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Am I fostering satisfaction and a sense of achievement by guiding each student to read to his or her highest potential? Am I helping my students exercise their intellects with the same joy that they sense when the coach guides them in the exercise of their bodies? Am I affirming their reading choices, even when I myself would not choose to read what they selected? Am I going to the trouble to help those students who are not having fun reading to start having fun reading? Am I helping them attain the skills they need to make reading easier and therefore more pleasurable?

Am I being effective at guiding their taste in reading towards intelligence and maturity? Am I diagnosing their reading levels and reading difficulties accurately? If not, what do I need to know about reading instruction that I do not know? Am I devising enough different learning activities so that students with different frames of mind, learning styles, and other individual differences can make the most of their reading? Am I using assessment measures that arise from the reading that my students most enjoy, so that their high interest and satisfaction can help them show off at test time?

Am I objective enough about my teaching to look squ. Can I learn from their mistakes what my mistakes are? Am I teacher enough to correct these mistakes for the sake of the incoming class? Comment This book is about making reading and writing fun for your students. Being literate is something to celebrate because it is an entirely satisfying accomplishment. If your students cheap term papers for sale are succeeding at reading, then they are naturally enjoying their reading. When you help them succeed at reading by encouraging them to read what they like to read, then you are using the Pleasure Principle to guarantee their success as readers.

In this book, we celebrate reading, and that means we have fun. U 9 ERIC 15 Classroom Reading Strategies and Skills Read Whatever You Like Source ED 236 595 Motivational Strategies for Teaching Language Arts: A Resource, K-I2. Atlanta: Georgia State Department of Education, 1982.

Objective To incorporate high- interest topics into the school curriculum that will offer students appealing reading materials that match their achievement levels. The use of high-interest materials with students fosters an interest in independent reading and reading for personal enjoyment.

Procedure Explain to your students that reading material may come from all kinds of sources other than the traditional textbooks found in their school, and that valuable information as well as personal enjoyment may result from reading materials that they themselves choose. You can probably add your own alternative materials to the list. After discussing with your students the various alternative reading materials listed, try some of the following activities: 1. Direct students to select one or more reading materials from the alternative sources list each week, and have them share the knowledge gained from their personal reading. This activity can be repeated weekly until most of the topics have been examined. Have your students think of other alternative reading materials to add to the list. O 2 ERIC Classroom Reading Strategies and Skills -Read Whatever You Uke 3.

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Have your students make a list of realistic alternative reading materials that they could refer to as a reference source for various subject areas in their school work. Student often claim that they are "bored" by school. A teacher who fosters independent reading has found one effective cure to student boredom. Brief Description Students are encouraged to develop a life-long interest in reading, and to improve their appreciation of literature beyond the basic-skills program. Objective To motivate and foster positive reading habits among students in elementary schools. A rule of thumb is to have 3-to-5 books and other printed materials per student, or approximately 100-150 references that may be changed monthly.

You and some other teachers could exchange material so that all of you could cheap term papers for sale keep your reading selections fresh. Sources may include books, newspapers, magazines, and audio-visual materials. Students almost invariably prefer paperback books to hardbound. Set aside time for your students to share what they have read with each other, and to discuss ideas that have been meaningful to them from the material read.

Your reading orally to your students will have a powerful impact on their literature appreciation you are a role model. Select appropriate topics to read that parallel hobbies and interests of many of your students. Be sure to provide at least 15 minutes of quiet reading time three-to-four times a week for this activity.

Help your students select materials that are at a level of difficulty with which each student feels comfortable cheap term papers for sale in reading silently. Interpretation and sharing of activities related to reading. Designate an area in your classroom where the students can undertake creative activities related to their reading. This area could be used for displays, puppet plays, storytelling, art activities, creative writing, and the like. Discuss with them their involvement in the school reading program. They can act as catalysts of reading enjoyment by bringing books and their children together. Walk into any classroom, and you can tell whether the teacher really cheap term papers for sale respects the reading of books by how the students read. Objective To provide emerging literacy experiences for primary-grade children through the use of experience charts. Procedure Arrange an experience in common for your students: Take them on a class excursion. As your students share their experience orally, print what each student says cheap term papers for sale on a large sheet of paper. When each has had the opportunity of talking about his or her experience, and you have completed the chart, the students read the story with your assistance.

Point to words and phrases as they are being read by the students. After the first reading, ask your students if they want to change anything. When this process is completed, make individual copies of the chart for your students using primary type. Ask them to take their chart home to read to three different people. Comments The following factors support the use of experience charts: Students become actively involved in experiences that provide them content for an experience chart.

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