Section 1

The main goal of the teacher would be to develop phonemic awareness in order to represent in the written language. The phonemic awareness will enable Harper to determine the sounds of the spoken workers for translating it into the written form. The teacher should help Harper to understand the spellings on the basis of the phonemic code (Cavazos & Oliver, 2007). The phonemic code is considered to be complex but Harper has to learn all the codes for managing the complexities. The teacher should start teaching basic code and then increasing complexities with r-controlled combinations, vowel combinations and other niceties. The teacher should ensure that Harper is learning and practising common spelling patterns which are being used in English. The spelling instruction should be focused on the goal of assisting Harper to obtain the ability to represent the written language accurately. The process of writing the spellings accurately need to be instructed to Harper. A common pattern is to be followed for developing the spelling writing skill of Harper. By learning general guidelines and common spelling patterns, Harper will be able to understand the structure of the spelling. Practice is considered to be important which assist to understand which spelling pattern can be used for a specific word.

The teaching strategy for teaching proofreading consists of reading the content, style and conventions. The teacher should teach Madison to read the written narrative for determining and examining its clarity, structure, meaning and completeness (Hutchinson, 2005). The teacher should enable Madison whether the narrative is making sense or it is clear, whether anything is left, any additional words or component need to be added and making paragraphs as per the requirement (Henderson & Lawrence, 2011). The writing conventions should be focused which consisting of checking spelling, grammar and sentence structure. The teacher should guide Madison to determine the areas which need to be improved. The last step is to do the editing of the narrative written by Madison.              

The main role of the teacher is to facilitate and coach the student learning. The learning of the student can be measured through both informal and formal assessment forms. The main focus would be on the learning experience of the student (Danielson, 2010).  

The teaching methods that need to be used for Harper are as follows:

• The teacher will focus on developing the spelling skills of Harper.
• The teacher will develop a spelling program for creating the foundation of the phonologic spelling.
• The teacher will teach common spelling patterns to Harper (Spencer, 2005).
• The teacher will make sure that Harper is practising the spelling words.
• The teacher will teach the meaning of each word and how to write complex words.

The teaching methods that need to be used for Madison are as follows:

• The teacher would teach Madison to proofread the narrative appropriately in order to determine and evaluate the mistakes.
• The teacher will instruct Madison to read the narrative for improving its quality (Starbuck, 2012).
• The teacher will teach Madison to correct spellings, grammar and structure of the sentence.
• The teacher will teach Madison how to edit the narrative written.   

The learning experience will enable Harper and Madison to understand that how to write a narrative with a meaningful content and sentences. The learning experience will assist Harper to overcome his spelling mistakes in order to improve the quality of the written narrative. There are multiple spelling mistakes in Harper’s narrative, which can be resolved with the learning of accurate spellings. Harper will be able to know the importance of grammar and how to structure a sentence and content as well (Berry, 2008).  The learning experience will assist Harper to improve his spelling writing which is considered to be very much important in order to provide a meaningful writing piece. Reading and writing is the best way to get both the skills; the more they will do each, the better they will be at both. And it requires practice; Harper and Madison must have enough opportunities to practice so that they can improve themselves. On the other hand, Madison will be able to improve the content of the written narrative with the help of proofreading (Catania, 2013). Proofreading makes better speller and reader because it assists to determine mistakes and solving it appropriately. Proofreading should be done after finishing the writing. It can be learned easily by making it a game checking punctuation and spelling. The learning experience will help both the student to determine their weak areas and work on it in order to improve the quality of the written narrative.

Description of the teaching methods needed for the learning experience

In the teaching-learning process the use of ITC is a new experience. The integration of such a technology in the classroom creates a challenge for tutors.  Teachers have expressed that ICT has made their life easier as it is helping students to improve their skills. The learning-teaching methods have been highlighted are built on Bloom’s taxonomy. The educational objectives have been divided into three main domains: psychomotor, cognitive and effective. The cognitive domain contains processes related to synthesis, application, analysis, knowledge, evaluation and comprehension. Under the effective domain comes the process related to valuing skills, attention, development of organizational schemes and responding patterns (Gardner, 2012). And the psychomotor contain expression, perception and communication skills. ITC has made the learning process easier for the students as it makes easy to remember and identify any particular information. It also helps to understand and store the information to arrange and mentally categories it. There is no need to depend on books and other materials for educational purpose. Every subject and different type of media is now accessible from every corner of the world at any time by an unlimited number of people through the internet and the World Wide Web.   

The teaching strategies are based on inquiry-based learning which involves the students in the process of learning. The involvement of the students in the learning process assists in getting deeper understanding and knowledge of what they are learning (Marcella, 2012). The strategies are being used to engage Madison and Harper to learn by asking different questions, exploring, reporting and investigating the needed areas. The process will assist Madison and Harper to get a deeper understanding of understanding and writing the narrative. The teaching strategies have also focused on the active learning which will allow Madison and Harper to listen, talk, reflect and write the paper in an accurate manner. Both the teaching strategies are focused on the learning of the students.   

The teaching strategy for Harper is focused on using different techniques for teaching spelling to him. The teacher will focus on improving the spelling learning and writing skills of Harper. The spelling errors can be removed with the help of appropriate teaching strategy implementation for Harper. An appropriate coordination needs to be maintained in order to ensure that the teaching process is being carried out in an appropriate manner (Richards & Rodgers, 2012). The teaching strategy for Madison is focused on using various techniques for improving the proofreading skills.  The strategy will help Madison to improve the meaning and all the component of the written narrative. The differences between the teaching strategies are based on the learning needs of the students.          

The benefit of teaching strategy implemented for Harper is that he will be able to improve his spelling writing skills. Harper will be appropriately engaged in the learning process. Harper will be able to gain a deeper understanding of the concept delivered by the teacher. The teacher will be able to teach the spelling pattern to Harper and enabling him to practice it regularly. The teaching strategy is focused on the learning of a student with the development of an appropriate learning environment (Starbuck, 2012). However, the limitation of the teaching strategy is that it only takes into account the teaching of spelling writing skills. It does not take into account other components that are necessary for writing the narrative.    

The benefit of teaching strategy used for Madison is that he will able to improve the content of the written narrative. A step by step can be instructed to Madison to enhance the quality of the written narrative. The teacher will be able to involve Madison in the learning process by developing an effective learning environment. The instruction provided in a sequential manner is considered to be very much beneficial for Madison. However, the limitation of the teaching strategy is that it does not focus on a particular area rather than consisting of overall quality of the written narrative. A student must enhance his skills on each and every aspect in order to enhance the quality of the paper.

References

Berry, R. (2008). Assessment for learning (8th ed.). Hong Kong: Hong Kong University Press.

Catania, A. (2013). Learning (8th ed.). Cornwall-on-Hudson, NY: Sloan Pub.

Cavazos, B., & Oliver, M. (2007). Narrative writing (6th ed.). San Antonio, Tex.: PCI Educational Pub.

Danielson, C. (2010). Teaching methods (12th ed.). Upper Saddle River, N.J.: Pearson.

Gardner, J. (2012). Assessment and learning (10th ed.). London: SAGE.

Henderson, J., & Lawrence, A. (2011). Teaching strategies (6th ed.). New York: Nova Science Publishers.

Hutchinson, E. (2005). Narrative writing (4th ed.). Irvine, Calif.: Saddleback Educational Publishing.

Marcella, G. (2012). Teaching strategy (7th ed.). New Delhi: Manas Publications.

Richards, J., & Rodgers, T. (2012). Approaches and methods in language teaching (11th ed.). Cambridge: Cambridge University Press.

Simard, R. (2006). Writing skills (3rd ed.). New York, NY: Flash Kids.

Spencer, L. (2005). A step-by-step guide to narrative writing (8th ed.). New York: Rosen Pub. Group.

Starbuck, D. (2012). Creative teaching (8th ed.). London: Continuum.