5.++Early+Years+Teaching+Practice


 * EARLY YEARS TEACHING PRACTICE**

From all the observations that took place, which ranged from prep to grade 2, the whole part whole approach was the main focus of the literacy lesson. Most of the lessons began with students sitting as a whole. A book, though in some instances two books were used to start the lesson. Though it was noted that in two other observations, the day commenced with students selecting new readers from their reading level ability boxes. Parent helpers were then assisting with listening to the students reading. Another observation had begun with a phonics song that was played once a week called “Phonics song 2”.

The text that was selected in each observation generally began with the teacher asking literal, interpretive and inferential questions. Questions such as who is the author? who is the illustrator?, what could the story be about?, was all common themes. In one observation, making pancakes was the title- so questions were asked of how they are made?, what do you need to make them? etc. Another observation had the literacy focus as a structure of a narrative. So the beginning, setting middle problem and end were discussed- mainly the who, what, why ,and where. Rhyming words was another focus and was discussed when recognised.

In most of the observations, the teacher then commenced using the teaching approach of modelled reading- though in mine, the students were picked at random to read a page of the text. Questions were asked during the reading of the text or after the completion of the text. Such questions that were noted in an observations included where are the talking marks? and why are they used?

Some observations were then noted of a whole approach to writing, as the next focus of the literacy session. The letter g was introduced in one observation with the teacher modelling the writing of five g spelling words, explaining about the words as it was being written. Another observation had a list of letters in the alphabet held up asking questions of what sound did each make?, a word that starts with the letter?, and then how to spell it out. The 12 golden words were then used with the same questions.

The overall approach that was used however, after the text was read was the students were broken up in their reading ability groups. Most had names ranging from animals in my observation, to pooh bear characters to star searchers and word watchers in another. Activities were then introduced to reinforce and put into practice the student’s comprehension of the text read, or written modelled activities that were introduced. It was noted that in one observation, students were not put into groups, but were given free choice of the activities that they wished to participate in. The teacher expressed that this was done as it “significantly increases student motivation and their willingness to participate in all aspects of the program’.

Once the activities were explained the tasks were undertaken. It was noted that whilst activities were underway a guided reading session would then commence. This involved one of the reading groups to read the same text with the teacher .The text selected was matched for their reading ability. In my observation the group “zebras” read a book-“What comes out of an egg”? Illustrations, the title and assisting with reading the book were observed. This was also noted in other observations of the same procedure taking place. This guided reading session group was then given an activity relating to the book afterwards. In my observation it was making a sentence up of what animal came out of an egg. Another observation had the group reading the text independently.

It was noted in other observations of activities taking place in the other reading groups consisted of worksheets- such as colouring in pictures that started with the letter g- to cutting out sentences and putting them back together, to making puppets to act out the characters in the text to playing interactive word games on the computer.

Reflection and Share time was noted for most of the literacy sessions to finish of the lesson. Students in their groups would stand in front of the class and discuss and show what activities they had performed. Other students would then be given opportunities to ask questions.

Writing practice however was noted in other observations to end the lesson. One observation had a writing procedure activity of how to make pancakes that was guided by the teacher. Another observation had a sentence activity to spell out words, including making mistakes in the sentence and asking students why they were wrong.

Independent writing was also noted to end the lesson in one observation, with writing thankyou letters to the special person who came to the school for a visit, which occurred the day before.

Overall, it was shown, that all observations had a similar approach, where either modelled reading or writing was the focus. Activities to reinforce the approach were then all noted.