Research-Based Instructional Strategy:
The strategy focuses on adopting a comprehension strategy that permits learners to engage with the literary teacher. The language teacher, through active interaction with the students and the questionnaire technique, involves them in the discussion that uncovers their areas of strengths and weaknesses. The strategy involves developing a media message that promotes healthy behavior. Teaching focuses on visual arts and literacy skills that help in the evaluation of children’s level of understanding. The teachers can uncover the learning gap and highlight the problems that affect their literacy performance. The key concept focuses on components of the body, such as fitness and body types. Micheal (1985) and Gardner (1999) state the comprehension strategy will allow students to interpret media messages and explain their understanding of the message. The task is challenging for the students as it allows them to use their creativity and find the exact message in media.
Learning Target: Oral Language
Research-based intervention strategy: To develop oral language skills, the trainers focus on thinking ability using mental visual images. The teachers encourage students to think and help them get information from reading and writing texts. The process challenges students to create an advertisement that allows them to target audiences of their age groups. (Honig, Diamond, & Gutlohn, 2000). Students identify and label things using words. They relate information and ideas with conjunctions.
Learning Target: Vocabulary
Research-based intervention strategy: The trainers work to enhance the vocabulary of the grade-level students by creating a world map in the form of a diagram. Students can learn more quickly from diagrams as it includes an element of fun. Buehl (2001) emphasizes providing a word and asking students to explore the meaning and purpose. Ask students to find the definition of the word and explain it. The evidence reflects the effectiveness of providing some synonyms for the words. Readernce, Moore, and Rickleman (2000) stress explaining the word through specific examples that increase understanding. Discussing word maps and encouraging the student to present in class. The teacher can also use modeling to enhance the learning of the students.
Learning Target: Fluency
Research-based intervention strategy: Carnine, Silbert, Kame’enui, and Tarver (2004); Honig, Diamond, and Gutlohn (2000) identify the benefits of repeated-reading techniques. Reading a wider range of reading materials results in increased fluency. Honig et al., (2000) recognize the effectiveness of narrative stories on students’ fluency.
Learning Target: Content Areas
Research-based intervention strategy: The teacher focuses on the background knowledge of the children by allowing them to use their minds productively. The students, through their thinking, can find the meaning of specific words, leading them to evaluative judgments. The trainer divides reading assignments into different phases. The teacher promotes the creative thinking of the students as they use their minds to find meanings. The students write about the individual predictions in oral discussions. Sharing of ideas and exchanging words promote reader thinking. The teacher and students uncover how they can use the strategy that facilitates critical thinking.
Learning Target: Spelling
Research-based intervention strategy: Honig, Diamond, and Gutlohn (2000) identify the benefits of self-correction of errors. The teachers introduce new words to the students and adopt convenient strategies that help them in learning. To improve the spelling of children, teachers conduct weekly and monthly assessments. The components of spelling emphasize phonemic awareness. The technique also stresses blending sounds and spelling words from simple to complex. The research uncovers the benefits of developing self-correctional spelling skills. The techniques enhance spelling and vocabulary. Using vowels is vital in increasing understanding of the spellings.
Reference
Honig, B., Diamond, L., & Gutlohn, L. (2000). Teaching Reading: Sourcebook for Kindergarten through Eighth Grade. ERIC.
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