Best Practice in Teaching Early English

Best practice in teaching early English –Formative assessment
Form 2: Individual report/plan for written assignment - good practice when teaching early language, reading and writing (EYFS and Year 1)
Name


Following your observation and group discussion relating to an observation of a video clip, you now need to complete this individual report/plan for formative feedback. The discussion and this form will provide you with the opportunity to achieve LO4; Work effectively as part of a team to discuss theory and practice, or to evaluate and formulate reports during the course of learning and teaching opportunities.
* This report will be your plan for your final written assignment.
* The report is ‘equivalent’ to 500 words.
* You can use the notes made on your ‘Group notes’ form to help you but remember that this is your plan for your assignment so you can choose whatever you like as the focus for each paragraph.
* You must include a reference list at the end of this report.
* The report/plan needs to be e-mailed to your tutor in by Sunday 17th November 2019.
Focus of paragraph/ identification of good practice

Evaluation in terms of ‘good practice’

Practical classroom examples

Links to learning theories

Story sequencing

Story sequencing is important because it aids students with comprehension (particularly for narrative texts). It also helps learners of different skills structure information and concepts successfully. Story sequencing is a critical element of problem-solving and can be applied in other subject areas (ReadingRockets, 2013).

This practice is usually after reading a story. The teacher begins by reading a lively story about rememberable characters and events. After reading the story, the students are helped in arranging the events of the familiar story.

Story sequencing is associated with the behaviourist theory of learning.

Story acting

Story acting imparts a compelling reason for storytelling, appreciates children’s ideas, and provides various opportunities for students to develop meaning around a text of particular interest (Chang, 2009). Play-acting a familiar story extends children’s literacy meaning and promotes their cognitive and literacy development.

This practice is usually after reading a story and ascertaining that they are familiar with the sequence of story events. Then, the students use speech bubble prompts and puppets of the story’s characters to re-enact the story. Finally, they are expected to retell...