Recent Changes

(Hill, S 2006, Developing Early Literacy: Assessment and teaching, Eleanor Curtain Publishing, Prahran)
A for Apple picture - http://ldt.stanford.edu/~yhkok/masters/learningproblem.htm
Picture cardcards picture -
ABC picture - http://www.englishrescue.com/content/phonics/index.php

When beginning to read, a child takes on four roles. Code breaker, meaning maker, text user, and text critic (Hill, 2006, pg 189). Code braeking involves understanding the alphabetic principle, phonemic awareness, letter knowledge and phonics. Meaning maker involves comprehending the text on a literal, interpretive and critical level. Text user deals with identifying the purpose and text type or genre of a book or text, whilst text critics evaluate the author's intentions and biases as well as the truth or accuracy of the information (Hill, 2006, pg 189). These four roles can make it easy for a teacher to plan teaching activities in shared book and guided reading.
When planning reading, teachers tend to use three stages for planning reading lessons, before reading, during reading, and after reading. Before reading the teacher usually connects the book to the student’s prior knowledge and interests. During reading the teacher will give a range of problem solving prompts to support the reader as they incorporate information from several sources; the syntax, meaning, sounds and letters. After reading the teacher will plan activities that use the four roles of the reader, which all work together in an included way (Hill, 2006, pp 184-189).
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(Hill, S 2006, Developing Early Literacy: Assessment and teaching, Eleanor Curtain Publishing, Prahran)
Picture - http://www.marlborough.k12.ma.us/schools/kane/home.html

Teacher Support in Reading and Writing
Different types of support are provided to students in reading and writing. The teacher provides the students with this extra guide so they are developing in the “zone of proximal development” (Hill, 2006, pg 89). The different types of support or activities can be teacher controlled or student controlled. Within teacher controlled situations the teacher provides maximum support and demonstrates to the children, whilst student controlled occurs as the child gains more control and learns to read and write independently (Hill, 2006, pg 72). In these kinds of approaches, the teacher is able to model, share, guide and encourage student independence in reading and writing. Some examples of these are, guided reading, shared reading, modeled reading, language experiences, modeled writing, language experiences, interactive writing, guided writing, independent writing, and shared writing.
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(Hill, S 2006, Developing Early Literacy: Assessment and teaching, Eleanor Curtain Publishing, Prahran)
Picture - http://www.pbs.org/parents/goingtoschool/what_1.html

{http://tbn0.google.com/images?q=tbn:rWzCb-m7EkeV_M:http://www.teach-nology.com/worksheets/misc/centers/spelling.gif}
(Hill, S 2006, Developing Early Literacy: Assessment and teaching, Eleanor Curtain Publishing, Prahran)
Education blocks picture - http://my.uen.org/c/portal/layout?p_l_id=PUB.58610.6
Children at spelling bee picture - http://www.med.nyu.edu/studentaffairs/orientation/events.html
Girl going to spelling bee picture - http://ascott67.wordpress.com/2007/02/

Comprehension is the capability to read and grasp the meaning or what is actually being said in the text. Decoding and comprehension are both necessary in reading (Hill, 2006, pg 207). In reading comprehension there are basically three elements involved; the reader, the text and the activity. Teachers need to clear several “roadblocks” before comprehension can begin. These include; building active involvement, holding attention, being persistent, taking time to reflect and being flexible (Hill, 2006, pp 190-195). Teachers can assess a child’s comprehension by asking them different questions and encouraging the child to retell the information they have learnt. Different comprehension activities can support children with learning how to gain meaning from what they read.
{http://z.about.com/d/homeschooling/1/0/c/s/whaleread.png}
(z.about.com/d/homeschooling/1/0/c/s/whaleread.png)
(Hill, S 2006, Developing Early Literacy: Assessment and teaching, Eleanor Curtain Publishing, Prahran)
Picture - http://homeschooling.about.com/od/freeprintables/ss/whaleprint_6.htm

{http://10ss.qtp.nsw.edu.au/ctj/images/Intro.jpg} Teachers planning
(Hill, S 2006, Developing Early Literacy: Assessment and teaching, Eleanor Curtain Publishing, Prahran)
Picture - http://10ss.qtp.nsw.edu.au/ctj/

{http://www.rourkeclassroom.com/friendly-phonics/images/phonics-bookspread.gif}
(Hill, S 2006, Developing Early Literacy: Assessment and teaching, Eleanor Curtain Publishing, Prahran)
Picture - http://www.rourkeclassroom.com/friendly-phonics/samples.html

Boy and girl picture - http://funtoreadlearntoread.googlepages.com/learningtoread-somethingsibelieve
Word picture - http://www.learningresources.com/
Black and white picture http://www.readingmatters.net/Uploads/Product/Fullsize/403.gif
Colourful picture (http://www.learningresources.com/images/en_US/local/products/detail/prod7187_dt.jpg)