Evidence 2 5 Edu340
Evidence 2 5 Edu340
Evidence 2 5 Edu340
Strategies
Oral Language, Written Language and Reading
~ Jessica Gorman ~
Introduction
This portfolio is a comprised collection of teaching strategies that assist in
teaching oral language, written language and reading. English is important for all
students to understand and comprehend as well as being the basis for all
communication means. To further develop and attain growth in English, students
will need to understand and have knowledge on key concepts and ideas. Without
key concepts and aspects, the English language will be difficult to understand
and students may struggle with other areas of the curriculum.
The National Australian Curriculum document outlines that teachers need to
ensure they are providing a balanced English curriculum allowing every student
maximum opportunities for success. In this portfolio many teacher friendly
strategies can be adapted to suit a wide variety of ages and student needs. This
portfolio has the ability to adapt to other curriculum areas to maximise its
efficiently.
These strategies are categorised into three sections, oral language, reading and
written language. Each strategy describes cueing systems and lists the
processing strategy. These strategies are easily adapted to suit all year levels in
primary school including prep to year 3.
To easily identify the difference between Meaning (M), Syntax (S) and Visual (V)
through the teaching strategies they will be highlighted in colour blue. The
difference of Text (T), Word (W) and Letter (L) language will also be distinguished
by the colour blue.
Table of Contents
Oral Language
Think, Pair, Share
Open- Mind Portraits
Choral Reading
Tea Party
Guided Reading
Grand Conversation
Readers Theatre
Written Language
KWL Chart
Word Wall
Quick Writing
Word Ladder
Writing Groups
Learning Logs
Word Making
Reading
Hot Seat
Double Journal Entry
Cloze Procedure
Five Fingers
Schema Story
Literacy Circles
Muddled Up Sentences
Oral Language
Share: Students are then asked by the teacher to share their combined answers
to the class.
Rationale:
This encourages student participation and time for students to formulate their
answers. This strategy allows the students to have think time which increases
the quality and depth of the answers. Allowing students to form an answer with a
partner will increases their confidence when answering in the whole class
situation.
Procedure:
Processing Strategies:
Comprehending
Modes of Communication:
Written
Oral
Reading
Cueing Systems:
Meaning (M)
Syntax (S)
Visual (V)
Comment:
When pairing the students up you would ideally put students that may
need more assistance with students that will understand the topic and be
able to give advice and guidance on the topic.
Example:
Text (T)
Word (W)
Letter (L)
areas. Students could be asked to talk about items that float or items that
sink.
ACARA Link:
Discuss the characters and settings of different texts and explore how
language is used to present these features in different ways (ACELT1591)
Create events and characters using different media that develop key
events and characters from literary texts (ACELT1593)
Reference:
www.cristinatacata.wordpress.com
Explanation:
The Open Mind Portraits teaching strategy helps students by making them
think more deeply about a character and analysing things from the
characters view point. The strategy is made up of two parts the portrait
page and the Thinking page. So that student have practice at language,
the students can be asked to explain their thinking and reasoning for their
drawings.
Rationale:
Procedure:
Make a portrait of the character- students can use colour and labels to
details features of a character (drawing the facial features)
Student details the thinking page- on the same cut out image students
detail the character thinking during the particular focus segment.
Students can draw or make short notes to detail their thinking
Students will then talk to peers about their drawings and how the
Portrait page and the Thinking page relate to the story.
Processing Strategies:
Make Sense
Make Connections
Summarise
Modes of Communication:
Written
Cueing Systems:
Oral
Reading
Mean
ing
(M)
Synt
ax
(S)
Visua
l (V)
Text
(T)
Word
(W)
Lette
r (L)
Comment:
This
strategy is
versatile
across lower and upper primary. It provide two (2) means of showing
student explanation and how they interpret and make meaning.
Example:
Teachers could implement this strategy with lower primary students and
make observations as a formative assessment task. Students have the
opportunity to express their thought process through two (2) means of
assessment.
ACARA Link:
Reference:
www.prezi.com/hlpmosywbzy8/open-mind-portrait-strategy/
www.thefreelibrary.com
www.pdst.ie/sites/default/files/latest_1.pdf
Choral Reading
Explanation:
Choral reading is when all members of the class are reading aloud the
same piece of text at the same time.
Rationale:
Procedure:
As a class or small group read the assigned passage so students are not
singled out or left behind. Read only small sections of texts so it does not
confuse students or make the task complicated. As students become
confident and competent, students read a line of a passage at a time to
the class. There are four (4) different activities that can be used in choral
reading.
Echo Reading: A nominated leader reads a line from the passage and as a
group the students repeat it.
Leader and Chorus Reading: The selected reader will read the main parts
of the passage and the rest of the students in the class read the other
parts.
Small-group Reading: Students divide into small groups and read equal
parts of the story to the group. (line at a time, paragraph at a time)
Cumulative Reading: One student will read the first line of the passage or
text and every line after students join in to create a cumulative effect.
Processing Strategies:
Attending
Cross Checking
Self- Correcting
Searching
Comprehending
Confirming
Predicting
Modes of Communication:
Written
Cueing Systems:
Oral
Reading
Meaning (M)
Syntax (S)
Visual (V)
Text (T)
Word (W)
Letter (L)
Comment:
Modifications can be made to suit any year level or reading ability group. A
range of text can also be used to keep the task interesting and engaging
for all students. Students can be split into reading levels and be guided by
their ability to read. Students at a higher reading level can do longer
lengths of reading whereas lower level readers can read a sentence at a
time.
Example:
Students read the story Wombat Stew and together as a small group
read the story. This book is fairly simple for students of year 3; however it
will cater for those students of a lower reading level.
ACARA Link:
Reference:
www.readingrockets.org
Tea Party
Explanation:
Each student has a card with an excerpt from a story, informational book,
or content-area textbook. They walk around the class reading they card to
other classmates and discussing.
Rationale:
This is most often used to familiarise students with new texts and
vocabulary whilst practicing their reading skills.
Procedure:
Processing Strategies:
Attending
Searching
Predicting
Comprehending
Self- Correcting
Cross- Checking
Modes of Communication:
Written
Cueing Systems:
Meaning (M)
Syntax (S)
Visual (V)
Oral
Reading
Text (T)
Word (W)
Letter (L)
Comment:
Example:
Students use their own knowledge about words and create their own
personal vocabulary words on their cards. It will also include the meaning
of the word and detailed illustrations. Students then discuss words they
have created along with its meaning to the
rest of the class. Students will become more familiar with the words as
time progresses.
ACARA Link:
Plan and deliver short presentations, providing some key details in logical
sequence (ACELY1677)
Reference:
Guided Reading
Explanation:
Teachers sit with a small group of students at roughly the same reading
stage and help guide their individual reading. By observing the students,
the teacher can learn the different strategies the students are using tor
reading. As teachers we know that students learn at different rates and by
spending one on one time with individuals it can increase more efficient
reading in the classroom.
Rationale:
Procedure:
1.
2.
3.
4.
Processing Strategies:
Predicting
Comprehending
Attending
Searching
Self- Correcting
Modes of Communication:
Cueing Systems:
Meaning (M)
Syntax (S)
Visual (V)
Comment:
This strategy would prove effective in all year levels. Students who are
new to reading or need more guidance with reading have the opportunity
in this strategy. Students will feel more comfortable reading aloud in a
small group environment.
Written
Reading
Oral
Text (T)
Word (W)
Letter (L)
Example:
Students read story aloud in group and to advance students they could
swap book within their reading level ability.
ACARA Link:
Grand Conversation
Explanation:
Rationale:
Procedure:
5.
6.
7.
8.
Processing Strategies:
Predicting
Comprehending
Attending
Confirming
Processing
Modes of Communication:
Written
Cueing Systems:
Meaning (M)
Syntax (S)
Visual (V)
Oral
Reading
Text (T)
Word (W)
Letter (L)
Comment:
This strategy would be effective with any grade level, however the more
depth that the story has the greater the conversation will be. Using a ball
to pass around the class room is a great way of allowing one (1) student to
talk at a time. The strategy will be varied to how students are feeling, their
thoughts and beliefs and social and cultural values.
Example:
Students can examine the text Wombat Stew and have a small
discussion on the animals and setting. Students can discuss what other
types of animals could be used instead.
ACARA Link:
Reference:
Readers Theatre
Explanation:
Rationale:
Readers Theatre provides students with valuable oral reading time, and
encourages them to practice their expressive reading.
Procedure:
1. Select a script.
2. Rehearse the reading.
3. Stage the reading.
Processing Strategies:
Predicting
Comprehending
Attending
Searching
Cross Checking
Self- Correcting
Modes of Communication:
Written
Cueing Systems:
Meaning (M)
Syntax (S)
Visual (V)
Oral
Reading
Text (T)
Word (W)
Letter (L)
Comment:
Place students in groups of their reading abilities and select a script that
suits the abilities. Have students rotate and take turns of being all of the
characters in the story or text.
Example:
Students read a well-known fairy-tale story such as The three little pigs,
Goldilocks and the three bears or Snow white and the seven dwarfs
and each student has the opportunity to be that character. Students read
aloud and take on the role of their character. Students take on the
personality and type of voice that the character may have.
ACARA Link:
Reference:
o
o
o
o
o
o
o
o
o Written
Language
Word Making
Learning Logs
Writing Groups
Word Ladder
Quick Writing
Word Wall
KWL Chart
K W L Chart
Explanation:
Students draw a table with three columns. Students write the headings,
what I know, what I want to know and what I have learnt. Teachers
may use this at the start of a topic to gain knowledge from students. This
forms the basis of many lessons and allows the teacher to plan according
to students knowledge, interest and queries.
Rationale:
Procedure:
Processing Strategies:
Comprehending
Modes of Communication:
Written
Cueing Systems:
Meaning (M)
Syntax (S)
Visual (V)
Comment:
Oral
Reading
Text (T)
Word (W)
Letter (L)
Example:
Students will discuss living and unloving things in the world that surrounds
them. Students will create a KWL Chart to formulate their thoughts and
ideas.
ACARA Link:
Identify
some features of texts
including
events and characters and
retell events from a text (ACELT1578)
Use comprehension strategies to build literal and inferred meaning about
key events, ideas and information in texts that they listen to, view and
read by drawing on growing knowledge of context, text structures and
language features (ACELY1660)
Reference:
https://www.msu.edu/course/cep/886/Reading
%20Comprehension/7Learn_Serv_Proj_KWL.html
www.readingeducator.com
Word wall
Explanation:
Word walls are collections of words that are placed in the classroom so
that students can refer to them in word study activities and theyre
writing.
Rationale:
Word Walls help students to recognize and spell high frequency words and
other words that are relevant to them. Word Walls also provide reference
support for children during reading and writing activities.
Procedure:
1. Prepare a blank word wall with the letters of the alphabet as headings.
2. As a class think of important words that should go on the wall.
3. Use the word wall for referring to in writing and word activities.
Processing Strategies:
Attending
Cross Checking
Self- Correcting
Modes of Communication:
Written
Oral
Reading
Cueing Systems:
Meaning (M)
Syntax (S)
Visual (V)
Text (T)
Word (W)
Letter (L)
Comment:
This strategy is great for students who struggle with frequent sight words
and helping students become familiar with the words. Students will have
the opportunity to see the word on a daily basis and become confident
with using these words. Students will then be able to demonstrate their
ability to use these words in reading and writing tasks.
Example:
Students will list words starting with the start of the alphabet working their
way to the end of the alphabet. Student will build upon their vocabulary
knowledge and use words they werent confident using before. Word walls
create an avenue for independence in the classroom where students can
find a word independently without asking fellow students or teachers.
ACARA Link:
Know that spoken sounds and words can be written down using letters of
the alphabet and how to write some high-frequency sight words and
known words (ACELA1758)
Explore differences in words that represent people, places and things
(nouns, including pronouns), happenings and states (verbs), qualities
(adjectives) and details such as when, where and how (adverbs)
(ACELA1452)
Reference:
www.readingrockets.org
www.abcteach.com
www.theschoolbell.com/Links/word_walls/words.html
Quick Writing
Explanation:
Rationale:
Procedure:
Processing Strategies:
Confirming
Attending
Fluency
Modes of Communication:
Written
Oral
Reading
Cueing
Systems:
Meaning
(M)
Syntax (S)
Visual (V)
Text (T)
Word (W)
Letter (L)
Comment:
This
given
the
will be
Example:
strategy will be
a set time from
teacher. Students
monitored and
assessed by the
teacher in the task to further assist in one on one teaching.
ACARA Link:
Reference:
www.readingrockets.org
www.nrhs.nred.org/www/nred_nrhs/site/hosting/LiteracyWebsite/LiteracySt
rategyTemplates/Quick_Write_description.pdf
www.teachers.scholastic.com
Word Ladder
Explanation:
Word ladders are games where students change one word into another
through a series of steps, altering a single letter or sound at each step.
Rationale:
Word ladders can help student with their phonics, spelling and vocabulary
skills.
Procedure:
1.
2.
3.
4.
Create the word ladder. Use 5 to 15 words and write clues for each.
Equip the students with whiteboards or paper.
Do the word ladder.
Have a class discussion about the words they have written.
Processing Strategies:
Attending
Searching
Predicting
Comprehending
Self- Correcting
Modes of Communication:
Written
Cueing Systems:
Meaning (M)
Syntax (S)
Visual (V)
Comment:
For students struggling with the concept you may need to do different
levels of difficulty in order for the students that need assistance to
succeed. Students may need to be split into reading abilities and be given
different word ladders to solve. This will be beneficial to the students as
they are learning in their correct zone of proximal development and keep
student engaged and actively on task.
Example:
Students have a list of words to find the initial/ medial/ final sounds of the
words. Students will need to understand types of words associated with
the last few sound/ letters shown in the word.
Oral
Reading
Text (T)
Word (W)
Letter (L)
ACARA Link:
Reference:
www.readingrockets.org
www.dltk-kids.com/type/word_ladders.htm
Writing Groups
Explanation:
Students are placed in groups to discuss with their classmates their piece
of writing. Students give feedback and provide possible improvements
that could be made to the students work.
Rationale:
By receiving feedback on their writing student learn how they can improve
their writing so it can communicate their message clearly. Whilst they are
giving feedback they are reinforcing their own writing knowledge, which is
helping their writing. Students give 2 positive comments and 1 comment
of improvement. This provides students with a goal of what to work
towards and improve.
Procedure:
1.
2.
3.
4.
Processing Strategies:
Predicting
Comprehending
Cross Checking
Self- Correcting
Modes of Communication:
Written
Cueing Systems:
Meaning (M)
Syntax (S)
Visual (V)
Oral
Reading
Text (T)
Word (W)
Letter (L)
Comment:
Students give fellow peers feedback based on a criteria. The teacher may
pose multiple questions on a white/ smart board for students to choose
one and talk about. This gives the students some guidance on what to
give feedback on but also gives students the freedom to express their
ideas and thought on other students work. Students must be encouraged
to be positive and be non-judgemental about other students written work.
Example:
Students write a diary or journal entry about what they did on the
holidays. Depending on ability level students write between 1- 2 pages.
Teacher writes a variety of questions on the board for students to critic. As
students finish the task they swap books with another student and give
feedback in response to questions the teacher has placed on the board.
ACARA Link:
Reference:
http://olc.spsd.sk.ca/DE/PD/instr/strats/logs/index.html
www.web.cecv.catholic.edu.au
www.ttms.org/writing_strategies/writin_strategies.htm
Learning Logs
Explanation:
Rationale:
Learning logs can be used in any subject area to help the student to
understand information, or they can be used as a piece of work that is
assisting in the students writing abilities.
Procedure:
1. Set a time where the students will write in the log. (Weekly or Daily)
2. Allow students to write freely during this time.
3. Collect books and analyse problem areas, concerns or improvements.
Processing Strategies:
Predicting
Comprehending
Cross Checking
Self- Correcting
Attending
Searching
Modes of Communication:
Written
Cueing Systems:
Meaning (M)
Syntax (S)
Visual (V)
Oral
Reading
Text (T)
Word (W)
Letter (L)
Comment:
Example:
Questions:
ACARA Link:
Reference:
http://olc.spsd.sk.ca/DE/PD/instr/strats/logs/index.html
www.decd.sa.giv.au/assessment/files/pages/strategies/Learning_Logs.pdf
www.learninglogs.co.uk
www.glencoe.com/sec/teachingtoday/downloads/pdf/learning_logs.pdf
Word Making
Explanation:
The Making Words Strategy can take on a number of differing formats and
provide differing degrees of difficultly for students. The teacher will select
a group of differing letters and then challenge that student to build words.
The student will then record all the letters used to make the word and
combined the sounds to articulate the word.
Rationale:
The Making Words teaching strategy will help struggling students to make
connections between sounds, letters and the structure of words. This
strategies main focus is to assist a students recognition of initial, medial
and final letters/parts of a word. Depending on the students literacy
development level, the words created will vary.
Procedure:
Processing Strategies:
Predicting
Comprehending
Cross Checking
Self- Correcting
Attending
Searching
Modes of Communication:
Written
Cueing Systems:
Meaning (M)
Syntax (S)
Visual (V)
Oral
Reading
Text (T)
Word (W)
Letter (L)
Comment:
Teachers must place students into appropriate ability levels to create a fair
playing field. This strategy can be completed on an individual level, small
group or whole class.
Example:
ACARA Link:
Reference:
www.readingrockets.org
www.creatingreadersandwriters.blogspot.com
o Reading
Muddled Up Sentences
Literacy Circles
Schema Story
Five Fingers
Cloze Procedure
Double Journal Entry
Hot Seat
Hot Seat
Explanation:
Students take on the role of a character from a story that has been read in
class. The student in the Hot Seat answer questions from their peers and
presents their own representation of the character.
Rationale:
Procedure:
Processing Strategies:
Searching
Predicting
Comprehending
Modes of Communication:
Written
Cueing Systems:
Meaning (M)
Syntax (S)
Visual (V)
Comment:
Example:
Oral
Reading
Text (T)
Word (W)
Letter (L)
This strategy will work best in a lower grade classroom and using
storybooks with a large variety of characters. The story Who sank the
Boat written by Pamela Allen would be a great example for students in
lower primary. It allows for students to take on the role as animals with the
opportunity of being creative and dressing up.
ACARA Link:
Discuss the characters and settings of different texts and explore how
language is used to present these features in different ways (ACELT1591)
Discuss different texts on a similar topic, identifying similarities and
differences between the texts (ACELY1665)
Understand that language can be used to explore ways of expressing
needs, likes and dislikes (ACELA1429)
Reference:
www.dramaresource.com/strategies/hot-seating
www.learningpt.org/literacy/adolescent/strategies/hotseat.php
Double-Entry Journals
Explanation:
Students have a page divided into two columns, in one column they write
a quote from the selected text, in the other one they reflect on the quote.
Rationale:
Procedure:
1.
2.
3.
4.
5.
Processing Strategies:
Predicting
Comprehending
Modes of Communication:
Written
Cueing Systems:
Meaning (M)
Syntax (S)
Visual (V)
Comment:
Oral
Reading
Text (T)
Word (W)
Letter (L)
Children may need prompting about quote that they could write or topics
that they could discuss.
Example:
ACARA Link:
Reference:
Cloze Procedure
Explanation:
Rationale:
This reading strategy has the key focus of determining a students syntax
and semantic ability. This strategy is mostly used as an assessment tool of
a students reading ability.
Procedure:
1. Have a passage of text and go through and delete every fifth word.
2. Then structure the deleted words in a differing order at the top of the
passage.
3. Students are then presented with the passage and have to read through
and identify what word fits in which spot. The student will be successful
when the passage makes sense.
Processing Strategies:
Attending
Cross Checking
Self- Correcting
Confirming
Monitoring
Modes of Communication:
Written
Oral
Reading
Cueing Systems:
Meaning (M)
Syntax (S)
Visual (V)
Comment:
Text (T)
Word (W)
Letter (L)
Example:
ACARA Link:
Understand how texts are made cohesive through resources, for example
word associations, synonyms, and antonyms (ACELA1464)
Read supportive texts using developing phrasing, fluency, contextual,
semantic, grammatical and phonic knowledge and emerging text
processing strategies, for example prediction, monitoring meaning and
rereading (ACELY1659)
Reference:
www.bogglesworldesl.com/cloze_activities.htm
olc.spsd.sk.ca/DE/PD/instr/strats/cloze/
Five Fingers
Explanation:
Rationale:
Procedure:
Processing Strategies:
Attending
Cross Checking
Self- Correcting
Comprehension
Fluency
Modes of
Cueing
Systems:
Communication:
Comment:
Written
Example:
ACARA Link:
Oral
Meaning (M)
Reading
Schema story
Explanation:
Rationale:
Procedure:
1.
2.
3.
4.
Processing Strategies:
Predicting
Comprehending
Attending
Searching
Cross Checking
Self- Correcting
Modes of Communication:
Written
Cueing Systems:
Meaning (M)
Syntax (S)
Visual (V)
Comment:
For lower primary use pictures with the words which will assist students in
reconstructing the story. For older primary students increase the difficulty
in text and remove the images. This will increase a higher thought process
and give students the opportunity to draw their own images as part of an
extension task.
Oral
Reading
Text (T)
Word (W)
Letter (L)
Example:
ACARA Link:
Reference:
Literature Circles
Explanation:
Rationale:
Procedure:
1.
2.
3.
4.
Processing Strategies:
Predicting
Comprehending
Cross Checking
Self- Correcting
Modes of Communication:
Written
Cueing Systems:
Meaning (M)
Syntax (S)
Visual (V)
Oral
Reading
Text (T)
Word (W)
Letter (L)
Comment:
Roles for the students
could be discussion director, vocabulary enricher, summariser, and
investigator. To cater for diversity you could strategically place students
with particular students and be mindful of what sort of literature would
suit what group.
Example:
Students given a role (as above) in the group and be asked to take control
as their role suggests. Students wear a prop to determine their role in the
group and will be asked to rotate by the teacher on a small time frame.
This will allow for all students to try all four (4) roles.
Investigator: Glasses
ACARA Link:
Reference:
http://olc.spsd.sk.ca/DE/PD/instr/strats/logs/index.html
www.insideadog.com.au/teachers/literature-circles
www.abcteach.com.au
Muddled Up Sentences
Explanation:
Rationale:
Procedure:
Processing Strategies:
Predicting
Searching
Modes of Communication:
Cueing Systems:
Meaning (M)
Syntax (S)
Visual (V)
Comment:
Allow students to create a sentence and cut it up for their friend or class
buddy. This will give them the opportunity to discuss right or wrong
answers with their partner.
Example:
Students can be given sentences in relation to the topic of work they are
learning. Students will have the opportunity to bring prior knowledge when
constructing the muddled- up sentences. Students complete a worksheet
which can be used as a formative assessment task for teachers.
Written
ACARA Link:
Oral
Reading
Text (T)
Word (W)
Letter (L)
Reference:
www.readwritethink.org
www.roythezebra.com/literacy-worksheets.html
www.primaryresources.co.uk/English/englishB11.htm
www.readingrockets.org