predicting develops a content child’s knowledge and topic clarifying vocabulary questioning fosters meaningful dialogue summarising. among children helps children to develop skills in locating, recording, and organising information in preparation for writing. The Integrates speaking and listening, Through expanding and Language reading and writing through a written extending oral language based Experience text based on firsthand experiences. on their experiences, children Approach are supported to write about Through scaffolded talk, the these experiences. teacher/educator: The Language Experience supports a child to document Approach benefits many kinds experiences and ideas, using of learners. It is particularly familiar and expanded vocabulary beneficial for English as an models ways in which their Additional Language children. thoughts and words can be written down and later be read. Understanding the difference between spoken and written language is critical in the primary years of schooling. Literature Small group, peer-led book Rich conversations, Circles discussions that allow for authentic observations and wonderings conversations to take place about about texts are possible at all texts of mutual interest to the children year levels, including children who form the group. operating at the emergent literacy level to Level 2. In-class time is set aside both for independent reading of selected Teacher/educator support and books, and for literature circles/book involvement needs to be clubs to meet to discuss the text adjusted to reflect the child’s read. abilities and needs. Apart from familiarising children with scaffolds, teachers/educators could introduce the books and gently suggest aspects of each that the child might focus on. Close An approach to teaching Aim to develop ‘engaged Reading comprehension that insists children readers who are able to extract meaning from text by comprehend, compose, examining carefully how language is converse about, and evaluate used.
predicting clarifying questioning summarising. develops a child’s content knowledge and topic vocabulary fosters meaningful dialogue among children helps children to develop skills in locating, recording, and organising information in preparation for writing. The Language Experience Approach Integrates speaking and listening, reading and writing through a written text based on firsthand experiences. Through scaffolded talk, the teacher/educator: supports a child to document experiences and ideas, using familiar and expanded vocabulary models ways in which their thoughts and words can be written down and later be read. Understanding the difference between spoken and written language is critical in the primary years of schooling. Through expanding and extending oral language based on their experiences, children are supported to write about these experiences. The Language Experience Approach benefits many kinds of learners. It is particularly beneficial for English as an Additional Language children. Literature Circles Small group, peer-led book discussions that allow for authentic conversations to take place about texts of mutual interest to the children who form the group. In-class time is set aside both for independent reading of selected books, and for literature circles/book clubs to meet to discuss the text read. Rich conversations, observations and wonderings about texts are possible at all year levels, including children operating at the emergent literacy level to Level 2. Teacher/educator support and involvement needs to be adjusted to reflect the child’s abilities and needs. Apart from familiarising children with scaffolds, teachers/educators could introduce the books and gently suggest aspects of each that the child might focus on. Close Reading An approach to teaching comprehension that insists children extract meaning from text by examining carefully how language is used. Aim to develop ‘engaged readers who are able to comprehend, compose, converse about, and evaluate