(prenominal)ying principles and practice). Literacy is organised into 3 strands interpret , writing and talking and listening.From my school berth experience, and personal indication I will discuss how grounding in each of these literacy strands lowlife serve up facilitate children in their intimacy acquisition, and understanding of other curriculum areas. The curriculum for excellence defines literacy as a set of skills which allows an individual to study fully in society and in shapeing through and through the divergent forms of langu age, and the range of texts which society values and finds white plagueful Within the curriculum literacy is organised into three strands breeding, writing and talking and listening.Reading is a skill which faeces greatly help children in all curriculum areas. However, it is essential that children nourish a positive attitude towards stateing material from the early stages, in ramble for this to occur. For the youngest children, well before the age of five, sharing and enjoying favourite makes regularly with swear adults, be they parents, carers, practitioners or instructors, is at the heart of this activity. (Rose, 2006).While on placement in a nursery school I witnessed how an interest in reading can be promoted which was having a program library for the children to go to. library equips students with lifelong learning skills and develops their imagination, thereby enabling them to live as answerable citizens. (Premars and Willars, 2002) Before home time the instruc tor would select a book to read to the children in the library, and would involve the children by enquire a interrogative mood like what do you think will happen bordering? The actually hungry caterpillar was one book the instructor read to the children, which helped the children with their familiarity of the subject Health and Well-being, as from it the children learned about the importance of take wellnessily in order to grow big and strong. The children also true their Numeracy skills from the reading, when they counted the number of fruits the caterpillar eat each solar day. I could see that the children were all developing an interest in reading which encouraged them to go to the reading area by themselves a pick a book to direct at.This was also helping them to establish an interest in other curriculum areas. One girl pick up a book on shapes, and she was pointing at a triangle, and she asked me what is that? with great curiosity. A nonher son asked me to read a boo k about earthquakes to him, and as I was reading the book to the boy more children came over when they heard the excitement in my voice. afterwards the reading. I asked the students to stand up and shake as though there was an earthquake, in order to encourage physical activity among the children.As children progress through the uncomplicated curriculum collaboration between teachers and Parents is vital for childrens reading skills. Children whose parents said they heard them read at home had markedly high reading attainments at age 7 and 8 than children who did not bring forth this kind of help from their parents. . While on placement with Primary 4 the teacher assigned the book Fantastic Mr Fox for the children to read at home. The children would then go over their assigned reading with the teacher each day.I remember one student in particular who struggled with her reading so the teacher used the strategy of two stars and a worry to ensure that her enthusiasm for reading re mained high, while also tasking her with something to work on. antici vomite for positive things to say about a students work, up to now when pointing out problems or mistakes with the work. Some might receive praise for larger accomplishments than others, hardly even the lower performers engage a regular pat on the back. (Adams, 2000) This is essential so that no student is left with a negative association towardsreading. After the story the teacher assigned the students with a number of tasks which linked to a number of curriculum areas. The children had to work in groups of quadruplet to design a healthy for Mr. Boggis, which helped with their understanding of the subject health and well-being.. The children also improved their numeracy skills from the reading Another by having to plan a feast for a number of people, and precondition the cost of a pastiche of food the children had to work out how much of each food they would motivating and then how much it would cost. f urthermore, while on placement with a primary 4 class, the children were encouraged to read up on any head that they were confused about. I witnessed this occurring dozens of times during my time at the school. I remember one child was very confused about a particular aspect of volcanoes after a lesson on the topic, but the teacher had no time to go over it again with the boy, so she transfer him a book on volcanoes. At the end of the day the teacher asked him a caput on volcanoes and from his reading he was able to answer.On another occasion the teacher divided the class up into four groups and handed each group a book on the solar musical arrangement along with a question sheet relating to volcanoes. The following day the teacher asked the students what they had learned from their reading about the solar system, and I was astonish with the amount of information the students had learned from independent reading. Childrens motivation to read can significantly help to facilitate with their learning of other subject areas, because if a student enjoys something they will read it. This was the case with the solar system lesson.In some instances students may become so engaged with a book that they are in a state of flow. Flow is a construct coined by psychologist Mihaly Csikszentmihalyi, and it occurs when a person is immersed on a task, talent it their attention, energy and focus. This is essential for learning as to pursue mental operations to any depth, a person has to learn to concentrate attention. Without focus, consciousness is in a state of chaos. Unless one learns to concentrate, and is able to invest the effort, thoughts will collapse without reaching any conclusion. (Csikszentmihalyi, 1998)To help promote thisFrom my readings, I have sight the crucial role writing plays in helping children to learn impertinently concepts, words and ideas. Through writing, they organise thoughts, remember important information, solve problems and reflect. They learn how to communicate for specific purposes and audiences. ( Queensland Authority Studies). Writing is necessary in monetary value of judicial decision for most subjects. Therefore if a child, even one with an exceptional level of knowledge in the subject area, struggles to gets their meaning across, due to scant(p) writing skills can end up with a poor assessment mark.Therefore it is vital that students have straightforward written English in order for them to express their subject knowledge. To help students with this issue teachers often use writing maps, these include generic reminders to ensure that students consider issues such as presentation the purpose for writing structure and paragraphing accurate use of punctuation and spelling and relevant subject-specific vocabulary Literacy across the curriculum). This would prove very just to all students even those who have a high writing streamer as they would still be learning to organise new thoughts and ideas in an ef fective manner.Teachers may also wish to apply Vygotskys scaffolding concept by pairing up a student who has poor literacy skills but good subject/ topic knowledge with a student who has good literacy skills but poor subject/ topic area, in order for them to learn from one another. Furthermore, from helping one another both children should reach their next level in their Zone of proximal development, (the difference between what a students can do by themselves and what they can do with assistance), in literacy and the given subject area.The last stand of literacy is literacy and talking. From my school experience placement I got the opportunity to see at first-hand how listening and talking can help with the delivery of a multitude of subject area. Listening and talking occurs by nature within the classroom, and it is an essential. After the book fantastic Mr blur was finished the teacher had a word about the book with the children, but first she ensured that the children were al l sitting comfortably and were all paying attention.To be effective, teachers have to undertake to minimise barriers to communication. We do this in a number of miens for cause by making sure that the room is quiet and well lit by speaking slowly and clearly by only utilise words which the students should be able to understand. However the most important way to overcome the barriers is two-way communication. This means getting regular feedback from the receivers (the students) Do they real understand what we are trying to put across? (Prozesky, 2000) The class discussion helped with the childrens knowledge of Science.As the teacher talked about the different senses the fox used to avoid being caught, and then she asked students about the different graphic symbol of senses that people have. (Warner, 2012). Another task the teacher assigned the students based on the book Fantastic Mr Fox was to design a poster to show the farms, the wood and the underground tunnels that Mr fox digs. (Warner, 2012) This was assigned to promote the childrens knowledge of Geography and I. C. T. Before the children took up the task, the teacher gave the students the opportunity to ask questions.students asking questions is a vital part of the learning process(Petty, 2009) From having an open question time it also gave students the opportunity to learn from one another, and understand something they may not have thought of asking. The childrens RME was facilitated from listening also. One mannequin of this occurring was after break time and two of the children were arguing with one another. The teacher sat both of the students down and it was discovered that they were arguing because one of the boys did not get an opportunity to play football because of the other boy.So the teacher turned to the offending boy and asked him how would you like it if you were left out? After giving the boy time to think about it, he briefly realised he was in the wrong and apologised. From t he above it is clear that the Scottish primary curriculum values literacy as being essential in helping to facilitate students understanding of other curriculum areas, competence and authorization in Literacy are essential for progress in all areas of the curriculum. Furthermore literacy skills is essential for students after their school years as they will need advanced levels of literacy to perform their jobs, run their households, act as citizens and conduct their schoolmaster lives (Clark and Rumbold, 2006) References Adams, B. (2000). Helping Students Become Motivated Learners. NDT Resource Center. Online article available at http//www. ndt-ed. org/TeachingResources/ClassroomTips/Motivating_Students. htm Accessed on 9th March 2013 Clark, C. and Rumbold, K. (2006) Reading for.