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Teaching Approaches/Developing language: Difference between revisions
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|Readers should refer to the section on [[Category:Dialogue|Dialogue]] for guidance on dialogue. Readers should also consider the specific guidance given in the sections [[Category:Mathematical thinking|Mathematical thinking]] and [[Category:Think like a scientist|Thinking like a scientist]]. | |Readers should refer to the section on [[:Category:Dialogue|Dialogue]] for guidance on dialogue. Readers should also consider the specific guidance given in the sections [[:Category:Mathematical thinking|Mathematical thinking]] and [[:Category:Think like a scientist|Thinking like a scientist]]. | ||
=Developing Reading= | =Developing Reading= | ||
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Teachers need to provide good examples of texts so that pupils are able jointly to investigate and analyse the features as readers or as writers. Callaghan and Rothery (1998) suggest that there are three stages in this approach | Teachers need to provide good examples of texts so that pupils are able jointly to investigate and analyse the features as readers or as writers. Callaghan and Rothery (1998) suggest that there are three stages in this approach | ||
* [[Category:Modeling|modelling]]: teacher shares information about the uses and features of the text type (genre); | * [[:Category:Modeling|modelling]]: teacher shares information about the uses and features of the text type (genre); | ||
* joint construction: teacher and pupils work together to construct a new text sharing the same generic features; | * joint construction: teacher and pupils work together to construct a new text sharing the same generic features; | ||
* independent construction: pupils construct a new text in the same genre, drafting and editing in consultation with peers and the teacher. | * independent construction: pupils construct a new text in the same genre, drafting and editing in consultation with peers and the teacher. | ||
