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Literacy Professional Learning Resource – Teaching Strategies

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Literacy teaching strategies: VELS 1 & 2 | VELS 3 | VELS 4 | VELS 5 & 6

VELS level 1 & 2 – Language experience

Language experience involves using experiences to create links between spoken language, written language and reading. It creates opportunities to use students’ experiences and their oral language as a basis for constructing a written text. Students are encouraged to participate in the writing of texts and to read these back. In this way students are supported as they take an active role in the writing process.

Steps

* Engage students in thinking about what they want to record in writing. The writing may emerge out of  an activity, event or experience that has already taken place or is planned in the future. The starting point is students talking about what is interesting to them.

* Invite students to decide what they want written from the conversation that has taken place, and write it in front of them. This may be a time to discuss with the students the conventions and structures of written language that may be used. Tell and show the students how the speech and writing come together in this text.

* Engage students in reading and writing the text as it is being constructed. This will highlight the integration of   reading, writing, speaking and listening for the students. Support the students in reading back the text when it is completed.

* Language experience provides students with the opportunity to demonstrate their understanding of the links  between spoken and written language by re-reading what has been written.

Language experience approach

Language experience is one approach to teaching literacy that is consciously reciprocal.

Whole class or small group:

  • the teacher and students discuss an event or experience
  • students are encouraged to contribute their personal thoughts, feelings, observations and recollections of event or experience
  • teacher records the students’ contributions
  • the teacher and students practise reading the jointly constructed text together.

Individual student:

  • student draws a picture or orally shares an event or experience
  • student is encouraged to make some attempt at writing
  • teacher records what the student has said
  • teacher and student practise reading the jointly constructed text together.