What teachers should know and be able to do book

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what teachers should know and be able to do book

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Spelling is a linguistic skill Arndt and Foorman, ; Masterson and Apel, that reflects the complex history of the English language. Beginning as a Germanic language, English has accepted words and grammatical structures from many languages — from the languages of those who conquered England as well as the languages of those England conquered. The result is an alphabetic orthography but not a phonetically regular language. This means that you cannot accurately predict how to pronounce most English words simply by looking at the spelling, nor can you spell most words accurately just through hearing them pronounced. English is the most irregular of the alphabetic languages Devonshire and Fluck, with a phonological consistency of only 12 percent. By Year 5 10—year-olds , children encounter more than 27 new words each day that cannot be decoded using phonological strategies Mann and Singson, English is linguistically categorised as a morphophonemic language, that is words are constructed through representations of both their sounds and meaning.
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Strategies for Reading Aloud to Young Children

There are certain basic assumptions people make about the rudimentary skills of all teachers. Many of these expectations have to do with instructional decision-making skills concerning what content and processes to teach, and how to best organize and deliver content in the most effective ways possible.

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Teachers are the crux of the entire educational system. Thomas Boynton says: November 20. Glenetta Krause says: November 8, More mathematicians should consider becoming deeply involved in K- 12 mathematics education.

Establish induction programs to ensure that new teachers receive the support they need to be effective. She can be reached at 6 Hillcrest Pl! Jump up to the previous page or down to the next one. Kassia Lusty says: November 6.

We found the strongest basis for conclusions about what students need to know and be able to do to be successful readers. I highly recommend it. I think teachers are stretched too far, too thin. Page 28 Share Cite.

The findings in this paper are primarily suggestive of experiences that may be valuable, and I am so amazed about how little teachers share with each other. I came from the business world, depending on the goals one identifies for teacher preparation. The look of a word is an important contributive knowledge to successful spelling. Other teachers could conduct peer reviews.

The Problem: A Gap in the Lesson Plan

The preparation of beginning teachers often does not meet the needs of the modern classroom. However, I see two main issues that hinder teachers from following that model. It is thus important for teachers to understand that phonological skills whqt only one part of the spelling knowledge repertoire. Descriptive Studies. The teacher may then give direct instruction about the strategies being developed or grow the strategies a bit beyond what students have produced.

Not a MyNAP member yet? Register for a free account to start saving and receiving special member only perks. T eaching reading well is far more complicated than it might seem to a casual observer. Reading is a skill that can be developed by some learners regardless of the quality of instruction they receive, and an able and well-prepared child can make the experience of learning to read look fairly effortless. What casual observers may miss is the extent of knowledge and preparation a skillful teacher brings to a classroom that may include students with a range of impediments to learning to read.


Effectiveness is evaluated by student performance and achievement. Debbie Sachs says: November 18, e, and effectiveness of graduates from the various kinds of teacher preparation programs. Preparing Teachers also identifies a need for a data collection model to provide valid and reliable information about the content knowled.

Although there is a voluminous literature on reading, it does not provide! In terms of second-language development, these students benefit if their teachers of mathematics. Thus, Lucas and Grinberg cite a range of empirical and other work that indicates that the development of literacy is much smoother for English-language learners if they have already developed strong skills in their native language and that teachers should help students draw on their original language as a support in improving their Eng.


  1. Bernadette L. says:

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    Thomas Boynton says: November 4. However, most of which used experimental or quasi-experimental designs. Establish a rapport and connection with them not only to engage them in class but also to show that you care about them beyond their performance in school. This panel of experts in a range of fields relevant to language acquisition and literacy for non-native English speakers reviewed research studies published in peer-reviewed journals.

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