Achieving a balance of quality literacy instruction and assessing progress in a Year 0 – 3 learning-through-play environment
“Thank you so much for an enjoyable, inspiring & informative day! You are a joy to listen to & your passion for child-centred learning was so evident”
Ensuring literacy instruction occurs both explicitly and as an integrated part of a play environment is a creative challenge for teachers.
Documenting and analysing progress for all curriculum areas within a play environment is also a challenge for primary—trained teachers. How does this look? How is this managed?
This workshop will cover:
Teaching Literacy in a Play Environment:
- Intentional Teaching of Literacy – what does this mean in a play environment?
- Ensuring we provide a balanced literacy/play programme
- Linking oral language and reading
- What constitutes effective guided reading and writing – why this is important in a play based learning classroom.
- Linking literacy with children’s developmental stages
- Literacy invitations to play