Download Language and Literacy 3-7: Creative Approaches to Teaching by Jeni Riley PDF
By Jeni Riley
This functional advisor considers the examine proof that's had to tell enlightened perform, and provides concrete feedback and instructing methods for early years settings and study rooms. This entire publication exhibits the 'what,' the 'how,' and the 'why' of leading edge, inventive perform for educating language and literacy. the writer in actual fact examines how childrens learn how to use either spoken and written language, and indicates find out how to determine, plan and educate for the powerful studying of talking, listening, studying and writing. every one bankruptcy contains case experiences, studying and educating feedback, and additional examining.
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Extra info for Language and Literacy 3-7: Creative Approaches to Teaching
Example text
Wells,1983: 139) Su p porting Oracy in the Foun datio n Stage a n d Key Stage 1 33 Learning and Teaching Suggestions Was this a helpful exchange with this group of KS 1 pupils? What might the teacher have done to develop this discussion effectively? This extract could be analysed productively to identify the types of questions most in evidence, namely, child-initiated, teacher-initiated, and open and closed questions. The children ask no questions at all and the teacher appears to use only one category, closed questions; those with one correct, predetermined answer.
In the language experience approach the adult scaffolds both the encoding of the text and then its decoding, in carefully judged juxtaposition, to promote Developing a n U n dersta n d ing of Written La nguage 47 context-embedded learning. The writing of the short, learner-generated text is followed by a reading and rereading of the text, each process complementing and reinforcing the other. A selection of the day-to-day class occurrences can be recorded and used as the talking, reading and writing focus of the day, whether it is the class topic or project, a visit to a place of interest, a visitor to the class, a science experiment, biscuits baked, or the arrival of a new baby – the possiblities are endless.
Meek, 1982: 33) Learning and Teaching Suggestions What might a teacher want to discuss with the child if she observed such ‘storying’ occurring? What kind of supportive or modelling of language could the adult sensitively offer? Can you identify any occasions when you have observed children narrate in this way? What play materials are particularly valuable to promote this kind of language work? The early years practitioner or teacher will harness the children’s motivation to play, to talk, to story and to make-believe by providing many inviting opportunities to do so in the setting or classroom.