Early+Years+Teaching+Practice

Early Years Teaching Practice Each student had a copy of the particular book and had to follow where the teacher was reading with their finger. || ** Differences ** ** Differences **
 * ** Approach ** || ** Evidence Examples ** || ** Analysis-Similarities/Differences ** ||
 * ** Modelled Reading- ** ‘The teacher models how to read by reading aloud to the class from a range of text types’(Hill, S 2007, p. 73). || * The teacher reads the story aloud to the class providing a ‘syntax model’ for the students.
 * A character was developed by the teacher changing the tone of their voice.
 * When the teacher came to a word that the students may not have heard before she stopped and talked about the word.
 * The story used was at a higher level than the students were able to read independently. || ** Similarities **
 * Teacher used a big book in front of the whole group of students.
 * The teacher used a chapter book in modelled reading. ||
 * ** Shared Reading (Shared book experience)- ** ‘Enlarged books are used to explore the conventions of print and the reading process’ (Hill, S 2007, p. 73). Shared reading can have many different focuses such as, learning how to read various text types, how to solve problems in identifying various words, or...ways in which punctuation and grammar are used to communicate meaning’ (Hill, S 2007, p.73). || * Enlarged books were used during student teacher observations of shared reading.
 * The teacher pointed to each word as she read and the students joined in at repetitive sections of the book.
 * The teacher asked the students to identify different grammar within the text and why the punctuation was used. || ** Difference **
 * Small book used in shared reading experience.
 * ** Guided Reading- ** ‘involves a teacher working with a group of 4 to 6 children reading individual copies of the same text. The texts are selected by the teacher to be at the children’s learning level (Hill, S 2007, p. 80).’ The text selected have some challenges in order to teach the children different problem solving strategies in order to read the text. || * Each student is assigned a book that was appropriate to the individuals reading capabilities.
 * The teacher discussed the book before reading. || ** Similarities **
 * Teacher with one group of students with similar reading capabilities. Each child takes in turn of reading a page of the text. ||
 * ** Independent Reading- ** ‘The child is challenged to read on their own for a sustained period of time’ (Hill, S 2007, p. 83). The texts selected are appropriate for their individual reading level in order to ‘build fluency and motivation for reading’ (Hill, S 2007, p. 83). || * Children were asked to sit in different parts of the room and read to themselves.
 * Children chose their own book according to the level indicated on the back of the book. || ** Similarities **
 * Children read a book silently to themselves.
 * Child read a book to the class. ||
 * **The language experience approach-** The teacher writes down a story which was previously dictated by the child. The teacher then ‘reads the story back to the student and gives them the opportunity to read it themselves. Children can illustrate the story and perhaps compile a book or a class book of stories’ (Hill, S 2007, p. 84). || This approach was not observed during student observations. ||  ||
 * ** Modelled Writing- ** ‘The teacher writes on a whiteboard or chart showing how a writer uses words, sentences and text types to record ideas’ (Hill, S 2007, p. 87). The teacher can then explore various writing purposes. || * After the reading of the enlarged book, the teacher wrote down a sentence that summarised the story. However the sentence had no punctuation so the children had to fix the punctuation of the sentence. || ** Differences- **
 * Although the spelling of words were correct, punctuation was not evident. This challenged students to come to their own conclusions of how punctuation works and why it is used.
 * Teacher wrote an example of an explanatory text on big strips of paper, students then had to insert appropriate sequencing words. ||
 * ** Shared (interactive) Writing- ** ‘whole group activity where the teacher leads the class in exploring ways to write various text types, construct more complex sentences and check spelling and grammar’ (Hill, S 2007, p. 88). Children are able to interact with the teacher and their peers and ‘contribute to the writing by sharing the pen’ (Hill, S 2007, p. 88). || * Teacher wrote an example of an explanatory text on strips of paper and children had to insert appropriate sequencing words. || ** Similarities **
 * During an explanatory text lesson, students were particularly looking at sequencing words
 * Students did not share the pen, only the teacher typed on the interactive whiteboard. ||
 * ** Guided Writing- ** ‘involves individuals or small groups of children writing from a range of text types. The teacher may provide a short mini lesson to demonstrate a particular aspect of text type, grammar, punctuation or spelling...Children might use writing frames or templates as a scaffold for writing’ (Hill, S 2007, p. 88). || * Teacher gave a mini lesson on what sequencing words are and when they are to be used in order to ensure that events are written in sequential order. || ** Differences **
 * Teacher wrote an example of an explanatory text on strips of paper and children had to insert appropriate sequencing words. ||
 * ** Independent Writing- ** Gives the children the chance to write ‘their own creative pieces.’ ‘Independent writing provides chances for using different text types and encourages children to investigate and practice a variety of written forms’ (Hill, S 2007, p. 88). || * Children wrote a recount of their weekend.
 * Children wrote a narrative of their own choice.
 * Children wrote an explanation of ‘How a Tadpole Develops’ in their own words. || ** Similarities **
 * During classroom observations a variety of independent writing was observed including narratives, recounts, explanations and book reviews. ||