EDUC3651 Lecture Notes - Lecture 9: Phoneme, Australian English, Phonological Awareness
Week Nine
Lecture Nine: Developing a Community of Learners across the Early Years and Classroom
Settings
Reflection on the unit outcomes
1. How writing develops – literacy development
2. Teach writing
3. Diagnostic teaching – analysis of writing
4. Teaching different text forms
5. Writing program – text forms, spelling, grammar, punctuation and handwriting
6. Differentiation of the curriculum
7. ICT
8. Personal literacy standards
Exam Format
- Section A – essay (15 marks)
o Good plan = good essay
o Good conclusion
o ‘Firstly’, ‘Moreover’ – use these words
o Write it as simply as you can to say what you want to say
- Section B – short answer x 3 (3x5 marks) – 5 topics, choose 3
o 1-2 pages
Key concepts for study
- Cambourne’s conditions of learning
- Three cueing system
- Multidimensional model of teaching Writing
- Gradual release of responsibility model
- Key terminology
- Effective teaching of Spelling and Grammar
- Western Australian Curriculum
- Terminology – be articulate
Review
- Consider:
o What have you learned from this unit?
o What new knowledge and skills could you apply?
o What knowledge and skills have been consolidated and extended?
o How can you model writing as a learning strategy?
The classroom as a community of learners
- What?
o We are always learning from each other
o Sense of community
▪ How can we help/support each other?
▪ How can we develop out skills together?
- When?
o In the classroom
- How?
o Relationships are key
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Lecture nine: developing a community of learners across the early years and classroom. Section a essay (15 marks: good plan = good essay, good conclusion, write it as simply as you can to say what you want to say. Section b short answer x 3 (3x5 marks) 5 topics, choose 3: 1-2 pages. In the classroom: relationships are key, safety. What you think about literacy is critical. Narrow view = reading, writing, spelling, listening. It is about the 21st century: exciting, engaging, we write a program accordingly. Balanced approaches include: reading to students for sheer enjoyment, modelled reading/writing and explicit teaching, shared reading and writing, language experience, guided/directed reading and writing, book discussion groups/ co-operative learning, research and writing. As a teacher: purposeful lessons, enjoyment and enthusiasm, help develop a positive attitude to reading/writing indeed to learning, use literary language, build awareness of different genres, extend vocabulary, fluency of expression.
