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Modelled writing is a form of effective teaching and learning in primary school as the children can understand how a writer thinks through the demonstration of the teacher.

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Samantha Bill, 100119734, B.Ed Primary Teaching, Group 3, English Language. April 30, 2010 Modelled writing is a form of effective teaching and learning in primary school as the children can understand how a writer thinks through the demonstration of the teacher. During the DVD the DCFS published I was able to observe a year four teacher authenticating this accordingly. DCFS (2009) 'The teacher draws ideas from the children before modelling writing on the board. He challenges children to develop their ideas and shows that he is thinking as a writer by articulating what he is doing.' The teacher composes and writes the text down and the children get to observe and question. As the teacher composes and writes the text they 'think aloud' which then subsequently helps the children to understand the process. Hornsby (2001) states that in modelled writing you provide maximum support by composing the text, putting it on paper and talking about it. The children are free to witness the act of writing. I think that the purpose of modelled writing is to demonstrate how writing works by showing children ideas can be recorded on paper. In addition to this children develop and awareness of the details of letters sounds and words while constructing meaningful texts. ...read more.


The children once mastered this will then put their skills and knowledge into practice through reading for example phoneme blending which will help with the development of fluent and self-sustaining reading. The (DES 1975 P106) confirms that 'The principle is that if a child is systematically taught how to synthesise sounds then they will achieve independence in tackling unfamiliar words' By taking the opportunity to provide Shared reading sessions this draws the children's attention to visual features in words and to discus words. Shard reading whilst using a Big Book with groups or the whole class all the children can see the print whilst the teacher reads. As the teacher reads the book she is modelling the skills and strategies used by readers and introducing children to the conventions of written language in narrative and non-narrative texts. Browne (1996) suggests that the support provided by the teacher reading aloud enables all the class to gain experience of reading the whole text even those who are only able to recognise a few words. Children can see how the books work and how the different parts of the book contribute to the reading experience. When the children join in with the reading their collaborative reading allows them to learn from each other. Whitehead (2009) ...read more.


Hot seating is also an effective ways to teach speaking and listening in the classroom. The children are able to put themselves in a characters role and the other children are able to ask questions to enquire and to get a response from the child in the characters role. DCFS (2009) states that Children are receptive (listening) and expressive (speaking) skills underpin all modes of language development. Through listening, reinforced by talk, children develop their ability to express themselves. Hot seating and drama are ways in which children can develop their ability to express themselves and therefore builds up confidence in speaking and listening effectively. Sharp (2005) gave me the idea that the essence of hot seating in the early years is the encouragement it gives children to move away from an egocentric view of the world and towards an understanding that we all see things differently. It also paves the way for the development in social skills in speaking and listening. During my placement in a year one class my mentor used this technique which I was able to see the how successful the drama strategy is and it allows the children to focus on a characters motivations, feelings and reasons for their behaviors and allows the rest of the class to develop their questioning skills. ...read more.

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