Welcome to Teacher Talk, where our authors 'talk' early literacy with teachers. You'll find practical classroom strategies and tips from real educators, as well as personal stories and innovative approaches to improving your teaching practice.
- Finding the right name for a character in narrative texts is a challenge for published authors as well as for students. Author and teacher Jenny Feely shares a variety of classroom ideas to help students find appropriate names for their characters and take a step towards more successful narrative writing.
- Children’s reading fluency is improved when they can automatically recognise high-frequency words. Literacy consultant Lyn Reggett discusses a guided reading lesson where a supportive book, which features the systematic use of high-frequency words, helps a young student discover the thrill of being able to read.
- Writing a journal is a familiar literacy experience for many students in the classroom. Reflecting on the sometimes uninspired efforts of students and her own experiences of journal keeping, teacher and writer Jenny Feely argues that journals should be as useful to student writers as they are to professional writers. For students, journals should provide opportunities for writing imaginatively and be useful resources to inform their other writing.
- Recalling her personal experience of losing meaning while reading and the strategies she used to get it back, literacy researcher Alison Davis argues that students need specific classroom instruction to help them access a range of comprehension strategies and lay the foundations for a lifetime of successful reading.
- What are the similarities and differences between reading traditional books and multimodal books and games on iPads? The iPad educational apps of levelled books and word games look very inviting. But in one research project a teacher, Carly Willamowski, found that five- and six-year-old struggling readers soon became tired of the apps and continually wanted interaction with the teacher.
- A recent survey into young children’s media use in the United States found that 20 years after the birth of the World Wide Web and a year or so after the first iPad sale, the media world that children are growing up in is changing at lightning speed. For literacy teachers this changing media world is of great interest and many people are exploring ideas in the area.
- Now that Developing early literacy: Assessment and teaching is in its second edition, the area that really engages me is how to teach early reading and child-centred approaches to learning. When most five-year-olds begin school they expect to learn to read quickly. How can we build on the knowledge that children bring to school, their interests, oral language, vocabulary and understanding of how print works?