NCFE2-Session Six
From Usefulwiki
As we come to the end of our block of work on Unit 1 this session is going to focus on you and your learning so far.
Contents |
Learning Objectives
Introduction
- Registration
- Brief explanation of the shape of the session.
Part of this session is about you taking charge of your learning and acting as independent learners. I will be providing slightly less support than usual. You can work in pairs or threes if you find it helpful.
Meanwhile I will be asking people to come and work with me on their Individual Learning Plan. Anyone who has not sorted out their placement needs to see me first. Later we will do some more work on reading skills and if there is time a little more role play.
Portfolio Building
If you have not brought your portfolio this session is going to be very difficult for you. If you have not started a formal portfolio yet I need to know. I will have a couple of spare files, dividers and some file paper for anyone who needs them.
- 1. Compare your portfolio with the provided NCFE2 Unit 1 block 1 check-list.
- 2. Identify anything that's missing and make a list
- 4. If you are unsure ask your study partner to help before asking me.
- 5. When you have made your list, look at it carefully and see what gaps you can fill in now and do so. (Again get your study partner to help. They probably have the things that you don't.)
- 6. Put your completed check list at the front of your portfolio in the section for Unit 1
- 7. Make a section for Unit 4 (Literacy support) and place everything about reading skills that we have done so far in it.Use the check-list to help you, again identifying gaps. These should be filled where possible with the help of study partners.
Reading Skills
Some of the strategies & cues used by effective readers
Activity
In pairs or 3s make notes on the passage below.
- Pick out key phrases
- Highlight them using a highlighter pen or crayon,
- Put some of it into your own words.
- Note any unfamiliar words or phrases that you are unsure of and see if you can work out together what they mean.
Strategies
Sounding out - usually called phonics.
Word recognition - sometimes called 'look and say'. The child relies on their memory of the shape of a word.
Early readers often use only one or the other of these. Effective readers use a combination of strategies. This is sometimes called the searchlight method. Before starting to read it is worthwhile to ask the child how they will tackle a word they are unsure of, you can then go through the strategies with them:
- Sound it out
- Look for little words they do know hiding within a big word
- Work it out by reading the rest of the sentence
- Look at the pictures to help
Cues
The following three kinds of cues remind the child what techniques they can use to unravel their mistakes. It is also helpful to understand what cues the child is using so that you can help them to build on those strengths.
Does it look right?
The visual, grapho-phonic cues. They are provided by
- letters
- words
- punctuation
Does it make sense?
The meaning, semantic cues. Provided by:
- the pictures
- the gist of the story
Does it sound right?
The structural, syntactic cues. These are provided by
- patterns of language
- grammar(tenses agree,correct use of plurals etc.)
You may have to choose someone who speaks a more standard form of English than the child to help them hear their mistake. For example children in some areas will often read "It were" rather than "It was". That is how they and the people around them say it so it sounds right to them.
"Would the Queen (or insert the name of a particularly posh teacher!) say it like that?" can be a useful question.
Reflection
Share your notes with the group. What were the key phrases?
Role Play
Activity
- Get your children's book and notes from homework,
- Get into pairs
- Each pair chooses one to be the child and one the adult.
- Decide which pair will go first.
- The person who is being the child should make a few mistakes, get stuck etc.
The rest of the group watch and:
- look for things to praise
- look for things to improve.
When each pair have finished give feedback - remember this is feedback for the 'adult' not the 'child'
Repeat.
Homework
For Unit 1:
- Make sure you finish off anything left on your list by next session
For Unit 2:
- Try to get a copy of your school's Health and Safety policy.
- Read it and note anything you don't understand.
- Bring it with you to next week's session.
For Unit 4 (Reading Skills)
Write a description of how you hear a child read: how to start off, the kinds of things to talk about, what to do when the child gets stuck etc.
(300 words)
