Michelle

Michelle's Classroom Observation While observing a Grade 2 classroom, many teaching approaches were demonstrated during the two hour literacy block. With twenty-two students and assistance from an integration aide, the teacher delivered several micro literacy lessons focusing on different literacy strategies. Original observation sheets are attached as Ap pendix A.

The class began the literacy block with a whole class shared reading session using a big book. The teacher drew on shared experiences of the previous days work and a recent Wild Action incursion about ocean life. The students discussed the genre of the text. They identified features of the book including the title, author, the contents page listed in page order, the glossary offering more information about complex words, the index being an alphabetical list and the concept of a key used on an illustration. The teacher used modelled writing on the whiteboard.

Sections of the big book were read by the teacher displaying modelled reading, the whole class was involved in shared reading of some paragraphs and then selected students were chosen to model independent reading of passages. Here we find demonstrated use of the 'reading to students, reading with students and reading by students ' model, as covered in lecture notes titled “Matching Teaching Approaches to Learners' Needs”. During this time the teacher asked literal, interpretive and inferential comprehension questions about the passages read to gauge the children's understanding of the text. Correct use of punctuation when reading was discussed. Positive praise and encouragement came from the teacher after each answer.

The children were ready for the Spotty Box activities, where children of a similar literacy level are grouped together. Each group had a different task to complete, using an appropriate levelled text with a ocean theme. These included modelled reading using the listening post, independent reading of a text or a guided reading session with the teacher on the mat. One group used an information fact sheet as the text (Appendix B) to read independently. Each small group was assigned a different independent writing task to be performed after their reading task. Worksheets included finishing a story map (Appendix C), a word search involving classification of the words found (Appendix D) or completion of a Venn diagram to illustrate facts from the reading. One group were to develop a key for their illustration. Displayed here is an example of scaffolded literacy learning, where 'there is a place for the teacher to model, share and guide and encourage independence in reading and writing' (Hill 2011, p. 72).

During these small activities, individual children were chosen to read aloud to the Integration Aide, while the teacher led short guided reading sessions for some groups on the mat. The students independently read a section to themselves before being asked to read small sections aloud. Using this strategy 'allows the teacher to make some assessment of progress' (Hill 2011, p. 82) which is what the teacher achieved through this activity. The children also participated in 'literal...on the line, inferential...between the lines and interpretive...beyond the lines questioning' (Hill 2011, p. 193). This was followed by a shared teacher led discussion that included contents page usage, rhyming words, plurality rules and word endings. Modelled writing on the whiteboard demonstrated the use of “ed” and its effect on the tense of the word. The teacher also shared her life experiences where appropriate.

The class regrouped as a whole for share time. Individual children were chosen to display and talk about the work they had achieved, described by Swan (2009, p. 88) as 'demonstrating unique “ways of knowing” and “ways of showing” by explaining work samples and ideas'. They were asked to share an interesting fact they had learned, allowing the children to gain confidence in public speaking. This share time is seen by Swan as 'opportunities for children to value the work and ideas of others and celebrate individual / class achievements' (2009, p. 88).

The teacher used the Dedicated Literacy Time as her approach to literacy teaching as described in the lecture notes titled “Matching Teaching Approaches to Learners' Needs”. The prepared activities were appropriate to the reading and writing focus chosen. The literacy lesson followed the whole/part/whole approach; starting as a whole class before breaking into smaller groups and then reconvening as a whole class for shared time.

Directly after share time, the class were assigned an individual writing task (Appendix E). Students had been working on a rough draft of a recount about the Wild Action incursion. Sentence starters were displayed on butchers paper and the children had used classroom resources to assist in spelling. The teacher had edited their rough drafts and the children were to work on their good copy using their best handwriting, before illustrating. These were to become a take home share book, as the classroom had no display boards. Some children were assisted by the teacher to complete their draft, prompting and supporting the student to form their ideas into sentences. Incidental teaching during this exercise included modelling good manners, speaking clearly, reiterating capital letter size being twice as big as lower case letters, use of correct punctuation and enthusiastic praise and encouragement. This activity also allowed the teacher to focus her attention on students who were lacking concentration or struggling with the activity.