ESH201 Lecture Notes - Lecture 6: Ities, Post-It Note, Oxford University Press
Reading
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Before+Reading
Activating+Background+Knowledge
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During+Reading
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Week$6-Teaching$and$Assessing$Reading
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Teacher+Docussed+(“I+Do”)+-Modelling
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Shared+Reading+(“We+do,+I+lead”)+-Deconstruction
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After+Reading
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Guided+Reading+(Shifting+to+“You+Do”)
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Collaborative+Reading+(Students+do+Together)
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Independent+Reading+(You+do)
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Document Summary
Language, literacy and early childhood education - strategies for teaching reading (pp: 271-293). Writing and children"s literature - assessment in reading (pp. --tasmanian good teaching guide literacy 3-6: click here. --the aim of scaffolding is to gradually withdraw the support and hand over full responsibility to the student. --during reading: teacher focussed: i do" (modelling); shared: we do, i lead" (deconstruction) --after reading: guided: shifting to you do"; collaborative: students do together; independent: you do". Gradual release of responsibility (good teaching guide, page 44/48) --walt (we are learning to ): familiarises students with the topic and purpose for studying a particular text or feature of a text/sentence/word/letter pattern; explicitly explain or define the new concept to be learned. ---(what i am looking for ): explicitly state what success looks like/involves in the lesson; prepare the students by discussing the topic/author/illustrator, asking students to predict from cover, title, illustrations, etc.
