ED2631 Lecture Notes - Lecture 1: Australian Curriculum, Oliver Jeffers, Pamela Allen
English 2: Reading and Viewing
Tutorial One – Week
Introduction to English 2
• Session Focus
o KWL – Teaching Reading
o Reading procedures – first steps reading resource book
o Demonstration – ‘reading students’ procedure
o ‘Reading to students’ practice
o Placement activity – focus on defining literacy
o Using reading response journals
o Reading a picture
• Book
o It’s a Book by Lane Smith
o Max by Bob Graham
o The Best Beak in Boonaroo Bay by Narelle Oliver
o Alexander Outing by Pamela Allen
o “Lets get a pup!” by Bob Graham
o How to Catch a star by Oliver Jeffers
o Peach and Blue by Sarah Kilborne
• KWL Chart
o What do you already know about teaching reading?
▪ Ask questions about ‘What do you think is going to happen’
▪ Use tone and accents – Expression
• Sounds
▪ Reading Books to them
▪ Examples
▪ Phonics
▪ Takes time
▪ Points at each word
▪ Emphasise punctuation
▪ Reading strategies
▪ Be concise
▪ Create a balanced reading program for each student
▪ Be explicit
▪ Foster reading for enjoyment as well as reading for learning
▪ Develop skills – critical thinking
▪ Being able to analyse
o What do you want to know about teaching reading?
▪ How to teach reading
▪ Recourses to use
▪ Activities to use, and ones to avoid
▪ How to make more engaging recourses for certain age levels
▪ How to cater for students with learning disabilities
• Reading Process
o Semantic
o Graphophonic
o Visual
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2
o Semantic
o Grammatical
• First Steps Reading Procedure
o Reading to students
1. Modelled Reading
2. Language Experience
3. Shared Reading
4. Guided Reading
5. Book Discussions Group
6. Independent Reading
• Gradual Release of Responsibility Model
o What is it?
▪ Scaffolded instruction, or the gradual release model, is broadly recognized as a successful
approach for moving classroom instruction from teacher centered, whole group delivery to student
centered collaboration and independent practice.
• Allows for optimal learning
▪ Sometimes referred to as “I do it, we do it, you do it,” this model proposes a plan of instruction
that includes demonstration, prompt, and practice.
▪ This graphic, from the work of Doug Fisher and Nancy Frey (2007), takes the model a step further
by defining the specific stages in greater detail.
▪ Taken as a whole, the triangles represent the mentoring relationship and two-way interaction
between the teacher and student. At the beginning of a lesson or when new material is being
introduced, the teacher has a prominent role in the delivery of the content. This is the “I do” phase.
▪ But as the student acquires the new information and skills, the responsibility of learning shifts from
teacher directed instruction to student processing activities. In the “We do” phase of learning, the
teacher continues to model, question, prompt and cue students; but as student move into the “You
do” phases, they rely more on themselves and less on the teacher to complete the learning task.
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