Application of theoretical understandings of teaching approaches.
The teacher used three approaches towards reading. Modelled, guided and independent (Hill 2006, pp. 72-75). She used a big book with the whole class to show the class the way the book was supposed to be read. This helps them model their own reading on that of the teachers focussing on fluency, expression as well as “providing syntax models, vocabulary and meanings that children may not hear in everyday conversation.” (Hill 2006, p. 73) Guided reading was used when the teacher took a small group of children, each with their own book. They would discuss the book and any new words or ideas and then the teacher would go from student to student as they read individually, listening to them read so as to make assessments as to their progress. Independent reading took place when students took a book from their box (each colour represents a level) and the child is challenged to read by themselves. When using a book that matches their ability this builds confidence and enjoyment in reading.
With regards to writing the teacher used modelled and independent writing (Hill 2006, pp. 87-88). Modelled writing took place when she used the IWB to focus on punctuation. This method shows the students the correct way to use punctuation but also be interactive and use their own knowledge to attempt correct punctuation on the IWB. Independent writing allowed students to get their own ideas down on paper and develop their writing. It also is a good assessment tool for the teacher who can collect these articles to see if progress has occurred.
Application of theoretical understandings of teaching approaches.
The teacher used three approaches towards reading. Modelled, guided and independent (Hill 2006, pp. 72-75). She used a big book with the whole class to show the class the way the book was supposed to be read. This helps them model their own reading on that of the teachers focussing on fluency, expression as well as “providing syntax models, vocabulary and meanings that children may not hear in everyday conversation.” (Hill 2006, p. 73) Guided reading was used when the teacher took a small group of children, each with their own book. They would discuss the book and any new words or ideas and then the teacher would go from student to student as they read individually, listening to them read so as to make assessments as to their progress. Independent reading took place when students took a book from their box (each colour represents a level) and the child is challenged to read by themselves. When using a book that matches their ability this builds confidence and enjoyment in reading.
With regards to writing the teacher used modelled and independent writing (Hill 2006, pp. 87-88). Modelled writing took place when she used the IWB to focus on punctuation. This method shows the students the correct way to use punctuation but also be interactive and use their own knowledge to attempt correct punctuation on the IWB. Independent writing allowed students to get their own ideas down on paper and develop their writing. It also is a good assessment tool for the teacher who can collect these articles to see if progress has occurred.
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