EDU20001 - Assignment 2.docx - Running head ASSIGNMENT 2 ESSAY EDU20001 Developing Literacy Bree Harper 100934918 EDU20001 Developing Literacy

EDU20001 - Assignment 2.docx - Running head ASSIGNMENT 2...

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Running head: ASSIGNMENT 2: ESSAY EDU20001: Developing Literacy Bree Harper: 100934918 EDU20001: Developing Literacy Assignment 2: Essay Bree Harper 100934918 Swinburne Online University
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ASSIGNMENT 2: ESSAY EDU20001: Developing Literacy Bree Harper: 100934918 Through critical analysis, this essay aims to provide educators with knowledge and understanding of the relationship between reading and writing strategies with curriculum and policy for the early primary context. All reading and writing teaching strategies are based on the gradual release of responsibility model. Teachers are guided by this model as students move back and forth between these strategies based on their identified learning needs and abilities (Fellowes & Oakley, 2014). The two reading strategies that will be analysed are shared reading and guided reading. The two writing strategies that will be analysed are modelled writing and guided writing. The discussion will outline the particular aspects of reading and writing supported by each strategy, as well as the strengths and limitations. The key considerations teachers need to account for when adopting these strategies will be discussed and supported by examples from the Australian Institute for Teaching and School Leadership [AITSL] Australian Professional Standards for Teachers, the Australian Curriculum and other relevant curriculum and policy documents. A strategy that supports the teaching of reading is shared reading. During shared reading, the teacher will initially read an instructional levelled text and focus on pointing out features of the text to students, when the students become more familiar with the text they will read along ( State Government of Victoria, Department of Education and Training [DET], 2018a). According to Fellowes & Oakley (2014), the particular aspects of reading that are supported by this strategy include phonics, vocabulary, fluency, listening comprehension, oral language, phonological awareness and early concepts about print. According to the DET (2018a), shared reading supports phonological awareness by identifying syllables and showing how to isolate, blend, segment and isolate sounds. Shared reading supports fluency 2
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ASSIGNMENT 2: ESSAY EDU20001: Developing Literacy Bree Harper: 100934918 by “teachers demonstrating how to read at an appropriate rate, pinpointing punctuation and determining how it contributes to overall fluency” (DET, 2018a). Teachers can use shared reading to support vocabulary by finding new words, clarifying word definitions and looking for the meaning of words by demonstrating how to use a dictionary or iPad (DET, 2018a). The strengths of shared reading include “promotion enjoyments of text, demonstration of decoding and comprehension strategies, opportunities for teachers to expand students’ vocabulary and demonstration of how to use meaning, structure and visual information cues to assist reading” (DET, 2018a). Learning these reading skills and strategies will enable students to achieve the Year 2 content description read familiar and some unfamiliar texts
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