Contents Understand How Students learn Lesson Planning Create a Community of Learners Integration of English Become Partners with Parents Assessment Fostering an Interest for Literacy Shared or Modelled Technology Guided Teach with a Variety of Texts IndependentOrganising for Language, Literature Grouping and Literacy Instruction Differentiating Instruction Comprehension Working with Struggling Students Cracking the Alphabet Code English as an Additional Language Vocabulary Students Programming References
Understand How Students Learn Teachers instructional Behaviourism: teacher centred with a focus on approaches are influenced by measurable and their understanding of how observable behaviour.children learn to read and write. Constructivism: engaged and active learners which construct their own knowledge. Sociolinguistics: importance of social interaction and language in learning. (Tompkins, Campbell, & Green, 2012).
Create a Community of Learners Classrooms are social settings.Students together with their teachers can create a classroom community which influences learning. Classroom community characteristics: RESPONSIBILITY OPPORTUNITIES ENGAGEMENT DEMONSTRATION RISK TAKING INSTRUCTION RESPONSE CHOICE TIME ASSESSMENT (Tompkins, Campbell, & Green, 2012).
Become Partners with Parents (Bookforchildren, n.d.) Effective teachers know that parents play animportant role in helping their children become successful in reading and writing. Effectiveteachers encourage parents to do home literacy activities with their children. (Tompkins, Campbell, & Green, 2012).
Teachers nurture children’slearning through language-rich environments and provide students with authentic learning opportunities. (Tompkins, Campbell, & Green, 2012).
TechnologyTeachers should incorporate new technologies into literacy learning. Children love it!!! (Tompkins, Campbell, & Green, 2012).
Teach with a Variety of Texts Stories Informational Books Poetry (Tompkins, Campbell, & Green, 2012).
Organising for Language, Literature and Literacy Instruction Teachers should create their own programs that fit the needs of their students. Literature Circles: These are like book clubs, where students in small groups read a story or another text.Reading and Writing Workshops: Students can select a book and read it at their own pace, and then theyhave a conference with the teacher. With writing, thestudents write about a topic of their choice and has a conference with the teacher about their writing. (Tompkins, Campbell, & Green, 2012).
Comprehension In order for students to The goal of reading is learn, they must comprehension and is understand what they the reason why people are reading. read. Teachers need to teach students about Comprehension comprehension and the requires explicitstrategies used to understand instruction, reading what they are reading. and writing. (Tompkins, Campbell, & Green, 2012).
Cracking the Alphabet CodeChildren decode the alphabet as they learn about phonemes (sounds), graphemes (letters) and graphophonemic (letter-sound) relationships. Students can learn about these as they notice rhyming words, segment words and invent silly words through playing with sound. (Tompkins, Campbell, & Green, 2012).
VocabularyStudents gradually develop their knowledge of aword through repeated oral and writtenexposures to it.The best way for a student to develop theirvocabulary is through reading, but otheractivities are also important.Television also has aimpact on a child’svocabularydevelopment. (Tompkins, Campbell, & Green, 2012).
ProgrammingWhen designing a program teachers need to:• Identify students strengths• Use the curriculum• Consider how to apply the curriculum content.• Identify a time-frame• Identify suitable resources• Provide a learning experience that demonstrates new concepts that allows for the student to practice them. (Winch, Ross Johnston, March, Ljungdahl & Holliday, 2010).
Lesson PlanningWhen planning lessons teachers should:Consider what students already know andcan do.Be done at just above their current level ofachievement.Make content challenging, but alsodelivered with enough teacher scaffoldingDemonstrate and scaffold new learningcarefully.Use effective resources.Students should be given opportunities toreflect on their learning. (Winch, Ross Johnston, March, Ljungdahl & Holliday, 2010).
Integration of EnglishTeachers can teach each learning area or subject separately, or they can combine parts of different subjects to create an integrated program of learning.Integration of English into other learning areas is a very useful as through its language (spoken and written) students learn in all areas. While students achieve outcomes in learning areas such as science, teachers can also provide experiences that will teach students English language skills. (Tompkins, Campbell, & Green, 2012).
Shared or Modelled (Bigbookteaching, n.d.)Most support as the teacher models an expert reader or writer. (Tompkins, Campbell, & Green, 2012).
GuidedStudent is supported by the teacher, but students do the reading and writing themselves. (Tompkins, Campbell, & Green, 2012).
IndependentStudents do reading and writing themselves. (Tompkins, Campbell, & Green, 2012).
GroupingTeachers should use a range of ways of grouping students for learning activities (Children reading, n.d.). (Tompkins, Campbell, & Green, 2012).
Differentiating InstructionIn a classroom there will be students who work at year level, some who are advanced and some who are struggling. Teachers need to ensure that students literacy knowledge and skills are significantly improved and need to modify their instructional programs so all students can be successful. (Tompkins, Campbell, & Green, 2012).
Working with Struggling StudentsTeachers should do their best to prevent thesestudents difficulties in the first place through:High-quality classroom instructionInterventionDifferentiate instructionUse of appropriateinstructional materials (Tompkins, Campbell, & Green, 2012).
English as an Additional Language Students These students benefit from participating in the same instructional programs as mainstream students, but the teacher needs to adapt these programs so they can create classroom learning contexts that are respectful of minority students and meet their needs. These students should be given the Teachers should use some books that opportunity to work in partners and groups. represents the EAL students’ home culture. It is challenging for EAL learning to read and write as they are learning to speak English at the same time. (Tompkins, Campbell, & Green, 2012).
References Big-book-teaching. [Image]. (n.d.). Retrieved from http://www.mcgraw- hill.co.uk/kingscourt/bigbooks.htm Bookforchildren. [Image]. (20--). Retrieved from http://libertybook.wordpress.com/2012/09/26/parents-and-children-prefer-reading-print-books- together-over-e-books-study-finds/ Book-stack. [Image]. (2012). Retrieved from http://www.woodheys.trafford.sch.uk/userfiles/image/books_stack_0.jpg Children reading. [Image]. (n.d.). Retrieved from http://www.hurstville.nsw.gov.au/IgnitionSuite/uploads/images/Children%20reading.jpg Tompkins, G., Campbell, R. & Green, D. (2012). Literacy for the 21st century. A balanced approach. Frenchs Forest, NSW. Pearson Australia. Winch, G., Ross Johnston, R., March, P. Ljungdahl, L., & Holliday, M. (2010). Literacy, reading, writing and children’s literature (4th ed.). South Melbourne:Oxford University Press.All of the images used in this assignment that are not referenced are from Microsoft Office Software.
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