My
mantra (motivating chant) has always been, “All new literacy learning happens
within continuous print, all new literacy learning happens within continuous
print” therefore the biggest surprise, since continuing my role as a consultant
in schools (2017), has been that teachers are not using BIG print (whole class
can view) to show how words work, to demonstrate how sentence structures allow
meaning to develop. Children are not exposed to all those wonderful ideas in
Big print nor are they instructed in what comprehension strategies to put in
place to make meaning of an author’s ideas.
Modelled reading,
listening to a parent/carer reading story books, is part of a child’s early
reading. The music of language and the drama of ideas are infused in picture
books and are forwarded through expressive reading and the asking of questions,
commenting and the giving of explanations at appropriate times. The child enters
an inventive world beyond their daily experiences. Adult readers introduce
language and ideas that children could not read alone and may not be able to comprehend alone.
When children
begin school their experiences of similar-type readings continue. Schools are
fortunate to have Big books, which are written and illustrated by excellent authors
and artists. Big books for early readers contain interesting language, alliteration,
rhyming, speech-like language, onomatopoeia (sounds of animals) and visual
representation of the ideas that children can relate to. Because the stories
are so stimulating, children want repeat readings of the narrative, poem, prose
or information.
As children
become more experienced readers (and writers), Shared or modelled Reading does
not stop. Instead readers are exposed to more complicated texts – language
structures are not always the speech-like language they have been used to as a
young reader. Sentence structures change from the personal, “I like to play football’
to more abstract, nominalised forms (see BLOG February, 2016), ‘Football is the
favourite sport of many Australians’. With the change to more unknown
vocabulary (consider historical and scientific language as examples) and the
making of varied sentence structures (from simple to compound, to complex as
examples), teachers, before children independently read (or write) deconstruct
big print texts, either Big Book form or pieces shown on Interactive White
Board to show children how meaning is made).
There is so much
learning that happens during direct instruction, Shared Book reading. Readers
become aware of significant words that convey important ideas and concepts. They
experience wide vocabulary and become aware of context clues associated with
vocabulary and grammar, relationships and events; this knowledge allows
children when reading independently, to anticipate what will come next in a
story (or information).
The wonder of
having Big Books as models during Shared Reading is that teachers’ questioning
can be directed to individual children’s learning requirements as well as
focusing on class learning. For example, a child in the class whose
understanding needs to be improved would respond to the teacher’s question,
‘Johnny, what do you visualize and infer when I read, ‘The man reading the
paper…’ The class learning focus, for example, the relevance of word parts and
how they ascertain meaning can be highlighted initially by the teacher
isolating certain words for examination, followed by the class forming
discussion groups (Think, Pair, Share) where they discuss the different
meanings, the root word and the addition of affixes. Not only are you promoting
active engagement by all children, you are differentiating learning in this
whole class scenario.
For the class,
the teachers’ first reading of Big print is the listening of the story and
viewing the visuals. The next day’s reading of the same book could be exploring
the language, for example, isolating the phrase, clause and sub-clause. The
next day phrases and clauses are moved around. The fourth day question phrases
are examined, “What time is it?” and the answer reveals two clauses, “The time
is 10 o’clock, it is time for a snack.” The fifth day a circle activity has the
children reading cards and classifying phrases, clauses and subclauses
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As Marie Clay
in ‘Talking, reading and writing’
(article in the Journal of Reading Recovery, Spring, 2004 V.3 no 2),
advocates,
…teachers anticipate unfamiliar usage for
readers (and writers) that may inhibit their independancy. Teachers begin with showing models,
deconstructing models and connect the new learning to familiar contexts –
talking reading and writing.
Learning new language begins with a model begin shown, [then moves
to] re reading experimenting in
different context (e.g. writing or activity).
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Shared writing is
a scaffolding approach specifically directed at showing how writing happens. As
a teacher in the classroom, I would share write, for example, a whole story or
a report. The children would share their ideas and I would write them on a
large sheet of paper. Some children would take my pen and write their thoughts
on the model. Every day, we would reread the story or report already written and
add to it. Note, that I would accept children’s ideas to a point. If they
needed to be reworded I would do so, “Think about making that sentence clearer.
Would it be better to write…?”
I have learnt, as a consultant, that in the
higher grades, adaptations are made to the share writing process. Teachers tend
to share write parts of a text, parts that allow children to learn a concept
before they independently write. For example, if the aim is for children to
write a knowledgeable exposition, shared writing of varied important aspects
happens. You could begin with modelling
varied exposition introductions. The teacher may write how auxiliary/modal
verbs could, might are part of exposition
writing. Rather than listing verbs, show specific examples, sensing verbs, think, believe, saying verbs, persuade, argue are part of exposition
writing. During shared writing, phrases/connectives, in addition, another reason, in
conclusion, ‘there are reasons why…’ and adverbs, I strongly agree and adjectives, this is the worst outcome, a better
outcome would be … are modelled.
As with Shared
Reading, shared writing is not a one-off session, concepts and language are
reinforced for a week, at least. And like Shared Reading, you keep to the focus
but examples are varied each day and practised during independent activities.
What I see as the way effective way literacy learning happens Liz
Simon 2017
Scaffolding/explicit
teaching components and shifting responsibility to the student
This pedagogy is predicated on Lev Vygotsky’s (1978) notions that
children are taught by a more
knowledgeable other; support is given
during the learning process and the zone
of proximal development is where new learning begins. Constituent phases of
developmental learning (scaffolding) is developed by Pearson, PD &
Gallagher, MC.1983. Instruction of
Reading Comprehension. Contemporary Education Psychology 8: 317-344,
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Teacher provides maximum
support
SCAFFOLDING
Focussed, in-context
instruction (generally continuous print) given when new concepts and skills
are first introduced.
(Generally
whole class)
Shared
Reading – (big print, Interactive W.B.) reading for enjoyment, comprehension,
developing ideas. New learning such as decoding concepts of print, letters,
punctuation, words, functional grammar, genre constructions, accompanying
language. Part of decoding is learning strategies to problem solve.
Modelling
– deconstructing. Yrs R-7
Read
Aloud – comprehension.
Yrs
Rec – 7. Approx. 20 mins
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Guidance
Subsequent -
constructivist approach, learning is active; new knowledge built on learner’s
existing knowledge – specific concepts, skills practised, building
competency.
(Groups,
individual)
Guided
Reading – instructional, making connections, prior knowledge, strategies -
levels
Independent
activities/tasks, participate and practise concepts learned in Shared reading
and writing, skill practised using a range of modes, revisiting of specific
concepts, Yrs R-7.
Research
skills, Information process, study skills are practised – Yrs 3-7
Interacting
with teacher and peers e.g. conferencing, discussion groups, blogs, using
reliable ICT sites,
Yrs
2-7
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Independent
Moving to
independence, analytical phase, problem solving, creating.
(Groups or
single)
Independent
Reading – pleasure,
Yrs
R-7
Research
/ assignments - Yrs 3-7
Independent
Writing for various purposes, audiences
Independent
Research – presentations Yrs 3-7
Reciprocal
teaching – non-fiction.
Yrs
3-7
Book
Clubs – fiction.
Yrs
3-7
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Shared
Writing – joint
construction
of texts (all elements that are part of Shared Reading). In this learning
scenario, encoding happens. Yrs R-7
Interactive
writing – for Rec, delayed learners, disabilities. Small books are made from
class writing and become part of child’s reading.
Read
Aloud – comprehension, appreciation.
Yrs
Rec - 7
‘Hooking’
stimulating entry into new learning topic or Inquiry (e.g. multi-media,
excursion). Yrs Rec-7
Demonstrating
research skills – e.g.
headings, key words
Yrs
3-7
Information
process – define,
locate, select, analyse, transform, organize, synthesize, presentation,
evaluation
(Liz Simon,
Bringing Critical Thinking Alive, 2010, Hawker Brownlow) Yrs 3-7
Study
skill development – scanning,
skim reading, note taking, summarizing, annotating (Liz Simon,
Brining Critical Thinking Alive, 2010, Hawker Brownlow) Yrs 3-7
Presentation
construction, language. Yrs 2-7
Emphasis: learning strategies, for problem
solving, for making meaning
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Emphasis:
using prior knowledge, strategies, for problem
solving, for making meaning
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