Early+Years+Teaching+Practice

1. The teacher read a harder book to a group of ‘better readers’ using great expression and asking many questions to get the children to think very deeply into the story 2. The teacher was able to model more difficult vocabulary and syntax models and provide meanings which the students may not have heard before || - The observations were very similar to Hills description of modelled reading, the teachers all read books out loud to their classes from a range of different text types narratives and factual texts that were pitched at a higher level than the students could read independently. || 2. The teacher showed the children how writers use words to explore and record ideas 3. The teacher expresses how they would write their story with plenty of enthusiasm and expression || - The observations were very similar to Hill as the teachers demonstrated various purposes for writing such as when the teacher showed the children how writers use words to explore and record ideas on the whiteboard. || 1. Students were encouraged to participate in the reading of a repetitive section of a big book 2. One teacher worked with a group of students on techniques for solving unfamiliar words while reading 3. Students read along with their teacher for the first few chapters of a big book || - Most of the observations were similar to Hill as the teachers and students read the book together and in some parts just the students read, as Hill stated, ‘the children can participate in various ways’ (Hill, 2006 p.73) -One different approach involved one teacher reading the whole book to her group of students without their participation but then teaching them ‘how to solve problems in identifying various words’ (Hill, 2006 p. 73) || -One difference was observed; the teacher only used the pen for this part where as Hill states, ‘the children interact with the teacher by sharing the pen’ (Hill, 2006 p.88) || 1. The teacher asked students to read a book on their own after having a brief discussion of the book which was slightly beyond their reading ability. 2. One observation saw students doing guided reading on the computer where the computer reads the book along with the child || -The approach had a few similarities to Hill as the teachers had groups of 4 to 6 children and had a brief discussion about the book with the students before reading it, as Hill describes the ‘teacher prepares the children to use a range of problem-solving strategies’ (Hill, 2006 p.80) - This approach was different when students did guided reading on the computer and had the computer read to them instead of the teacher, as Hill (2006) states ‘guided reading involves a teacher’. || 1. The teacher gave a short demonstration on how to write a particular text which the children later copied. 2. The teacher guided a group of 10 students through answering comprehension questions about the text she had just re-read to them. 3. The teacher asked students to finish off some sentences she had started about the book || - This approach had a similarity with Hill when the teacher gave a short demonstration on how to write a particular text type and when the students had to finish off a sentence that was started for them - This approach had a difference to the model outlined by Hill when there were 10 students in a group for guided writing instead of ‘individuals of small groups of children’ (Hill, 2006 pg. 88) || 1. After reading a book the students were asked to write the main events in sequential order 2. One group had to write about what they had read 3. The students answered comprehension questions about the book just read to them || - The observations were very similar to Hill’s description of independent writing as the students got the chance ‘to build fluency and motivation’ and ‘express ideas’ while they did their writing tasks (Hill, 2006 p.88) ||
 * __ Early Years Teaching Practice __**
 * **__ Definition of Approaches __** ||  **__ Examples from Observations __**  ||  **__ Similarities & Differences __**  ||
 * - **//Modelled Reading-//** occurs when ‘the teacher models how to read by reading aloud to the class from a range of text types.’ (Hill, 2006 p.73) || In all 5 observations the teacher read a big book to the students
 * - **//Modelled Writing//-** occurs when ‘ the teacher writes on a whiteboard or chart showing how a writer uses words, sentences and text types to record ideas.’ (Hill, 2006 p.87) || 1. The teacher wrote a few sentences on the white board after reading the book
 * **// - Shared Reading //** - ‘Shared reading or shared book experience is where enlarged books are used to explore the conventions of print and the reading process. It is usually a whole-group activity and, although it is led by the teacher, the children can participate in the reading in various ways.’ (Hill, 2006 p.73) || This approach was observed in 4 of the classrooms
 * - **//Shared Writing//**- ‘Shared writing is usually a whole-group activity where the teacher leads the class in exploring ways to write various text types, construct more complex sentences and check spelling and grammar.’ (Hill, 2006 p.88) || 1. The teacher asked students to finish off some sentences she had started about the book they had just read || - This approach had a similarity with Hill when the teacher asked the students to finish off a sentence. According to Hill this is when the teacher ‘leads the class to explore ways to write’ (Hill, 2006 p.88).
 * - **//Guided Reading//**- ‘involves a teacher working with a group of 4 to 6 children reading individual copies of the same text. ’ (Hill, 2006 p.80) || 4 out of 5 observations included this approach
 * - **//Guided Writing//**- ‘involves individuals or small groups of children writing a range of text types. The teacher may provide short mini lessons to demonstrate a particular aspect of text type, grammar, punctuation or spelling.’ (Hill, 2006 p.88) || 4 out of 5 observations witnessed guided writing
 * **// - Independent Writing //** - ‘The purpose of independent writing is to build fluency and motivation, and is a time to express ideas and experiment. Independent writing provides chances for using different text types and encourages children to investigate and practise a variety of written forms.’ (Hill, 2006 p. 88). || This approach was observed in 4 out of 5 classrooms