Proposal Argument for Reading and Writing Reforms for Grade 6

Introduction

Each child must acquire fundamental reading and writing abilities while in school. These abilities help academic achievement, personal development, and professional advancement (Wilhelm et al.). Traditional literacy instruction, however, has been called out for being unproductive and antiquated. Many kids have difficulty mastering these competencies, and some even grow to despise reading and writing as a result. Evidence suggests that many pupils need to prepare for the rigours of higher education and beyond. In addition, the existing reading and writing syllabus needs to account for the wide variety of texts and categories students may encounter in their professional and personal lives. Students should have more chances to learn how to read and write throughout disciplines, explore a variety of media and presentation styles, and develop their critical and creative thinking skills (Wilhelm et al.).

Because of this, traditional approaches to literacy education must be revised. This proposal defends a new approach to teaching reading and writing in the sixth grade. The reform will centre on four fundamental tenets: recognizing reading and writing as mutually constitutive processes, promoting a classroom climate that encourages reading and writing, creating reading and writing assignments that are both interesting and relevant, and evaluating students’ abilities in meaningful ways. The change is meant to better equip pupils for success in the 21st century by enhancing their literacy skills, motivation, and self-assurance.

Background

Memorization, grammatical rules, and rote learning are all part of the conventional method of teaching reading and writing. Reading and writing skills are taught, emphasizing rote memorization of word lists, grammatical rules, and sentence patterns. This strategy rests on the idea that literacy is a set of abilities that can be honed via regular, systematic practice. However, studies have demonstrated this method could be more efficient and foster critical thinking or creativity. Just 1/3^rd of pupils are considered competent readers by the National Assessment of Educational Progress (NAEP). These numbers suggest that the standard method of teaching reading and writing could be more effective. Students need a new method that encourages analytical thinking, originality, and interest.

Proposal

The planned changes to sixth-grade reading and writing improvements are listed and explained below;

1. Developing Critical Thinking and Analytical Skills

The new method of teaching reading and writing should emphasize the development of analytical and deductive reasoning abilities. The ability to evaluate texts, recognize themes, and draw connections between ideas is a skill that must be taught to students (Bean). They must also learn to think critically about the information they find online, separate reality from fiction, and construct compelling arguments. Ways to instil a spirit of inquiry in sixth graders include:

Teachers may help pupils in developing a critical understanding of critical thinking, how it operates, and why it is essential. Teachers may also dispel misconceptions regarding critical thinking. Among them believe it is inherently wrong or only necessary for specific disciplines.

Educators can foster a culture of critical thinking by establishing norms and procedures that promote and reward it in the classroom. This involves fostering an environment that rewards curiosity, evidence, and introspection. Teachers may provide an example for pupils by thinking critically and praising students for their critical thinking.

Teachers can construct learning activities that demand students utilize higher-order thinking abilities, including application, analysis, evaluation, and creation via critical thinking. Teachers may also encourage pupils to think critically by presenting issues from various angles and assigning real-world relevant work.

Teachers have a lot of options at their disposal for evaluating their students’ critical thinking abilities and progress. Rubrics, portfolios, self-evaluations, peer evaluations, and comments are all examples. Teachers may also assist students in developing their critical thinking skills by focusing on the process rather than the result and by offering both general and targeted criticism. Students will be more invested in their studies and thoroughly comprehend the material using this method.

2. Push for Creativity

Creativity development should be a central goal of the new reading and writing curriculum. Students should be pushed toward finding their unique voice as a writer. They must be taught how to make their writing more interesting using metaphors, similes, and imagery (Beghetto et al.). We can teach creativity to sixth graders in the following ways:

Teachers have a unique opportunity to assist their pupils in developing a deeper appreciation for and appreciation of the creative process. Myths surrounding creativity, such as the belief that it is a fixed quality or that only specific topics are creative, may be dispelled by teachers.

Teachers can cultivate a creative culture by establishing a classroom that encourages and celebrates original thought. They include fostering interest, taking calculated risks, working together, and receiving criticism. Teachers may provide an example of creative thinking and action and recognize students’ innovative efforts.

Teachers have the power to inspire student creativity by creating lessons that demand students think outside the box and try out their acquired abilities in novel contexts. Teachers might also give students leeway in how they want to study and finish assignments.

Teachers may utilize a number of strategies to evaluate their students’ creative processes and progress. Rubrics, portfolios, self-evaluations, peer evaluations, and responses from the target audience are all examples. In addition to focusing on the creative process rather than the result, teachers may assist students in improving their work by giving them constructive, specific comments. Thanks to this method, students will improve their writing skills and acquire a lifelong love of reading.

3. Integration of Technology

The new method of instruction for reading and writing should incorporate the use of technology. Students must be taught ways to effectively use digital resources like the internet, e-books, and word processors to further their education (Stanley). When technology is used routinely and openly, when it is easily accessible and immediately available for the work at hand, supports the curricular objectives, and helps students successfully realize their goals, technology integration has been achieved. When adequately included, technological technologies may significantly enhance learning. Learners and educators can benefit from these resources by having ready access to up-to-date primary sources, collaborating with peers and experts from around the world, expressing their knowledge through multimedia, and be assessed in ways that are true to the real world. With this method, kids will gain confidence in using technology and be better prepared for careers in the information age.

4. Learning in Groups

Reading and writing instruction under the new model should also emphasize group work. Students should be pushed to collaborate, share their thoughts, and provide constructive criticism (Gillies). Here are some group projects that students might work on together in sixth grade to enhance learning:

Students may interact with their lecturers and classmates via online discussion boards. Students may work in teams at tables facing each other and utilize the table area to exchange resources and materials, or they can use an online forum to research and collaborate on a group project or assignment3. Using technology in the classroom: Students may utilize interactive whiteboards, clickers, wikis, or other communication tools to cooperate with their classmates and instructors. Students may use technology to participate in polls, quizzes, and surveys, convey their knowledge via multimedia, and obtain up-to-date information. Third, students may engage in phenomena-based learning by researching topics of personal interest to them in small groups. Phenomena are occurrences or circumstances in the actual world that call for transdisciplinary expertise and analytical rigour. Students may learn about the effects of global warming on various ecosystems, how power is generated, and the emotional impact of music, among other topics.

Students in STEM schools often collaborate in groups to develop and carry out experiments, construct models, or produce products that showcase their knowledge of STEM topics. Students may design and build roller coasters, bridges, and video games. Students will benefit from this method since it encourages them to interact with others and broaden their understanding of the world.

Conclusion

In conclusion, the conventional method of instructing students in the fundamentals of reading and writing could be more efficient and modern. A new strategy should encourage students to think critically, creatively, actively, and collaboratively. The proposed changes to sixth-grade English instruction include a greater focus on critical thinking and creative writing, the use of technology, and group projects. Students will benefit from these modifications because they will be more invested in their education, more likely to read for pleasure, and more prepared for success in today’s information-based economy. Schools should use this modern method to teach their pupils marketable skills.

Work Cited

Bean, John C., and Dan Melzer. Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the classroom. John Wiley & Sons, 2021.

Beghetto, Ronald A., James C. Kaufman, and John Baer. Teaching for creativity in the common core classroom. Teachers College Press, 2014.

Gillies, Robyn M. “Cooperative learning: Review of research and practice.” Australian Journal of Teacher Education (Online) 41.3 (2016): 39-54.

Stanley, Graham. Language learning with technology: Ideas for integrating technology in the classroom. Cambridge University Press, 2013.

Wilhelm, Jeffrey D., et al. “Reading Unbound: Why Kids Need to Read What They Want—and Why We Should Let Them.” Language Arts, vol. 93, no. 3, 2016, pp. 211-221.