Integrating+Theory+and+Practice

Integrating Theory and Practice

Most of the teaching approaches discussed throughout this unit were observed during our class interactions. It was common for multiple approaches to be used during the one literacy session. This allowed teachers to make sure students were engaging in activities appropriate to their skill level.

This model was observed in most classes. Small groups of varying skill level would read a chosen text with the teacher. The grade level and subsequent skill level of the group would determine the focus of the session. Additional tools such as word wheels and phonics flippers were used to enhance the guided reading sessions in some cases.
 * Guided reading **

This model was observed in most classes through the use of a 'big book' or some other form of enlarged text on an interactive whiteboard. In some cases the 'big book' was read every day and tied into the research topic for the term. In other cases it was used as a solo tool to enhance student learning in reading, comprehension and grammar.
 * Shared reading **

In most classes, students were encouraged to read on their own and these students were generally confident readers. One class engaged in comprehension activities stemming from their independent reading experience. This method was also used to assess student's progress towards desired learning outcomes.
 * Independent reading **

This approach was observed in most classes, whether the teacher read a 'big book' or regular text aloud to the class. In some classes this then lead to shared reading of the same text or discussion of the text to enhance comprehension or grammar concepts.
 * Modelled reading **

Most classes encouraged independent writing from students, whether it be hand writing or through using computers. To help students, some classrooms had words on display around the room.
 * Independent writing **

Shared writing was used in some classes to become involved in processes such as text direction, spelling and grammar correction. It was also used as a tool to explain a task to students, so they knew what to do for a particular activity.
 * Shared writing **

This was evident in most classes, where students were encouraged to engage in group discussions about their work and/or certain aspects of a text.
 * Language experience **

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