Scaffolded+Approach+to+Literacy+(Reading)

Scaffolded Approach to Literacy Support is provided to children so that they are developing in the zone of proximal development. The activities move from teacher controlled to child controlled.

In a scaffolded approach to literacy there is a place for the teacher to model, share and guide and encourage independence in reading and writing. Modelled Reading  Shared Reading
 * The teacher models how to read by reading aloud to the class from a range of text types
 * The purpose is for children to engage with texts pitched at a more complex level than they can read
 * Children begin to speak and write using the figurative language and complex sentence structures they have heard when the teacher read aloud
 * Using the big book
 * Children can join in
 * Focus: how to read various text types, how to solve problems in identifying various words, ways in which punctuation and grammar are used to communicate meaning

Guided Reading


 * Small groups
 * Children increasingly take control
 * The teacher prepares the children to use a range of problem-solving strategies to read the text

 <span style="font-family: Verdana, Geneva, sans-serif;">Independent Reading

<span style="color: #000000; font-family: Verdana, Geneva, sans-serif;"> <span style="font-family: Verdana, Geneva, sans-serif;"><span style="font-size: 11pt; color: black; line-height: 150%; font-family: Verdana; mso-ansi-language: EN-GB;">Hill, S, 2008, //Developing early literacy. Assessment and teaching//, Eleanor Curtain Publishing. Prahran, VIC.
 * <span style="font-family: Verdana, Geneva, sans-serif;">The child selects books to read independently
 * <span style="font-family: Verdana, Geneva, sans-serif;">The purpose of independent reading is to build fluency and motivation for reading
 * <span style="font-family: Verdana, Geneva, sans-serif;">Children are encouraged to read texts at their independent reading level so that reading is practised and fluency increased