5.+Early+years+teaching+practice


 * __Early Years Teaching Practices __**




 * What have you learnt about approaches to teaching early years literacy through your observations of classroom activities and student groupings? **

Structure and routine are two crucial aspects of a literacy program. "Children need security and predictability...sessions should follow the same format everyday" (Holdaway, 1984). Through observations in the classroom it was noted that majority of children responded best to learning which took place as a whole groupor in small groups. This type of learning is referred to as cooperative learning.

When children are asked to find a partner or group they immediately turn to friends or people who are like them. Cooperative learning focuses on children learning to work and play with people who are not their friends or different to them. This method encourages cooperative skills as we try harder to communicate and cooperate with people who do not agree with everything we say or do.
 * Cooperative Learning **

-Homogeneous-Children working at or near the same level -Heterogeneous- Children of different levels working together (Hill, 407)
 * Types of Groups **

-Children support each other -Children work at their level -Children work independently from the teacher -Children experience different activities and situations
 * Benefits of groups work **

In the literacy programs observed teachers were utilising skill level groups or homogeneous groups. Using group work rather than working as a whole class was a more efficient way of encouraging all students to get involved. Whilst students enjoyed working with the teacher as a whole class there were also one or two children who were disengaged with the activity. In a group situation there was less opportunity for children not participate as the other group members kept them on track. It was also observed that children enjoyed working independently from the teacher in these groups as they felt that they were in control of what they were learning. Whilst group work was observed to be the most effective it is still important that whole class and independent approaches are included in a literacy program. This is reflected in a scaffolded literacy approach.

A scaffolded literacy approach refers to the steps from teacher control-demonstrating, explaining and teaching- to children working independently. Hill (82) states that "in a scaffolded approach to literacy there is a place for the teacher to model, share and guide and encourage independence in reading and writing.
 * Scaffolded Literacy Approach. **

The teacher reads aloud to the class from a book pitched at a more complex level than they can read. This helps develop children's vocabulary, use of syntax and meanings. Reading aloud was commonly observed in the classroom particularly before or after lunch where the children needed a moment to relax.
 * Reading Aloud **

Shared reading involves enlarged books being read with the class. The focus of this can be to learn to read various text types, identifying words or ways in which and grammar are used. This was used effectively in literacy programs as children got involved in answering questions and reading along with the words as they were large enough to be seen. Children also used this as the opportunity to predict what was coming next in the story.
 * Shared Reading **

Guided reading “involves a teacher working with a group of four to six children reading individual copies of the same text” ( Hill 2006-2012, p96). Generally there is a learning focus which is emphasised during these activities whether it be punctuation and grammar, identifying difficult words or sentence structure. This was the most commonly obse rved type of literacy exercise and was used in every literacy rotation. Students enjoyed guided reading as it gave them the opportunity to work closely with their teacher and a small group of peers.
 * Guided Reading **

Independent readying helps to develop fluency and vocabulary in reading. Reading on their own for a sustained period of time allows children to practice reading at their own level and to work on their speed, fluency and identifying words. In most classrooms teachers tried to include independent reading for at least 20 minutes a day during which they would sit down with individual students and conduct reading interviews or running records.
 * Independent Reading **

The teacher demonstrates how to use various words, sentences and text types. This allows students to understand the various text types and when they can be used as well as develops their vocabulary and sentence structure. During our observations there was little evidence of modeled writing during literacy programs. This could have been because modeled writing
 * Modeled Writing **

As a whole group activity the teacher takes the class in writing a variety of text types, constructing complex sentences and working on spelling and grammar. The children and teacher interact together contributing to the ideas and sharing the pen.
 * Shared Writing **

Guided Writing involves individuals or small groups of children writing a range of text types. The teacher focuses on a particular aspect of text type, grammar, punctuation or spelling. Guided writing can be used in conjunction with guided reading as the students can read together and then write about what they have read. The purpose of Independent writing is to build fluency and motivation and is a time to express ideas and experiment with text types. This was commonly used during our classroom observations multiple times throughout a week, particularly on Monday mornings where students would write about their weekends.
 * Guided writing **
 * Independent writing **

**__Comments __**

Holdaway (cited in Hill 2012, p.89) wrote that children need security and predictability, and that sessions should follow the same format everyday. Even though some sessions don’t happen exactly the way they are planned, which I am certain happens frequently, it is still important to maintain that structure and routine so the students know what is expected of them. Also, it is important that everything that happens in that literacy program has a purpose and that there is a place for all aspects of literacy. Modelled reading and writing, shared, guided and independent reading and writing and reading aloud, all have their place and purpose in a literacy program. Grace Eisenhut

It became apparent from observations in the classroom that most students responded best to literacy classes conducted in small or large groups. They found the activities where they could work together as a whole class or in their ability groups the most enjoyable as they had the chance to interact socially and were not limited to sitting alone doing worksheets. However during group activities there were always one or two students who sat back and did not participate. It is important for teachers to ensure they have all students engaged and participating in activities. Therefore shared, guided and independent reading and writing activities need to be included regularly in a literacy program in order to ensure all students are participating. Siobhan Judge

After observing several literacy blocks it became very clear that most students worked best in their small literacy groups of peers who were working at the same literacy level. The work was more specific to their level and therefore the children found it more enjoyable. They were also able to help each other and that social element seemed to keep the children engaged in the tasks because they were having fun at the same time. This was a great way for children to take control of their own learning and learn to be responsible. Children were still able to have their learning extended, as once a lesson a teacher or parent would lead the rotation group for the more challenging activity. Whole class approaches did not seem to be as effective. There are always an extensive range of levels within a composite classroom which makes it hard for the teacher to formulate an activity taking in to account the different levels of the children. It usually resulted in several students not participating because the activity or discussion was either too easy or too hard for them to even comprehend. Emily Banfield

In my observations I observed literacy groups that were homogeneous groups, ‘children working at or near the same level’ (Hill, p. 407). This worked well as it meant that each group could do an activity that was of their level. The group doing guided reading was able to read with the teacher a book of challenging but suitable level. I also observed two groups doing the doing the same activity (torch test) however they did the particular test that was of their level. The different groups meant that students were spread out across the classroom and focused on their particular activity. The classroom teacher began the session as a whole group so that she could explain all the activities and read them a book. Students seemed to enjoy listen to the teacher read the story, as they were able to relax and just enjoy the story. Ashley Willis

It clearly showed that the most students work best, when they are in small literacy groups. This is because they are in the same literacy level and able to help each other and work together. However, the teacher has to ensure that all the students needs to do their own work and engage students that who does not do their work. ESTHER HONG

From my observations it is very clear to see that students enjoy literacy classes more when they are in groups, and able to interact. When students were set to do individual work, they found it difficult and were less confident in writing when they weren’t given the chance to chat with and discover words or ideas with their peers. I found that watching the students interact with each other and ‘bounce ideas around the room,’ they were able to still able to write individual work but discussions and support filled them with a little bit of extra confidence to put words to paper. With such a diverse range of students within the classroom, I was able to see students be really encouraged and enjoy their work when they were split into groups with similar level students. -Caitlin Mason