Wednesday, May 6, 2020

Literacy Views From An Individual And Class Perspective Essay

Literacy Views from an Individual and Class Perspective Teaching and learning in the 21st century is not the same from the 19th and 20th century. â€Å"Teachers today face classrooms that are increasingly diverse, both culturally and linguistically,† (Goodwin, Lefkowits, Woempner, Hubbell, 2011). Educators must be creative and inventive in ways to influence students that are diverse as well as culturally linguistically in the areas of reading and writing. It is imperative that strategies and techniques are developed to assist students that are affected by influences such as the Internet, television, and social media. When student have been promoted to middle school we believe that students do not struggle in reading however, they most likely will be deficient in literary skills that are required to be successful in their classes. â€Å"The National Reading Panel characterized fluency as the ability to read orally with speed, accuracy, and proper expression,† (Farstrup Samuels, 2002). Comprehension, fluency, vocabulary skills are requirements that students will need in the classroom for narrative and expository text. While observing students in the 9th and 10th grade they showed signs of difficulty. This benchmark will explain: the strategies that were used for comprehension, fluency, and vocabulary skills in the ELA content area for learning; expository and narrative text influenced and encouraged students in their comprehension of the literary works; and how critical thinkingShow MoreRelatedThe Two Major Sub-Sects Of The College Community1199 Words   |  5 Pagesstudents. From my interview with Dr.Kennedy, a chemistry professor, I discovered the various platforms he has used to convince certain students of STEM’s potential, changing their views and path with career advice. I also interviewed a STEM student to understand what role they play in circulating ideas and opinions about the worth of a STEM career at the GSU Atlanta campus. 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