Abstract
This article explores a snapshot of work that I have been engaged in with my teacher educator colleagues and preservice students. This has been within the literacy stream in teacher education courses at Monash University. My teaching team and I model how literature can be used as mentor texts to support diverse learner development in a multitude of areas including but not limited to oral language, reading, writing and cross curricular priorities. The synopsis herein is crafted to provide brief but practical insights into how and why we approach spelling and vocabulary development in this way. This inclusive pedagogical approach supports literacy teaching and learning that acknowledges the developmental and diversity of skills, understandings and needs associated for all individuals.
| Original language | English |
|---|---|
| Pages (from-to) | 29-32 |
| Number of pages | 4 |
| Journal | Practical Literacy |
| Volume | 27 |
| Issue number | 3 |
| Publication status | Published - Oct 2022 |