“Effective Teaching of Language Literature and Literacy

1. (Book-Stack, n.d.).

2. Contents
Understand How Students learn Lesson Planning
Create a Community of Learners Integration of English
Become Partners with Parents Assessment
Fostering an Interest for Literacy Shared or Modelled
Technology Guided
Teach with a Variety of Texts Independent
Organising for Language, Literature Grouping
and Literacy Instruction Differentiating Instruction
Comprehension Working with Struggling Students
Cracking the Alphabet Code English as an Additional Language
Vocabulary Students
Programming References

3. Understand How Students Learn
Teachers instructional Behaviourism: teacher
centred with a focus on
approaches are influenced by measurable and
their understanding of how observable behaviour.
children learn to read and write. Constructivism: engaged
and active learners
which construct their
own knowledge.
Sociolinguistics:
importance of social
interaction and language
in learning.
(Tompkins, Campbell, & Green, 2012).

4. Create a Community of Learners
Classrooms are social settings.
Students together with their teachers can
create a classroom community which
influences learning.
Classroom community characteristics:
RESPONSIBILITY
OPPORTUNITIES
ENGAGEMENT
DEMONSTRATION
RISK TAKING
INSTRUCTION
RESPONSE
CHOICE
TIME
ASSESSMENT
(Tompkins, Campbell, & Green, 2012).

5. Become Partners with Parents
(Bookforchildren, n.d.)
Effective teachers know that parents play an
important role in helping their children become
successful in reading and writing. Effective
teachers encourage parents to do home literacy
activities with their children.
(Tompkins, Campbell, & Green, 2012).

6. Teachers nurture
children’s
learning through
language-rich
environments
and provide
students with
authentic
learning
opportunities. (Tompkins, Campbell, & Green, 2012).

7. Technology
Teachers should incorporate new technologies
into literacy learning.
Children love it!!!
(Tompkins, Campbell, & Green, 2012).

8. Teach with a Variety of Texts
Stories
Informational Books
Poetry
(Tompkins, Campbell, & Green, 2012).

9. Organising for Language, Literature
and Literacy Instruction
Teachers should create their own programs
that fit the needs of their students.
Literature Circles: These are like book
clubs, where students in small groups read
a story or another text.
Reading and Writing Workshops: Students can select
a book and read it at their own pace, and then they
have a conference with the teacher. With writing, the
students write about a topic of their choice and has a
conference with the teacher about their writing.
(Tompkins, Campbell, & Green, 2012).

10. Comprehension
In order for students to The goal of reading is
learn, they must comprehension and is
understand what they the reason why people
are reading. read.
Teachers need to teach
students about Comprehension
comprehension and the requires explicit
strategies used to understand instruction, reading
what they are reading. and writing.
(Tompkins, Campbell, & Green, 2012).

11. Cracking the Alphabet Code
Children decode the alphabet as they learn about
phonemes (sounds), graphemes (letters) and
graphophonemic (letter-sound) relationships.
Students can learn about these as they notice
rhyming words, segment words and invent silly
words through playing with sound.
(Tompkins, Campbell, & Green, 2012).

12. Vocabulary
Students gradually develop their knowledge of a
word through repeated oral and written
exposures to it.
The best way for a student to develop their
vocabulary is through reading, but other
activities are also important.
Television also has a
impact on a child’s
vocabulary
development.
(Tompkins, Campbell, & Green, 2012).

13. Programming
When designing a program
teachers need to:
• Identify students strengths
• Use the curriculum
• Consider how to apply the
curriculum content.
• Identify a time-frame
• Identify suitable resources
• Provide a learning experience
that demonstrates new concepts
that allows for the student to
practice them.
(Winch, Ross Johnston, March, Ljungdahl & Holliday, 2010).

14. Lesson Planning
When planning lessons teachers should:
Consider what students already know and
can do.
Be done at just above their current level of
achievement.
Make content challenging, but also
delivered with enough teacher scaffolding
Demonstrate and scaffold new learning
carefully.
Use effective resources.
Students should be given opportunities to
reflect on their learning.
(Winch, Ross Johnston, March, Ljungdahl & Holliday, 2010).

15. Integration of
English
Teachers can teach each learning area or subject
separately, or they can combine parts of
different subjects to create an integrated
program of learning.
Integration of English into other learning areas is
a very useful as through its language
(spoken and written) students learn in all
areas.
While students achieve outcomes in learning
areas such as science, teachers can also
provide experiences that will teach students
English language skills.
(Tompkins, Campbell, & Green, 2012).

16. (Tompkins, Campbell, & Green, 2012).

17. Shared or Modelled
(Bigbookteaching, n.d.)
Most support as the teacher models an expert
reader or writer.
(Tompkins, Campbell, & Green, 2012).

18. Guided
Student is supported by the teacher, but students
do the reading and writing themselves.
(Tompkins, Campbell, & Green, 2012).

19. Independent
Students do reading and writing themselves.
(Tompkins, Campbell, & Green, 2012).

20. Grouping
Teachers should use a range of ways of grouping students for learning activities
(Children reading, n.d.).
(Tompkins, Campbell, & Green, 2012).

21. Differentiating Instruction
In a classroom there will be students who work
at year level, some who are advanced and
some who are struggling.
Teachers need to ensure that students literacy
knowledge and skills are significantly
improved and need to modify their
instructional programs so all students can be
successful.
(Tompkins, Campbell, & Green, 2012).

22. Working with Struggling Students
Teachers should do their best to prevent these
students difficulties in the first place through:
High-quality classroom instruction
Intervention
Differentiate instruction
Use of appropriate
instructional materials
(Tompkins, Campbell, & Green, 2012).

23. English as an Additional Language Students
These students benefit from
participating in the same instructional
programs as mainstream students, but
the teacher needs to adapt these
programs so they can create classroom
learning contexts that are respectful of
minority students and meet their
needs.
These students should be given the
Teachers should use some books that opportunity to work in partners and groups.
represents the EAL students’ home
culture.
It is challenging for EAL learning to read and
write as they are learning to speak English
at the same time.
(Tompkins, Campbell, & Green, 2012).

24. References
Big-book-teaching. [Image]. (n.d.). Retrieved from http://www.mcgraw-
hill.co.uk/kingscourt/bigbooks.htm
Bookforchildren. [Image]. (20--). Retrieved from
http://libertybook.wordpress.com/2012/09/26/parents-and-children-prefer-reading-print-books-
together-over-e-books-study-finds/
Book-stack. [Image]. (2012). Retrieved from
http://www.woodheys.trafford.sch.uk/userfiles/image/books_stack_0.jpg
Children reading. [Image]. (n.d.). Retrieved from
http://www.hurstville.nsw.gov.au/IgnitionSuite/uploads/images/Children%20reading.jpg
Tompkins, G., Campbell, R. & Green, D. (2012). Literacy for the 21st century. A balanced approach.
Frenchs Forest, NSW. Pearson Australia.
Winch, G., Ross Johnston, R., March, P. Ljungdahl, L., & Holliday, M. (2010). Literacy, reading, writing
and children’s literature (4th ed.). South Melbourne:Oxford University Press.
All of the images used in this assignment that are not referenced are from Microsoft Office
Software.