Nancy Velador, M.S. Ed.’s Post

EL reading profiles are most distinct from non-EL reading profiles in that they will require more attention to comprehension at large: plentiful opportunities for social interaction and engagement with shared texts to gain the English language. But for ELs who also have difficulty reading, greater attention must be paid to BOTH code-based and meaning-based skills, with greater intensity/dosage according to need #research #literacy #reading #multilingual https://lnkd.in/eqQWDCdA

The Impact of Literature on Students' Performance in EnglishLiterature plays a pivotal role in enhancing students' proficiency and performance in English, influencing their reading, writing, speaking, and critical thinking abilities. From classic novels to modern poetry, literature provides an immersive experience that helps students not only master the technicalities of the language but also develop a deeper understanding of cultural contexts, human emotions, and social issues. In classrooms, literature is often used as a tool to bridge gaps between theory and practice, helping students engage with the language in meaningful and relatable ways.1. Enhancing Vocabulary and Language SkillsOne of the most direct impacts of literature on students' English performance is the improvement of their vocabulary and overall language skills. Exposure to diverse genres introduces students to new words, idiomatic expressions, and sentence structures. Classic works by authors like Shakespeare or contemporary literature often challenge students with unfamiliar language, encouraging them to infer meaning from context, use a dictionary, or engage in discussions to grasp the intended meaning. This constant engagement with rich and varied language improves their reading comprehension and strengthens their command of English.For example, students who regularly read novels or short stories are more likely to encounter complex sentence structures, diverse grammar usage, and a broader range of vocabulary than those who focus solely on textbook content. This exposure fosters a natural and intuitive understanding of the language, leading to better performance in both written and oral examinations.2. Improving Critical Thinking and Analytical SkillsLiterature encourages students to think critically and analyze texts deeply. When students engage with a novel, poem, or play, they are often asked to interpret themes, analyze characters' motivations, and identify literary devices such as symbolism, metaphors, or irony. These analytical exercises sharpen students' reasoning skills, enhancing their ability to approach language tasks logically and thoughtfully.

Mastering the AP SET 2024: Your Ultimate Guide to Success in English Literature Dear aspiring scholars, Are you ready to conquer the AP SET 2024 and make your mark in the realm of English academia? Drawing from my personal experience of clearing this prestigious exam with a comfortable margin in the general category, I'm here to share my constructive approach to your success! Understanding the Blueprint: The AP SET 2024 for English comprises three papers: Paper I & Paper II. Each paper demands a unique approach and preparation strategy. Paper I: Teaching and Research Aptitude This paper evaluates your teaching and research skills. To excel, you need to have certain prerequisite aptitudes within you : Conceptual Clarity: Understand the fundamentals of teaching methodologies, research ethics, and aptitude concepts. Practice Mock Tests: Familiarize yourself with the exam pattern by solving previous years' papers and mock tests. Stay Updated: Keep abreast of the latest developments in education and research methodologies. Paper II: English Literature This paper delves into various periods, genres, and literary theories. Here's how to tackle it: Comprehensive Reading: Cover a wide array of literary texts, including classics, modern literature, and critical essays. Thematic Study: Identify recurring themes, motifs, and literary devices across different texts. Critical Analysis: Develop the ability to critically analyze and interpret texts, incorporating different literary theories.Whether it's Shakespearean studies, postcolonial literature, or feminist literary criticism, deconstruct and have an in-depth understanding of contemporary trends that exist within the periphery of literature. In-depth Study: Dive deep into your chosen subject area, exploring primary texts, secondary sources, and critical debates. Synthesis and Originality: Demonstrate your ability to synthesize information, present original insights, and engage in scholarly discourse. Personal Strategy: Structured Study Plan: Devise a well-structured study plan encompassing all the two papers, allocating sufficient time to each section. Consistent Practice: Practice regularly, aiming for incremental improvement rather than cramming at the last minute. Mock Tests and Self-assessment: Evaluate your progress through regular mock tests and self-assessment, identifying areas of weakness and revising accordingly. Remember, success in the AP SET 2024 requires dedication, perseverance, and a strategic approach. With the right mindset and preparation, you can undoubtedly achieve your academic aspirations. Best of luck on your journey to success!

Teaching reading and writing with multilingual learners. Check out this blog post with examples of what newcomer students are capable of when provided excellent instruction. https://lnkd.in/gj3uKayY

This is a really interesting article by Mark Roberts in TES about grammar in Key Stage 3. We focus a lot on disciplinary reading and vocabulary in secondary, but grammar has a huge part to play in both skills. I'm particularly interested in the difference between Key Stage 2 and 3 teaching of grammar. "Primary grammar is generally prescriptive, “framing language as a system of constraints and rules”, while secondary grammar “is much more geared towards descriptive, functional linguistics”. I wonder if the focus in primary moved to being more exploratory in grammar and vocabulary teaching in primary and less prescriptive on rules and functions, we'd support not only grammar skills but disciplinary literacy at Key Stage 2. We do a lot of exploratory grammar work in Morph Mastery, where we look at the earlier stages of morphology, mostly those basic grammatical suffixes like -est, -ness, -er. I'd be interested to hear your views, especially if you work in upper Key Stage 2/Key Stage 3. https://lnkd.in/eQVN3puV #send #dyslexia #inclusion #intervention #morphology #spld #literacy #highqualityteaching #reading #spelling #writing #sendco #literacydifficulties #neurodiversity #spellingdifficulties #literacy #grammar #vocabulary #disciplinaryliteracy #secondarytransition #spag

I know that teaching often feels like spinning too many plates. We're doing well with reading and then not well enough with writing and oracy. They are all linked though. This gives practical help with oracy. Well worth a read. https://lnkd.in/eKzbM6aC

Tang, Rousse-Malpat and Duarte (2024) is a fact! Congratulations Xin for publishing the first paper of your PhD!💪💪💪 Thanks @AILAreview and johnbenjamin for publishing this systematic review on “Implementing translanguaging in the English writing classroom in higher education”. Curious about the findings? Go read it⬇️ https://lnkd.in/gvZcXUcm

Ten years ago when I co-founded Afrikult. with friends from uni, Marcelle Akita & Henry Brefo, all I wanted to do was teach young people that there was more to ‘literature’ than what they learnt in school. This desire was rooted in my own experience of state secondary school English literature and getting to SOAS University of London, only to realise just how narrow a slice of the art form I had been given. Going into classrooms as Afrikult. and teaching students about literature from Africa and Africans, challenging their misconceptions about a continent that is rarely taught about was powerful. I also learnt just how serious the issue of lack of teacher confidence and subject knowledge was with texts, in the broadest sense, by Africans. Some primary and secondary students would tell us that Africa had no cities, was made up of wild animals, mud huts and starving children and ‘literature’ only applied to stories in English by English writers. When we got round to talking about African literatures, most students didn’t know Africans had long, rich literary and oral traditions, let alone were able to name a contemporary African writer. So by the end of our workshops, having students share their main learnings with statements like ‘African literatures are both written and oral’ / ‘an Orthography is a writing system’ / ‘Fasihi means literature in Kiswahili’ / ‘Africa has over 2000 languages’ / ‘Nana As’mau wrote poems in Hausa’ / ‘a griot is a storyteller in West Africa’ / ‘Africa has cities’ / ‘Xhosa Praise poetry is oral and performed on the spot’ etc. was hugely fulfilling. This feeling only increased when teachers would share that students who had been silent in their classes prior to Afrikult.’s workshops had produced work they did not know they were capable of. Working at Penguin Random House UK on Lit in Colour for almost 4 years has deepened my belief that literature is one of the most powerful tools we have at our disposal when it comes to broadening horizons and enabling attitudinal shifts. Publishing research from the Lit in Colour Pioneers Pilot with Pearson UK & International Schools, Runnymede Trust, Department of Education, University of Oxford this month is hugely significant to me as it’s a continuation of work I am deeply invested in, but more importantly, proves the positive impacts on students of broadening the English literature curriculum. Hearing students share why they enjoyed studying a GCSE text by a writer of colour and that they wanted to start reading more as a result is inspiring. Both students and teachers also reported higher levels of classroom engagement, empathy and understanding of others. This is in addition to students being able to achieve across the full range of marks, including at the very highest levels. I strongly believe that children are our future, and if we want them to succeed, we need to give them all the tools we have available, so access to a broad and diverse literary education is key.

Children's language learning process starts with listening, then comes speaking, and later reading and writing. As we at Moomin Language School focus on the joy listening and speaking, there are great solutions for learning to read. Moomin books and GraphoGame mentioned ❤📖🤓 

The Language Experience Approach (LEA) is a fun and effective strategy to enhance reading and writing skills. Students share experiences, describe them orally, write about them, and then read what they wrote. This hands-on approach builds vocabulary, strengthens literacy skills, and fosters student engagement. Through LEA, students learn to recognize words they're familiar with orally in print, practice vocabulary, and boost writing skills. Additionally, they gain confidence in their reading and writing abilities by reading their own work. #literacyskills #languagelearning #educationstrategy #readingandwriting #studentengagement #handsonlearning #classroomculture #vocabularybuilding #teachertips #learningexperience https://lnkd.in/dYGtMrb9