Reflection # 4

 

The main topic of discussion for the session held on October 20^th, 2022, was sentence fluency and conventions. Based on my previous knowledge of sentence fluency and conventions, I understand that it is a writer’s intentional and purposeful use of sentences to convey meaning and intent. When I think of conventions, the above quote comes to mind, as punctuation makes a big difference. Revisiting this topic as a teacher in training reaffirmed my understanding of the importance of mechanics and fluency.  

Although my recollection is correct, in my opinion, it is succinct. Stemming from the session, I understand that sentence fluency and conventions entail more, for instance, it incorporates sentence variety whether short or long, simple, compound or complex sentences as it encompasses a range of complexities. Ideally, it brings out the writer’s voice. What particularly stuck with me was that sentence fluency and convention is the trait we listened for. To me, this indicates that literacy encompasses many other elements of literary arts in addition to reading and writing alone such as, listening and speaking that are often overlooked. Therefore, in covering this session, I was reminded that mood, expression, readability, rhythm and cadence are equally important in conveying messages of intent. For this purpose, it is vital for us as teachers to provide every opportunity and practice for learners to interact with different genres of writing and different complexities in sentences. Similarly, it is equally important that we model writing and reading to show students what is expected. In this way, students will become familiar and comfortable with different texts. Furthermore, exposing learners to environmental print such as newspaper ads, podcasts, articles, etc., increases students’ familiarity.

As a child, I vividly recall partaking in numerous screenplays when I was in elementary school. Prior to learning my assigned role or character, my teachers would assume different roles and read the script aloud. This was modelling. This was an attempt to convey how they expected the participants to read and perform the piece. This vital aspect was confirmed during the session when the instructor reiterated the importance of reading aloud. An example that was shared during the session was the choral/chorus reading. In addition to the teacher modelling reading, I particularly like choral reading because it allows all students to engage in reading. Although some students might use group reading to shield behind others, choral reading also serves as model reading and it provides practice and support for readers at all levels.    

In our class discussion, the instructor shared some useful literacy activities that I can incorporate into my instruction that can be beneficial in my effort to create a student-centred learning environment. Such activities include scrambling sentences, having students correctly put them in order, and rewriting stories. In the process, introducing and using proofreading symbols and having students peer edit each other’s work can be engaging.

Finally, it is my endeavour to make every effort to support students along their educational journey, whether I remain as an Information Communications Technology (ICT) teacher or a mainstream classroom teacher. As students progress, gradually releasing responsibilities will propel them to take ownership of their work and encourage self-monitoring and self-reflection as they undertake different tasks and transfer knowledge across curriculums.