Page created by Luke Muller

Over the years..........

"The Education of Man" - Frederich Froebel, 1826.

("The Education of Man". Friedrich Froebel, 1826. pp. 323-324)

* The above image is an excerpt from Froebel's book, describing how the use of clapping hands can
assist students when learning to identify syllables.

The Approach.......

The literacy approach consists of:

- whole group activities
- small group activities
- independent activities

Whole Class Reading Introductions
An important part of the daily Reading hour in any junior classroom is the whole class reading experience. This can be varied between shared and modelled reading, depending on what the focus is. While the traditional “big book” is still a popular resource used by most teachers, it can be very worthwhile to mix it up by also using online resources on the Interactive Whiteboard.
Independent reading
Independent reading enables the child to read and work at their own level and capacity. "The child is challenged and encouraged to read on their own for a sustained period of time" (Hill, S 2006 p. 83)
Modelled reading
Teacher models how to read by reading aloud to the class from a range of text types. The text read is at a more complex level than they can read. Designed to encourage discussion between students.
Independent writing
Independent writing gives children a chance to explore different text types and "encourages children to investigate and practice a variety of written forms" (Hill, S, Developing Early Literacy, 2006, p88).
Guided writing
Individuals/small groups of students writing a range of text types. Teacher provides short lessons to demonstrate a particular aspect of writing.
Guided reading
"Teacher working with a small group (4-6 students) reading individual copies of the same text" (Hill, S 2006 p. 80). Teacher selects texts on the basis of the students learning level
Modelled writing
Teacher demonstrates how an author uses words, sentences and text types. "A teacher might mirror how to conduct a report, to organize points, express and idea, list ingredients or and record instructions and students are to complete their work in that modelled form/example given" (Hill, S 2006 p. 87)
Shared Reading
"Shared Reading is usually a whole-group activity and, although it is led by the teacher, the children can participate in the reading in various ways” (Hill, 2006,p.73).
Share Time
Target students to share - can be pre-planned or the result of roving conferences. Encourages students to share strategies, not work.

The Implementation............

Guided Reading and Individual Conferences/Strategy Groups

- Modifying the standard approach in the classroom.

Guided Strategy Groups
Guided Strategy Groups

One of the main reasons for running individual conferences and strategy groups is because it can target individual needs better than Guided Reading. During strategy groups, the teacher is working on a specific goal with a small group of students, and all of these students have the same goal (eg. checking for understanding, blending, pausing at punctuation etc). Traditionally children are placed in Guided Reading groups because of their reading level, not the reading strategies they use.

Explicit Teaching

- The importance of focused lessons.

The concept of “explicit teaching” is not new or revolutionary. The emphasis is that it’s not just the instructions that should be explicit, but the class discussions, small group work and one-on-one teaching moments with individual students need to be highly explicit and focused.
To teach explicitly:
- lessons are focused, strategies are reinforced, connections are made, examples are provided, language is direct and concise and students are encouraged to reflect on their learning.
- the original goals of the lesson are always reinforced during activities. If necessary, stop the students and ask them “what are we learning about today?” to help refocus the lesson.

Effective Literacy Teaching

- An A-Z of Literacy.

Critical Reflection

Critical reflection involves analyzing your own learning and teaching practices that may contribute to an
effective pedagogy within key components of an effective curriculum. These key components are:
  • understanding children
  • building partnerships
  • establishing flexible learning environments
  • creating contexts for learning
  • exploring what children learn.

Teachers in a preparatory year setting hold multiple roles and view children through various lenses,
and recognize that their personal and professional identities are continually evolving.
The following table lists questions for teachers to reflect on from the perspectives of their principal role
as educator, and related roles of:

  • builder of relationships
  • scaffolder of children’s learning
  • planner for learning
  • teacher as learner.

The following YouTube clip is from The Early Years Learning Framework - Professional Learning Program:
  • "Reflecting on Practice"

Our observations on placement...........

  • No death by teacher, keep it short and too the point.
  • Teacher roves and supports.
  • Teacher uses a range of whole class, small group and independent activities.
  • Scaffolding (always working up not down), involving students in their own learning.
  • Teachers would always model what was expected in activity.
  • Share time for every activity to compare challenges and strategies.
  • Teachers were flexible during the lessons adapting and changing as necessary.