Unit 2 intro to writing
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Teachers-in-training will learn about the stages and modes of writing and reading through podcasts and class discussions. They will work in pairs to discuss the connection between reading and writing in wikis. In groups of four, students will observe classroom teachers, interview them about using children's literature in writing instruction, and upload the recordings to a discussion board. Assessment will include observations, interviews, and investigations.
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This document discusses different approaches for teaching English literature, including content-based instruction, task-based approach, and participatory approach. Content-based instruction involves preparing, dividing students into groups for research, and presenting findings. The task-based approach includes pre-task planning, task completion, reporting, analysis, and practice. This approach allows freedom from language control and varied language exposure. Effective teaching approaches also include literary, thematic, holistic, and language-based methods. The learning process involves engagement, exploration, transformation, presentation, and reflection. When teaching poetry, the focus should be on sounds over inserting personality, pacing assignments carefully, and making personal connections rather than emphasis on grades.
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- The information-based approach uses literature as a source of information about history, literary movements, and more.
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Here are some sentence frames students can use for quick summary assessments of their reading comprehension:
Q: What are some of the key details that support the main idea?
A: Some key details that support the main idea are ________________, ________________, and ________________.
Q: How does this detail relate to/support the main idea?
A: This detail about ______________ relates to/supports the main idea by ________________.
Q: What conclusion can you draw from this information?
A: Based on this information, I can conclude that ________________.
Having students practice summarizing in their own words using sentence frames provides structure while also assessing their comprehension. It's a low-stakes way
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- 1. Learning Outcomes Teachers-in-training should be able to: 1. Differentiate between the stages and modes of writing and reading on a discussion board 2. Demonstrate the connections between reading to writing in a wiki 3. Support arguments to include children’s literature in the writing programme at the primary and early childhood level using recorded evidence
- 2. Assessment • Observing/interviewing teachers • Discussions • Investigations
- 3. Activities • Students will use podcast to differentiate between the stages and modes of writing and reading • In pairs students will have a class discussion on the reading writing connection in a wiki. • In groups of 4 students will observe and interview classroom teachers on how children’s literature can be use in the writing classroom. This will be recorded and uploaded to the discussion board.
- 4. Content 1. Stages of writing drawing, scribbling, random letter, invented spelling, conventional 2. Modes of writing – write aloud/modelled writing, shared writing, guided writing, independent writing
- 5. Content contd. • Modes of reading – read aloud, –shared reading, – guided reading, –cooperative reading, – independent reading
- 6. Content contd. • Reading and writing foster communication (Cooper, 2003) – Both writing and reading are constructive processes (Cooper, 2003) – Reading and writing share similar processes and kinds of knowledge (Cooper, 2003) • Children’s literature provide good model for writing