By Jeni Riley
This functional consultant considers the study facts that's had to tell enlightened perform, and provides concrete feedback and educating techniques for early years settings and school rooms. This accomplished ebook indicates the 'what,' the 'how,' and the 'why' of leading edge, artistic perform for educating language and literacy. the writer basically examines how youngsters discover ways to use either spoken and written language, and indicates the way to examine, plan and train for the powerful studying of conversing, listening, examining and writing. every one bankruptcy contains case reviews, studying and instructing feedback, and extra interpreting.
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Additional info for Language and Literacy 3-7: Creative Approaches to Teaching
Example text
The study aimed to adopt the following features of classroom interaction as an integral part of the intervention by providing: • • • • • opportunities for extended talk situations which require collaborative talk ground rules for task-orientated talk, for example, waiting and turn-taking support, guidance and encouragement, but not dominance, by the adult or teacher contexts which build on prior experience and enable new learning to occur. Su p porting Oracy in the Foun datio n Stage a n d Key Stage 1 27 In other words all the principles which support language learning that were discussed earlier in this chapter were built consciously into the intervention.
Closed questions tend to ask for information retrieval. Open questions: questions are said to be ‘open’ when more than one answer, or one way of answering, is appropriate. Open questions tend genuinely to be seeking information. At best they prompt new thinking and reaffirm that alternatives coexist. Spoken language will only flourish in an intellectually stimulating, activity-based, experience-rich learning environment. Conversation develops from the necessity to talk to ‘get things done’, to question, to establish issues of importance, to find out about things of interest, to express opinions and ideas.
At best they prompt new thinking and reaffirm that alternatives coexist. Spoken language will only flourish in an intellectually stimulating, activity-based, experience-rich learning environment. Conversation develops from the necessity to talk to ‘get things done’, to question, to establish issues of importance, to find out about things of interest, to express opinions and ideas. The language-rich classroom with purposeful talk, cannot be manufactured artificially; it arises from curiosity, intrigue and is highly specific and context embedded.