ENGLISH
Integrating literacy tasks with other areas of the curriculum allows students to gain a stronger understanding of the concepts.
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The topic of Water was the focus in a Grade 1 classroom. I
collaboratively designed and implemented a whole class Science experiment
called 'Thirsty Celery'. The students completed various writing tasks such as
writing predictions, observations and procedural writing. They were able to
easily link the following of steps in the experiment with their procedural
writing pieces.
Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661) |
An English task board was designed and implemented for a
Grade 6 class. The task board consisted of nine different activities including
four workshops. The students had to choose two workshops to attend and complete
three other activities of their choice. The workshops each explicitly taught
the literacy skills involved in completing the other tasks on the task board,
the students opted-in to the workshops they felt they needed more improvement
in.
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Students are assisted to understand their individual learning needs and are given choices and responsibility over their learning.
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The students' personal interests and concerns are linked to authentic literacy tasks to increase engagement and understanding.
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In a Grade 1 classroom, there was often a lot of discussion
following the weekends about which AFL football teams were winning. In
collaboration with my supervising teacher, a persuasive writing task was
implemented where the students had to help the teacher decide which football team to support. They needed to persuade the her of which team was
the best and give reasons for why she should support them. The students were able to plan their
writing and used their interests and prior knowledge to develop arguments for
their writing.
Describe some differences between imaginative informative and persuasive texts (ACELY1658) |
'Narelle's ability to build a rapport with her students and make her activities engaging and relevant to the students are some of her strengths.'
David Campbell
Supervising Teacher, Grade 6
Berwick Fields Primary School
Students creating resources that they can refer to as needed gives them confidence in their literacy abilities.
At the beginning of Term1 each Grade 1 student completed
this alphabet worksheet. The worksheet provided upper case and lower case
letters along with arrows to assist students in their creation of the letters.
These sheets were glued inside their English books. If a student becomes stuck
with the formation of a letter during their writing they refer to this sheet
for a quick hands-on reference.
Write using unjoined lower case and upper case letters (ACELY1663) |
Lester and Clyde literacy sequence
In a Grade 1 classroom where the term focus was Water, the big book Lester and Clyde by James.H.Reese was used in a literacy learning sequence. During this sequence the collaboratively planned activities were:
Understand patterns of repetition and contrast in simple texts (ACELA1448) Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs) (ACELA1452) |
The reading garden provides a quiet and comfortable place for students to read books of their choice.
Relates to AITSL Standards for graduating teachers:
Standard 2.5 - Literacy and numeracy strategies.
Know and understand literacy and numeracy teaching strategies and their application in teaching areas. (AITSL 2012)
Standard 3.1 - Establish challenging learning goals.
Set learning goals that provide achievable challenges for students of varying abilities and characteristics. (AITSL 2012)
Standard 3.2 - Plan, structure and sequence learning programs
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. (AITSL 2012)
Standard 4.1 - Support student participation
Identify strategies to support inclusive student participation and engagement in classroom activities. (AITSL 2012)
Standard 2.5 - Literacy and numeracy strategies.
Know and understand literacy and numeracy teaching strategies and their application in teaching areas. (AITSL 2012)
Standard 3.1 - Establish challenging learning goals.
Set learning goals that provide achievable challenges for students of varying abilities and characteristics. (AITSL 2012)
Standard 3.2 - Plan, structure and sequence learning programs
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. (AITSL 2012)
Standard 4.1 - Support student participation
Identify strategies to support inclusive student participation and engagement in classroom activities. (AITSL 2012)