Effective Teaching of Language,

Literature and Literacy.

By Sandy Gauci

Assignment 2 Part B - Visual Report

(Book-Stack, n.d.).

Contents Understand How Students learn

Create a Community of Learners

Become Partners with Parents

Fostering an Interest for Literacy

Technology

Teach with a Variety of Texts

Organising for Language, Literature and Literacy Instruction

Comprehension

Cracking the Alphabet Code

Vocabulary

Programming

Lesson Planning

Integration of English

Assessment

Shared or Modelled

Guided

Independent

Grouping

Differentiating Instruction

Working with Struggling Students

English as an Additional Language Students

References

Understand How Students Learn

Behaviourism: teacher centred with a focus on

measurable and observable behaviour.

Constructivism: engaged and active learners

which construct their own knowledge.

Sociolinguistics: importance of social

interaction and language in learning.

Teachers instructional approaches are influenced by their understanding of how

children learn to read and write.

(Tompkins, Campbell, & Green, 2012).

Create a Community of LearnersClassrooms are social settings.

Students together with their teachers can create a classroom community which influences learning.

Classroom community characteristics:RESPONSIBILITY OPPORTUNITIESENGAGEMENT

DEMONSTRATION RISK TAKING

INSTRUCTIONRESPONSE

CHOICE TIME

ASSESSMENT(Tompkins, Campbell, & Green, 2012).

Become Partners with Parents

Effective teachers know that parents play an important role in helping their children become

successful in reading and writing. Effective teachers encourage parents to do home literacy

activities with their children. (Tompkins, Campbell, & Green, 2012).

(Bookforchildren, n.d.)

Fostering an interest in literacyIt is important for teachers to assist students in fostering an interest in literacy and capitalise on children’s interests.

Teachers nurture children’s

learning through language-rich environments and provide

students with authentic learning

opportunities. (Tompkins, Campbell, & Green, 2012).

Technology Teachers 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 they

have a conference with the teacher. With writing, the students write about a topic of their choice and has a

conference with the teacher about their writing. (Tompkins, Campbell, & Green, 2012).

Comprehension

The goal of reading is comprehension and is the reason why people

read.

In order for students to learn, they must

understand what they are reading.

Teachers need to teach students about

comprehension and the strategies used to understand

what they are reading.

Comprehension requires explicit

instruction, reading and writing.

(Tompkins, Campbell, & Green, 2012).

Cracking the Alphabet Code

Children 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 a word through repeated oral and written exposures to it.The best way for a student to develop their vocabulary is through reading, but other activities are also important.

Television also has a impact on a child’s vocabulary development.

(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).

When planning lessons teachers should:

Consider what students already know and can do.Be done at just above their current level of achievement.Make content challenging, but also delivered with enough teacher scaffoldingDemonstrate and scaffold new learning carefully.Use effective resources.Students should be given opportunities to reflect on their learning.

Lesson Planning

(Winch, Ross Johnston, March, Ljungdahl & Holliday, 2010).

Integration of English

Teachers 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).

Assessment

Effective teachers use assessment

so they can find areas of

difficulty and need for further

learning or consolidation and to

measure student progress and

achievement.

Regularly

consistent

variety

Strategies suitable for the circumstances, the situation

and the student.

Observation, Running records, Examination of students work, Conferences with stu

dents, Checklists and Rubrics

(Tompkins, Campbell, & Green, 2012).

Shared or Modelled

Most support as the teacher models an expert reader or writer.

(Tompkins, Campbell, & Green, 2012).

(Bigbookteaching, n.d.)

Guided

Student is supported by the teacher, but students do the reading and writing themselves.

(Tompkins, Campbell, & Green, 2012).

Independent

Students do reading and writing themselves.

(Tompkins, Campbell, & Green, 2012).

Grouping

Teachers should use a range of ways of grouping students for learning activities

(Tompkins, Campbell, & Green, 2012).(Children reading, n.d.).

Differentiating Instruction

In 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 Students Teachers should do their best to prevent these students difficulties in the first place through:

High-quality classroom instructionInterventionDifferentiate instructionUse of appropriate instructional materials

(Tompkins, Campbell, & Green, 2012).

English as an Additional Language Students

It is challenging for EAL learning to read and write as they are learning to speak English

at the same time.

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 opportunity to work in partners and groups.Teachers should use some books that

represents the EAL students’ home culture.

(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.