What are the Lower Primary strategies?
Shared Book Approach (SBA)
There are two parts to the Shared Book Approach.
First, the teacher introduces and shares a Big Book with the pupils. In the second part, the teacher teaches language items, structures and skills explicitly, including concepts of print, phonics and grammar.
There is a range of follow-up activities such as drama and art and craft for teachers to select according to their children's learning needs.
Modified Language Experience Approach (MLEA)
In MLEA, there is a shared experience that is linked to the Big Book that has been read during Shared Reading. The shared experience provides the context and content for the children to think and talk about, using the target language structures and vocabulary they have been exposed to in SBA.
With the help of the teacher who transcribes the children's input, the pupils come up with a piece of class writing. This becomes the basis for group writing, when the children work in small groups, before they go on to individual writing.
The whole process is scaffolded for success and pupils also learn about cooperative learning as they work together in mixed-ability groups.
Learning Centres (LC)
The language skills learnt in both SBA and MLEA are reinforced in the Learning Centres (LC). In LC, activities are planned and differentiated for the pupils in three main learning centres – the Reading Centre, the Word Study Centre and the Listening Centre. Pupils have the opportunity to re-learn, revisit or extend what they have learnt at their own pace and in differentiated ability groups.
For each of these strategies, there will be a range of activities that will approach language both 'holistically' as well as in parts. Examples of holistic activities include shared reading, speech and drama. Opportunities to practise or study language in smaller parts are provided through direct instruction as well as targeted practice. This is where phonics, grammar, vocabulary, spelling and punctuation can be taught explicitly. There is weaving between 'whole' and 'parts' in the learning of English.