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Wht Should We Read Oliver Twist?

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The Oliver Twist story is about an orphan, who has a difficult childhood and enters into criminal activities to ultimate salvation. The story highlights the social inequalities that are so rampant in the modern day setting. The story aims to raise awareness amongst the readers of the concerns like exploitation of children and poor living conditions of those underprivileged in the society. This story is designed to create as well as sustain various scenarios and scenes, adapting to different techniques in a dramatic manner to explore issues, ideas, and texts. The comprehension story aims to assess focus on levels 1-8 students in terms of listening and speaking (Allen et al., 2007). In certain contexts, such a study method aims at engaging imaginative play through enacting of simple characters, as well as situations through everyday gestures, movements, and speech. It also aims at extending experiences and ideas to help the student to adapt to gesture, movement or speech to different scenarios and in simple roles. In the advanced level, the story is purposely designed to practice skills of scanning for specific information in an array of information (Corden, 2000). The learning curriculum used within the United Kingdom National Curriculum puts great emphasis on comprehension creating more continuity within the year groups as the challenging texts go on a series of difficulty levels. Comprehension skills are well developed through the experience of students’ high-quality discussion with their instructors and though discussing and reading stories in the manner of the Oliver Twist Resource. The UK national curriculum requires that every student should be able to read fluently, easily and have a good understanding of the text (Goodwin et al., 2005). Additionally, the curriculum requires that the students should use discussions in their learning in order to elaborate well and describe with clarity their understanding of various ideas and concerns in comprehensions.

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The design in comprehension and discussion using stories will help students to understand ideas better while practicing skills of scanning for specific information in an array of information. The design will allow me to help students at every level to create as well as sustain various scenarios and scenes, adapting to different techniques in a dramatic manner to explore issues, ideas, and texts. Using comprehension stories to discuss ideas and concerns raised in stories will allow better understanding of the content is opening up the mind of the student to the reality of the situation in the current world. My design will enable me to teach how to scan relevant information faster in a story and thus improve the levels of understanding. This design aims to assess focus on students in terms of listening and speaking. In certain contexts, such a study design will aim at engaging imaginative play through enacting of simple characters, as well as situations through everyday gestures, movements, and speech. Understand of comprehension stories and being able to derive relevant information is key to meeting the education criteria set by the National Curriculum in the United Kingdom. Linguistic knowledge is drawn from understanding of comprehensions through viable discussions (Aram and Levin, 2004). This design will develop the competence of pupils in their ability to read well and understand while drawing relevant ideas to make deductions. Through discussions, the student will be involved in the development of their understanding of concepts. Here, the student will develop in comprehension skills as well as listening skills.

The Oliver Twist Resource has a series of questions for the student after the reading. These questions provide a platform for both discussion and assessment. Here, the student can exercise liberty of thought while being accurate on the issues presented in the story. The teacher, on the other hand, uses this discussion opportunity to gauge the reaction and level of understanding of different students. The questions in this resource help to collectively develop a mental character through alternative approaches that use variants of role playing dramatic strategies. Performance skills can be quite easily assessed in such a design with the aim to teach the skills and knowledge of developing the competence of pupils in their ability to read well and understand while drawing relevant ideas to make deductions (August and Shanahan, 2006). In the classroom, the Oliver Twist Resource can be well utilized in teaching listening and comprehension. The pupils are engaged in a discussion led by a series of questions where there will be no proceeding from one level to the other unless the questions at the end of every section are answered correctly. This will help the student to remain focused and to be involved in the story through the creation of mental pictures and relating events to the current world. The Oliver Twist Resource will help in impacting this knowledge since the method suggested is quite involving. The model here is set up in a language that is friendly to the child. A correct answer reveals thumbs up a sign that encourage one to remain successful. A wrong answer also results in a well-crafted encouragement to try once more. Here the child is encouraged to stay focused in scanning the most important details of the story. This method of teaching is important in creating awareness to the real life as compared to the fictitious characters in the story. Through a quick mental scan of the details in the story, the child can decipher only the important details so as to answer the questions that follow in a discussion type of way.

Over the past few years, there has been significant growth in the consensus on the variety of skills that sum up the basics for the abilities to read and write effectively. In order for a child to become a skilled reader, they require rich conceptual as well as language knowledge base, deep and broad vocabularies and a certain capability to reason verbally to grasp messages carried in stories without necessarily going through texts for long periods of time (Aram and Levin, 2004). The Oliver Twist Resource is an example of the work of literature that is purposefully designed to meet this goal. In order to have the said skills in reading, listening and comprehending, students must can develop interactively. This gives room for competition and discussion that eventually leads to more understanding of concepts or issues highlighted in a story. The Oliver Twist Resource is meant to meet two concepts of fluency in language and comprehension. After one has attained fluency, the connected experience of absorbing the content and the concepts of critically being aware of what is going on is pivotal in the understanding of the process of reading (Carter, 2000). The Oliver Twist Resource in the aim to provide a platform for both discussion and assessment allows the child to be able to exercise liberty of thought while being accurate on the issues presented in the story. The teacher, on the other hand, uses this discussion opportunity to gauge the reaction and level of understanding of different students. The questions in this resource help to collectively develop a mental character through alternative approaches that use variants of role playing dramatic strategies.

So far, the Oliver Twist Resource is meant to meet two concepts of fluency in language and comprehension. From another perspective, the resource is purposely designed to practice skills of scanning for specific information in an array of information. In trying to achieve fluency and comprehension, a teacher may take different approaches. The Oliver Twist Resource is among the few designs that take into considerations the requirements of the student and the effectiveness of a teacher in attain results in fluency and comprehension in literature according to a set curriculum in the United Kingdom. Teaching using comprehension stories like the Oliver Twist Resource aims to assess focus on different levels of students as dictated by the curriculum in terms of listening and speaking. In certain contexts, such a study design has the aim to engage imaginative play through enacting of simple characters as well as situations through everyday gestures, movements and speech (Allen et al., 2007). It also aims at extending experiences and ideas to help the student to adapt to gestures, movements or speech to different scenarios and in simple roles.

In order to attain fluency, the reading process is already automated to the student. In this stage, the student already recognizes the overpowering influence of words in the text and how much they lead to little decoding of the message. While the fluent reader goes through the task of reading smoothly, they must link words into meaningful sentences instead of trying to get the meaning of every word. Since every fluent reader knows words by sight, they then try to concentrate on the meaning of the texts and the details of the message in the text rather than the process of low order decoding. Comprehension is not the same as fluency. However, fluency is a precondition for comprehension. The Oliver Twist Resource is designed to ensure that the fluent reader begins to capture the concept of comprehension through discussion and a series of questions and answers (Bearne and Watson, 1999). In order to have the said skills in reading, listening and comprehending, students must develop interactively. This gives room for competition and discussion that eventually leads to more understanding of concepts or issues highlighted in a story. The Oliver Twist Resource is meant to meet two concepts of fluency in language and comprehension. In this model, the weak student is easily noted. This gives the teacher more space and room to work on the non-fluent student. The issue with such a student is that they always use a lot of time trying to become consciously attentive to the words and cognitively recognize the words in the text and thereby puts almost zero energy in finding meaning to the text. Attaining comprehension for a non-fluent reader is almost impossible. One cannot decipher a message in the text if they have issues trying to read the words in the first place. On a basic level, a non-fluent reader must attain fluency before they can start comprehending the meaning of the words in the text.

Comprehension goes beyond relating meaning to phrases and words. A skilled reader listens and makes mental depictions of the situations presented in the text. In order for a child to become a skilled reader, they require rich conceptual as well as language knowledge base, deep and broad vocabularies and a certain capability to reason verbally to grasp messages carried in stories without necessarily going through texts for long periods of time (Duffty, 2006). The Oliver Twist Resource is an example of the work of literature that is purposefully designed to meet this goal. Through this model, one can engage in a variety of cognitive processes developed through substantial reading and training. In order to develop in comprehension and fluency, discussions, and planned readings must be done for every concept and information. To absorb literature in a mature way, one must be fluent and have comprehension skills. This allows the process of accurate and automatic flow of meaning and understanding anytime one is reading for information.

ICT as depicted in Oliver Twist Resource is key to the primary classroom in implementing all of the above skills in teaching and imparting knowledge (Bennett, 2004). For instance, the Oliver Twist Resource is in PowerPoint presentation. This allows the instructor to prepare well for every event in the classroom with a well-structured system of questions and expected answers. ICT supports learning and teaching (Wheeler, 2005). With such a presentation, two concepts of fluency in language and comprehension are achieved. From another perspective, the resource is purposely designed to practice skills of scanning for specific information in an array of information. The design in the Oliver Twist Resource aims to assess focus on students in terms of listening and speaking. In certain contexts, such a study design will aim at engaging imaginative play. All in all, the design allows a fluent reader to attain comprehension in literature. Combining ICT and the curriculum used in the United Kingdom creates a design that is solely designed to practice skills of scanning for specific information in an array of information (Bennett, 2004). The student is well equipped to deduce relevant information from the text to further improve their comprehension skills.

In conclusion, the Oliver Twist Resource as a teaching design is designed to create as well as sustain various scenarios and scenes, adapting to different techniques in a dramatic manner to explore issues, ideas and texts. Teaching through the use of comprehension stories aims at assessing the focus on different levels of students in terms of listening and speaking. In certain contexts, such a study method aims at engaging imaginative play through enacting of simple characters, as well as situations through everyday gestures, movements and speech. It also aims at extending experiences and ideas to help the student to adapt to gesture, movement or speech to different scenarios and in simple roles. In the advanced level, the story is purposely designed to practice skills of scanning for specific information in an array of information (Allen et al., 2007). The pupils are engaged in a discussion led by a series of questions where there will be no proceeding from one level to the other unless the questions at the end of every section are answered correctly. This will enable the student to remain focused and to be involved in the story through the creation of mental pictures and relating events to the current world.

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