Student Learning Outcomes Research Paper

Student Learning Outcomes Research Paper The student chance oning impression I chose to research is the blood between the schooling of literal language and the make growment of literacy. These are in the InTASC standards 1,2,4,5, and 8. Oral Language is the listening and discourseing part of communication and is a process that develops naturally. The roots of oral language are listening, speaking, opportunities for conversation, and verbiage growth. Oral language development and vocabulary are directly cogitate to evinceing comprehension.As a teacher it will be your job to provide opportunities and support for students to develop their oral language. Oral Language lays the giveation for reading comprehension. Students have to be able to pick up language at the oral level in order to be expected to understand it at the text level. If a student can only understand a 6 word sentence orally accordingly they will only be able to understand those 6 words they read in a take hold. Oral language begins very early. Even before babies can say words they begin to murmur and make sonorouss that develop into words. Parents should talk to babies and tell them the names of objects.Encouraging babies to say syllabus and repetitive sounds like mammary gland and dada are great miens to begin oral development. If I child never hears any words or language spoken to them consequently 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 extended conversations, encourage children to tell and retell stories and events, discuss a wide pluck of topics and word meanings, use new and unusual words, ask open-ended questions, encourage language play.Some things for students to do to develop their oral language are explore and experiment with language, name and describe objects in the classroom, ask and get along why, who, what, when, where a nd how questions, hear good models of language use, and discuss topics of interest. Oral vocabulary is key when a beginning subscriber makes the transition from oral to indite forms. Between grades 1 and 3, it is estimated that economically disadvantaged students vocabularies increase by nearly 3,000 words per year and middle-class students vocabularies increase by about 5,000 words per year.As a teacher you should have it off which of your students have a less environsally rich home life and compensate for that. Also you should be aware of students that are not from incline speaking homes. If the only place a student hears and reads English is at school, they are going to develop their vocabulary slower than a student who hears the language both(prenominal) at home and school. (Kieffer 146-157) Oral language and the development of literacy are interconnected and i attachedricably linked.Students need an environment which engages them in the literary practises of their commu nity in which they live, interact and learn. The relationship, then, is between everyday talk and literary language. For example, wee children will mimic its parents gesturing. I can not state enough that oral language and literacy greatly compliment each other 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 letters that are used to make those sounds.Sound-symbol relationship and phonemic awareness are very important developments for young children to be successful with the literacy course of study. Children learn to understand and verbally express language at a very rapid pace, beginning with their first moments of life. Literacy development is obviously not expected from children until they enter school. Like oral language, there is a wide dictate of normalcy when it comes to the age a child will reach each milestone. Basically, each domain supports the other.Childre n whose colligation is poor often improve greatly when they are able to read, as the letters help them learn to produce the correct sounds and to sequence them appropriately. Likewise, children who have a good vocabulary and are good at spoken language will often become very successful readers. According to an article I found key principles that were applied in the study to enable the development of a community of practice focused on information literacy integration. These principles can be summarized as 1. nowledge is socially cooked and the social nature of cognitive development serves as a powerful dialogic model for understanding how IL could be integrated 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 information is generated and analyzed victimization 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 essential to comprehension because each enables understanding of words and their interrelationships in and across soulfulness sentences in a text. However, children who brood well go beyond word and sentence comprehension to construct a representation of the mail or state of affairs described by the text. In or so theories, this is referred to as a mental model and it involves organizing a texts multiple ideas into an integrated whole, using both information from the text and the readers own world knowledge.To do this, successful comprehend draw upon a set of higher-level cognitive and linguistic skills, including inferencing, monitoring comprehension, and using text structure knowledge. imbibe the following story for example Johnny carried a jug of water. He tripped on a step. mom grabbed the mop. The literal representation of the individual words and sentences does not enab le 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 Mom grabbed a mop. They also monitor their comprehension of stories-either written or spoken-and shit the need to make an inference that Johnny spilled the water to make sense of Moms response. (Justice, Guo, Kaderavek, and Dobbs-Oates 420-429) Literacy refers to the tycoon to read for knowledge, write coherently, and think critically about the written word. So lets think about this situation as an example of how oral language and literacy are connected. A student who is born in Mexico moves to the linked States during 1st grade.Would you expect this student to read or write English? Of course not So if this student came to your school never even having heard English would you just give 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 reply? I expect 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 smell out alone.Students need to feel safe 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. See how the oral and written process work together? They are both a process that are always 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 intimate 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 dont think anyone can really grapple 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 pronounced so that now you can recognize the word in text and also pronounce the word when talking. Student Learning Outcomes Research Paper