Literacy is not something that just happens. One does not wake up literate nor does one become literate in the same way that one learns to walk. It is not intuited from the environment nor is it simply a matter of physical maturation. Literacy learning requires instruction and practice, and this learning occurs across discrete stages. The following notes explore the five stages of reading development as proposed by Maryanne Wolf (2008) in her book Proust and the squid: the story and science of the reading brain. These five stages are:
the emerging pre-reader (typically between 6 months to 6 years old);
the novice reader (typically between 6 to 7 years old);
the decoding reader (typically between 7 - 9 years old);
the fluent, comprehending reader (typically between 9 - 15 years old); and
Download crack loopcad crack. the expert reader (typically from 16 years and older).
Each lesson is a “word sort,” where students compare & contrast sounds, patterns, and words, then place them accordingly in categories per the spelling patterns made explicit. Teachers guide and coach students to exercise analytical thinking skills to master the spelling patterns and rules of the English language. Aug 9, 2017 - Explore Deb Jericho's board 'Australian curriculum' on Pinterest. See more ideas about australian curriculum, curriculum, national curriculum. QUIS MAGISTROS IPSOS DOCEBIT? Read THIS before you spend money on education.
Please explore, and also visit the Stages of Literacy Development page for a more detailed discussion. Before we begin with the stages, there are two preliminary notes to make.
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- SECONDARY LESSON PLAN YEAR LEVEL & SUBJECT: Year Eight, History DATE: 26.08.16 NO. OF STUDENTS: Fourteen LESSON DURATION: 40min TOPIC/FOCUS: Depth study 3: Expanding contacts th– The Black Death in Asia/Africa/Europe (14 century Plague).
- 'The Progressive Curriculum Frameworks for AusVELS' - Presenter: Anton Reiter - Monday 30th March, 2015 Anton Reiter presented an innovative approach when using the AusVELS frameworks, identifying the progression opportunities for differentiation throughout the curriculum for all learning areas.
Preliminary Note #1: “As every teacher knows, emotional engagement is the tipping point between leaping into the reading life .. An enormously important influence on the development of comprehension in childhood is what happens after we remember, predict, and infer: we feel, we identify, and in the the process we understand more fully and can’t wait to turn the page. The child .. often needs heartfelt encouragement from teachers, tutors and parents to make a stab at more difficult reading material.” (Wolf, 2008, p 132)
“Without an affective investment and commitment, our words become unintelligible and empty; with that commitment words begin to show other manners of signification beyond the realm of literal meaning and correspondence.” (Krebs, 2010, pg 138)
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Preliminary Note #2: Across this lengthy period of development, leaners are required to consolidate certain skills only to encounter new challenges. The one rule that applies equally is as follows: “Experts [agree] that readers, no matter which reading philosophy is followed, have to practice, practice, practice.” (You Need /r/ /ee/ /d/ to Read). There is no better way to exemplify this than in the following anecdote from Maryanne Wolf's book Proust and the squid: the story and science of the reading brain.
“I do not remember that first moment of knowing I could read, but some of my memories - of a tiny, two-room school with eight grades and two teachers - evokes many pieces of what the language expect Anthony Bashir calls the ‘natural history’ of the reading life. The natural history of reading begins with simple exercises, practices, and accuracy, and ends, if one is lucky, with the tools and the capacity to ‘leap into transcendence.’” (Wolf, 2008, p 109)
“My other vivid memory of those days centres on Sister Salesia, trying her utmost to teach the children who couldn’t seem to learn to read. I watched her listening patiently to these children’s torturous attempts during the school day, and then all over again after school, one child at a time .. My best friend, Jim, .. looked like a pale version of himself, haltingly coming up with the letter sounds Sister Salesia asked for. It turned my world topsy-turvy to see this indomitable boy so unsure of himself. For at least a year they worked quietly and determinedly after school ended.” (Wolf, 2008, p 111 - 112)