ECL210+Multimodal+Portfolio+Part+B

**Portfolio Assessment B: Connecting with an early years teacher and teaching program** Part B of this assignment was undertaken at Highton Primary School. The class was a composite year ½ class. When class began the teacher gathered all the students on the carpet to take attendance. This was done by asking each student in alphabetical order to rate their breakfast out of 2, being the 2nd of April. A few students stated that they didn't have breakfast and the teacher told them to get some food they bought with them to eat and keep their minds functioning well. After the roll was taken the teacher moved straight on to shared reading. She showed the students the front and back cover and asked the class what they thought the story was about. She let every student share their opinion, even coming back to the children that said they had no idea. After every student stated their opinion a quick flip through the book to show every page and picture was done. Then the teacher began reading using a finger to run under the words she was saying. The way in which the teacher organised the class was done so that every student could see the big book. The reasoning for this is so that the whole class can learn from the teacher's reading, making it a strong way for children to learn1(Hill, S 2008, pp 74). Throughout the reading off the book the teacher asked students to point out some aspects of the illustrations. This was done to help engage the children so that they didn't take it as a 'break'. After the big book reading was finished, the class was split up into their four learning groups, each focusing on different aspects of literacy. The first group was practicing their writing, by using modeled writing. The students were learning the alphabet, and how to write each individual letter. On each sheet of paper there were three different colour lines, blue, green and brown. This was so the students could differentiate between the lines and to help write the letters i.e. capitals go to the Sky (blue) line, the letter g goes down in to the dirt (brown) line. The second group was undertaking Model reading with the teacher. All the students sat around a table and were each given a copy of the same book. As the teacher read a page the students followed along. No one was allowed to turn the page until every student had read the page correctly. If a student had trouble reading a word the teacher used the pause, prompt and praise method2(Department of Education Victoria). The child was having difficulties in registering 'came' and kept on saying can. The teacher asked if it made sense with the word 'can' to which the child replied no. She then asked the student to sound out the word, to which the student again said 'can'. After another pause with the child studying the word the teacher asked the teacher yet again prompted the child by asking him what the last letter was. This was answered with 'N' and the child then went on to say 'can' and read the sentence correctly. The teacher praised his effort and made an example of him to the other students by congratulating him on finding out the word himself, needing 'no help' from the teacher. When the book was finished being read the students then had to read it themselves to either the teacher, the teacher's aide or to the student teacher observing the class activities. When the child read the book from start to finish without any big troubles, they were able to get a colouring sheet and finish the activity. A third group was placed on the floor and listened to a tape recording. From this tape recording the students were given a handout and told to answer the questions. When this was completed the students the went onto the computers or read silently from their readers. A fourth group was also present, however placed separately from the class. This group worked closely with the teacher's aide. The children were not slow learner's or had learning difficulties, however they just lacked confidence in their reading and/or writing. The teacher's aide worked with all four students in helping them become confident readers and writers. They were participating in their own activities, again using handouts which the teacher's aide had created herself. These handouts were helping with the students writing, and again used modeled writing as the pathway. At around 10am, the teacher called all the students on to the carpet. When every student was sitting down, the teacher then pointed out the objects on the table that the students had forgotten to put away. After each item was said a student from that group/table would stand up and put it away. This was trying to teach the children about responsibilities and respect for their's and other peoples belongings. The teacher then got all the students to recite the alphabet a few times. After this the teacher then asked the students to back to their seats and write down the alphabet in both small case and capital letters. Most of the Year 2 students had very little problem with this, however most of the Year 1 students struggled and were persistent in asking the teacher, teachers aide or the student teacher observing for help and corrections. The teacher then told the students to collect their reader and read silently when they were finished. After every student was finished the teacher allowed the children to read silently for approximately 20minutes. After the reading was done, the teacher asked the students to write down the 5 vowels, some basic punctuation symbols (i.e: ., “ !). When this was completed a quick tidy up of the classroom was done, with the students packing everything up while the teacher and the teacher's aide talked about the progress of a few students. After the classroom was tidy the students then were able to go and grab some food and a toy from their bags in the hallway.
 * Multimodal Portfolio**