Grace

Grace's Classroom Observation - The teacher pointed out features of the book, focusing in on question marks. Questions such as ‘why do we use question marks’, ‘when are question marks used’, were asked of the class. Other punctuation was also noted and discussed with the class. || - However it was not guided or independent reading as the teacher continued to read the whole book even with student participation. || Each child had a turn of reading with the teacher asking questions and encouraging reading.
 * **Teaching Approach** || **Hill, lectures, notes** || **Observation** || **Comparison of Readings and Observation** ||
 * ModeledReading || //“Teacher read-aloud, the teacher models how to read by reading aloud to the class from a range of text types...”// || The modeled reading was observed when the teacher began the class. Once the students were sitting on the floor, the teacher read the big book //The Little Hen// aloud to the class. || The modeled reading observed in the classroom was exactly as how it was explained in **Hill,** the teacher demonstrated the reading to the children from a big book.
 * SharedReading || //“Shared reading/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, students can participate in the reading in various ways: choral reading, reader’s theatre.”// || Shared reading was observed when the big book was read for a second time. During this time the students volunteered to read a page each, 4 or 5 other students also volunteered to stand at the front of the room and act out the story as it was read. || The shared reading was done as a whole group activity, as explained in **hill,** the children were asked to participate in the reading, by reading along and acting out the book.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">GuidedReading || <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">//“Teacher working with a group of children, reading individual copies of the same text. The texts are selected by the teacher to be at the children’s learning level.”// || <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">//-// Guided reading was held with all students, in smaller groups at each time. The students were all given the same text (different texts for each group, depending on reading abilities).

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">- Listening post also allowed for guided reading. Students had headphones and listened to a story aloud, whilst reading along with their own copy of the book. They also had a worksheet to complete whilst listening. || <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">This guided reading session was similar to the session described in **hill,** the children were each given a copy of the text selected by the teacher. The students seemed very enthusiastic during this activity. Each child was eager to read their page and the teacher guided them through sounding out words if they were unsure of pronunciation.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Listening post was a guided reading session also, however instead of the teacher guiding the session; the children were guided by the cd. The children were able to listen to the story they were reading, they were required to read along with the cd. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">The voice on the cd also pointed out things such as punctuation and capital letters. ||
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">**Independent Reading** || <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;"> //“To build fluency and motivation for reading. Children are encouraged to read texts at their independent reading level so that reading is practiced and fluency increased.”// ||  ||   ||
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Guided & Independent Writing || <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">//Guided Writing: “Involves children writing in pairs, small groups or individually. It may be where children complete small sections of a whole class project, such as writing a scene in a play… They may use writing frames, which act as an important scaffold for writing a range of texts.”//

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">//Independent Writing: “children write on topics of their choice, perhaps in journals as responses to texts or experiences. Independent writing is where the child writes with little support from the teacher.”// || <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">The story board had a guided writing element, in which the students were given quotes from the book and were asked to write these; as well as other sentences to construct a visual story board, with words and pictures; based on the story, //The Little Red Hen.// || <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">The story board activity required students to write out quotes from the book, as well as making up their own sentences describing what had happened in //The Little Red Hen.// The children used a print out of quotes from the book to copy.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">The independent writing demonstrated in the story board task, was that along with the quotes from the book, the students were also required to write a few sentences describing the storyboard (what happened in the text). This independent writing differs from **Hills** explanation as the children were writing on a given topic, not a topic of choice. The similarity is that the children were offered no support from the teacher. ||