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Effective Teaching of Language, Literature and Literacy

Annette Binks 13971092

Annette Binks

on 15 October 2012

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Transcript of Effective Teaching of Language, Literature and Literacy

This report is a compilation of
the ideas I have assimilated into my thinking about the effective teaching of Language, Literature and Literacy this semester.
The is solely on the concepts that were new to me and have made a difference to the way I will approach teaching Language, Literature and Literacy. Annette Binks
13971092 The Reading Process Prereading Literacy Blocks Reciprocal Teaching Clarifying Effective Teaching of Language, Literacy and Literature References Predicting 1. 2. 3. 4. Summarising Questioning To watch a demonstration of reciprocal teaching click here Click me! To navigate this page, click on the object you wish to take a closer look at. To zoom back out click outside the object. Alternatively, use the back and forward buttons at the bottom right of this page. To view a demonstration of Shared Reading
click here To view a demonstration of Guided Reading
click here reading responding exploring applying Teaching through the
reading process is an
effective strategy as each stage
is designed to help students
comprehend the text on a deeper level.
As they step through each stage they
move closer to comprehending the text,
understanding the text and being able to
use it for its intended purpose. During prereading
readers activate their
background knowledge, set
purposes for the reading and plan
for reading. Teachers may also
introduce key vocabulary words, preview
the text and invite students to make
predictions about what will happen. During the reading
stage students read the
text or listen to it read aloud.
They apply the reading strategies and
skills they have available, examine the
visual aspects of the text and read to gather specific information. This can be done
in Individual, Buddy, Guided and Shared
reading activities. In the responding stage students may
discuss their responses to the text,
participate in grand conversations or
write in reading logs During the exploring stage
students may reread the text,
learn new vocabulary words and
develop strategies and skills through
minilessons. In the applying stage
students read related texts,
construct projects, evaluate the
reading experience or use the information
they have learned in content-area units. Prior to this unit
I saw reading primarily
as a decoding exercise. I now
understand that reading is a
process, moving through stages to
create deeper understanding of
what the text means, how it works
and how it can be used. I used to think that
one 45 minute lesson per
day devoted to literacy is
enough. Now I know that the
more time students spend
immersed in literacy instruction
and practise, the greater their
growth will be. I came to this
unit with few strategies
for developing understanding
of a text beyond the superficial.
Reciprocal teaching allows
students to gain an understanding
of more complex content-based
texts Assessment Using running records to assess text
difficulty helps to ensure that students are
working with texts that are neither too
difficult, nor too easy for them. This
helps them to stay motivated and
learning. Organisation is
crucial to ensuring that the
Literacy Block is effective. From
planning content and choosing

resources, to setting up
designated storage for
resources. Literacy blocks
should run for 12o mins
each day. During this time students participate in fast paced learning
activities that specifically target reading and writing understanding and skills. Literacy Blocks incorporate Shared, Guided and
Independent Reading in each block. (Winch, Johnston, March, Ljungdahl & Holliday, 2004) (Reutzel & Clark, 2011) Encourage
students to
reflect on
the way they work and learn (Murdoch, 1997) (Tompkins, Campbell & Green, 2012) (Department of Education Victoria, 2007) Use a range of strategies
including choral
reading to improve prosody,
fluency and automatic word
recognition Shared reading allows the teacher to share their
thinking and strategies with the class, and the students to interact with the text and contribute
to the process of making meaning. This should be done each day. (Tompkins et al, 2012) Guided reading takes place in small groups (ability groupings) and allows the teacher to focus intensive support in specific areas. Each group participates in at least one guided reading session per week. Independent reading gives students much needed reading experience. During this time they practise what they learned during Shared and Guided reading, developing confidence at using new strategies and stamina for sustained reading. This should happen every day. (Tompkins, Campbell & Green, 2012) Students work through
a piece of text paragraph-by-paragraph and use predicting, questioning, clarifying and summarising strategies to work out the meaning of the text. This works well in small groups.
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