Early+Years+Teaching+Practice


 * Early Years Teaching Practice **

The observations of the literacy blocks being run correctly have outlined the importance of implementing effective Teaching Approaches. Using approaches such as modelled writing and guided reading demonstrate how parts of Vygotsky’s constructivist theory can be used to scaffold in order for students to progress. Modelling the correct method allows for students to see clearly what needs to be done with the task, which helps them stay focused and creates enthusiasm. The correct structuring of a literacy program is vital for student’s organisation. Independent and whole group activities for both reading and writing create a positive and powerful way of learning. After much analysis of the information recorded in each observation it is clearly evident that all teachers used a variety of different approaches in their classroom but all were of equal importance.
 * Definitions of Teaching Approaches.**
 * Modelled Reading || The teacher models how to read by reading aloud to the class from a range of text types. The purpose of this is for children to engage with texts pitched at a more complex level than they can read. ||
 * Independent Reading || The purpose of independent reading is to build fluency and motivation for reading. Children are encouraged to read texts at their independent reading level so that reading is practised and their reading fluency is increased. ||
 * Shared Reading || This is where enlarged books are used to explore the conventions of print and the reading process. Usually a whole group activity and although read by the teacher children can participate in various ways. ||
 * Modelled Writing || The teacher writes on the whiteboard or chart showing how a writer uses words, sentences and text types to record ideas. The teacher might demonstrate various purposes for writing ||
 * Shared writing || This involves children as participants in the writing process. In shared writing the teacher holds the pen and the children are invited to contribute ideas for writing. ||
 * Independent writing || Independent writing is the where the child writes with little support from the teacher. Students write on topics of their choice, perhaps in journals as responses to text types or experiences. ||
 * Scaffolding || This is support for learning and problem solving. The support could be cues, reminders, encouragement, breaking the problem down into steps, providing an example or anything else that allows students to grow in independence as a learner. ||

__Example 1__ - The teacher conducted a modelled reading of a narrative text, at nine fifteen. This was achieved with Paul Jennings’s ‘Grandad’s Gifts’ which had been ‘read to’ the class in sections each day. The class took part in a recall and prediction discussion before Ms A began to read. Throughout the modelled reading Ms A drew attention to high frequency words and unfamiliar vocabulary such as ‘rejected’. This assists with not only the children’s reading but also their writing and conversation.
 * Examples of teaching approaches used.**

__Example 2 __– The second stage of the literacy block was used for writing; this included modelled and independent writing. The focus of this was to write a recount on ‘what they did at the nursing home’ but also to look at starting sounds of words. The teacher was using a smart board to model what he would like the children to do. He encouraged his prep students to have a two finger gap between words. With the focus being on starting sounds of words the students were told to just write the beginning letter or two letters of each word. The students split to their tables to work independently on writing their recount after the teacher had modelled the correct way to complete the task.

__Example 3 - __To begin the literacy block the class remained as a whole group and were situated on the floor in front of the teacher to read through the big book ‘ Dandelion Puffs’, a collection of short stories and poems. This activity is an example of shared reading. The students enthusiastically joined along with a sing along cd provided by the teachers to participate in the reading of the obviously familiar book. ‘Dandelion Puffs’ was a book that the class had been reading for a week prior to the observations and the students were familiar with each song or poem in the book and had favourites amongst them.