EDU20001 Assignment 3 folio

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Apr 3, 2024

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EDU20001 Developing Literacy Assignment 3: Folio Early Primary By Erin McNamara

Part A: Children must develop strong reading skills in the early primary years as it is the foundation for emergent literacy skills. When children engage in language-rich multi-modal texts, children can develop their skills and extend their vocabulary to recognise words without having to decode them. Building on a child’s word recognition skills, phonological awareness, sight recognition, and decoding skills supports reading and comprehension skills which stimulates the imagination in children to become creative and curious learners to grow and achieve academic success, and personal growth. “It is essential to keep in mind that not all children develop in the same way, since they come from diverse home backgrounds and experiences and do not all have the same cognitive, affective, and behavioural characteristics.” ( Fellowes & Oakley, 2019). Riley: During the reading and comprehension, Riley has demonstrated many strengths throughout the reading, one being a solid foundation of high-frequency words like “the, went and can” “ Both sight words and high-frequency words need to be recognised quickly for reading and writing to become fluent.” (NSW Department of Education, 2023). Riley also has a competent knowledge of what a Narrative text structure is through identifying the correct sequence of events in the story and can make predictions based on illustrations (Fellowes & Oakley, 2019). Although Riley has many strengths there are a few key areas in which Riley needs improvement, the main components are phonological awareness, decoding and comprehension skills. “Students who struggle with comprehension also have weaknesses in word identification skills ( Fellowes & Oakley, 2019). An example of this is when Riley read “Sun…but, instead of “sunbathing, so when the educator questioned Riley, what the wombat was doing Riley's response was “Sitting”. “Readers cannot understand what they are reading without knowing what most of the words mean.” ( Fellowes & Oakley, 2019). Riley would greatly benefit from Model reading as a teaching strategy to improve reading and phonological awareness skills as it helps “children learn to segment words, educators can model ‘stretching’ words by saying them very slowly and emphasising each phoneme.” (Fellowes & Oakley, 2019) Modelling these actions will help Riley, as Riley will start to copy

these actions of sounding out while learning to decode words . Beginning readers cannot generally decode and comprehend simultaneously (Fellowes & Oakley, 2019) , which is why Riley is unable to answer the questions due to their poor decoding skills however, teachers can help to move words into a child's sight-word store using modelling and “repetition and multiple exposures to words …. will assist vocabulary development (Fellowes & Oakley, 2019). According to the Australian curriculum students in year 1 should be working towards “Segment consonant blends or clusters into separate phonemes at the beginnings and ends of one-syllable words (ACELA1822) (ACARA, 2018). Riley is still working towards this outcome however, through the support of Information and communication technology (ICT) Riley can engage in fun and interactive games like Reading Eggs to “ support and enhance student learning across all areas of the curriculum.” ( ACARA, 2022). Reading Eggs is a program that “responds to readers at their level of ability, making it possible for children to consistently read at their own individual level….. and through the alphabet and the sounds that each letter makes, Reading Eggs also includes lessons on phonics skills” (Reading Eggs, 2024). Assessment is an essential component of the teaching and learning cycle, as it enables teachers to gather evidence and make judgments about student achievement and identify areas for improvement. An assessment type that would support Riley’s reading skills is a running record, the teacher can measure Riley’s growth and progress by getting Riley to read an unseen text aloud and “records correct words and errors on a blank sheet of paper, using a tick for each word correctly read and special codes for any errors.” (Fellowes & Oakley, 2019) . Mia During the reading and comprehension, Mia has demonstrated many strengths throughout the reading, one being she had a strong text-to-self and text-to-world connection “ 'I've used oars before when I went on the river with daddy “. Mia can connect with the text through an experience and apply it to her reading (making meaning from text). “Development of skills in analysis, comprehension, communication, and forming connections with others and the world.” (ACARA, 2018) Mia has also demonstrated she can successfully decode many words throughout the text with confidence “ad-ven-ture. I got it!” Mia is also confident in answering both literal and inference questions. “In order to answer

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this type of question, the reader may need to think about why something happened in a story or about the motives of one of the characters ( Fellowes & Oakley, 2019). For example, “ Why was Wombat worried? 'Perhaps he couldn't swim…” Although Mia has many strengths within her reading, Mia would benefit from improving her fluency and expressive language as Mia’s voice does not vary in speed, volume, stress, and pitch to carry meaning and emotion. (Fellowes & Oakley, 2019) A strategy to help Mia develop her fluency and expressive language would be shared reading. Shared reading allows students to “listen to a text read aloud by the teacher and the teacher models skilled reading behaviour, enjoyment, and interest in a range of different styles of writing and types of text.” (DET, 2019). Reading aloud will support Mia's fluency and expressive language because it allows her to “listen and see the words that are spoken.” (DET, 2019) and copy the use of expressive language while Mia reads. Mia’s learning outcome under the Australian curriculum is to “Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA1787)” (ACARA, 2018). To improve Mia’s fluency and expressive language ICT like “listening posts and talking e-books would be beneficial as they model fluent reading ( Fellowes & Oakley, 2019) building her confidence in fluency and expressive language. Assessment is an essential element of education used to inform instruction (Wren, 2004 as cited in Reading Rockets). Mia can engage in a self-assessment where Mia can record her voice while reading and after the reading activity listen to her voice against a checklist to see if she has applied fluency and expressive language within her reading. The teacher is also able to monitor and check Mia’s progress as the voice recording will be saved to review her progress. Student ID: 103686490 Assignment 3: Folio – Early Primary Jessica Grace

Reading Eggs, taking anecdotal notes, and asking open-ended questions to assess Riley's developmental progress in reading (Fellowes & Oakley, 2019). Mia Children must understand comprehension when reading, as texts are supposed to make sense and further develop a child’s ability to gain knowledge and understanding of

word and sentence skills. Fellowes & Oakley (2019) stated, “without comprehension, reading is a meaningless and pointless exercise”, therefore developing comprehension skills allows students to identify the main points of a text and critically evaluate what has been stated. To succeed in comprehension, students must understand word

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meanings, process sentences, link ideas across sentences, and concluding thoughts from the text (Hacker et al., 2009). One of Mia’s strengths is her ability to comprehend meaning from the text. Mia recognises word identification and uses her conceptual knowledge to understand the text; she connects her existing knowledge, personal

experience using oars, and what happens within the text (Fellowes & Oakley, 2019). Mia’s strengths in her phonological awareness and decoding words skills show her strengths in understanding early literacy, which will assist Mia in later reading skills, according to Niklas et al. (2016). A limitation to Mia’s reading skills is her

expressiveness when reading the text. When reading, her voice does not vary in speed, volume, stress, and pitch to carry meaning and emotion; this can be caused by Mia not showing expressive reading to her teacher or parents (Fellowes & Oakley, 2019) Part B: Children need to develop their writing skills within the early primary school as “writing is viewed as an essential competency that not only supports academic learning and provides a means for demonstrating what has been learned, but also as being increasingly important in children’s and adults’ everyday lives as they interact with other” ( Peterson, McIntyre, & Forsyth, 2016). Writing helps children express their thoughts, feelings and ideas, and in doing so become confident and creative learners “Learning to write is 'not simply about learning how to generate written text; it is about learning how to create meaning through text' (Myhill, 2011, as cited in Peterson, McIntyre, & Forsyth, 2016).

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Harper: In Harper’s writing narrative, Harper demonstrated a good grasp of what a narrative is, he can create a story that has a beginning, (A long time ago), a middle, a climax or complication and an end (“what a amazing adventer!). He also understands the “basic components of a story or narrative text. They include characters, setting and plot, which are all essential to a story.” ( Fellowes & Oakley, 2019). Harper is also able to confidently use full stops at the end of his sentences. ( Fellowes & Oakley, 2019) . Throughout the narrative, Harper places capital letters randomly within a sentence “bonsa On the way” and “Then Next out of “and is inconsistent with capital letters at the beginning of his sentences “In a written text, a sentence starts with a capital letter and ends with a punctuation mark.” ( Fellowes & Oakley, 2019) A teaching strategy to support and extend Harper’s grammar and spelling knowledge is guided writing. guided writing is when children of similar abilities are grouped by the teacher and focus on difficulties faced by all the selected students to provide appropriately differentiated teaching. By working within small groups “children talk with educators, other adults or peers about their writing ideas, they can be assisted to generate clear, well- formed sentences which are appropriate for written communication, and which convey the meaning they want to express.” ( Fellowes & Oakley, 2019). A learning outcome Harper’s will need to achieve under the Australian curriculum under the content descriptor of punctuation is to “Recognise that capital letters signal proper nouns and commas are used to separate items in lists” (ACELA1465), (ACARA, 2018) When teachers combine technology and learning they create an environment that is engaging and collaborative. An ICT activity that would improve Harper’s grammar and spelling skills is interactive writing and spelling games on the smart board or iPad, either individually or in small groups. Using interactive writing and spelling games can help Harper to focus on his spelling and grammar. For example, a game called “Look, Cover, Write and Check” is a spelling game that gets students to focus on specific patterns or tricky words and helps students to visualize the word or Reading eggs as it also have games about grammar. “Research by Roth and Guinee (2011) suggests ten minutes a day of interactive writing can improve the quality of young children’s independent writing. ( Fellowes & Oakley, 2019)

“Assessment can help inform teaching practice by determining whether or not goals are being met ( Fellowes & Oakley, 2019). An assessment strategy to support Harper’s learning outcome is to Madison: In Madison’s writing narrative, Madison demonstrated exceptional knowledge of compound and complex sentences that contain many writing conventions like nouns, verbs, adjectives and adverbs is “able to accurately and meaningfully shape a range of simple as well as intricate sentences in order to achieve their communication goals.” ( Fellowes & Oakley, 2019). Her narrative is well structured with many paragraphs and can implement an array of grammar techniques such as exclamation marks and ellipses “Learning to write texts requires an understanding of, and ability to use, a variety of types of punctuation correctly.” ( Fellowes & Oakley, 2019). Although Madison has many strengths the areas in which Madison needs improvement are with reviewing and editing of her work. Madison has some spelling errors and in one of her sentences, she introduced a name that is nowhere else in the story (‘Sure’, replied Poppy) Children “should be encouraged to rehearse each sentence before committing it to paper, to read it back after they have written it and to read ‘from the top’ every so often to ensure that cohesion has been maintained” ( Fellowes & Oakley, 2019). A teaching strategy to support Madison in her editing and spelling is independent writing with a writing conference. As Madison can already implement an excellent knowledge of compound and complex sentences that contain many writing conventions and correct use of grammar techniques “children write their own texts, thus providing opportunity for them to apply and practise new skills, strategies and knowledge already learnt.” ( Fellowes & Oakley, 2019). Madison can write independently, however, a conference with the teacher will be required to help her with editing and proofing her work “During independent writing, educators should monitor the children’s progress and assist individuals as required.” ( Fellowes & Oakley, 2019). Madison’s learning outcome under the Australian curriculum under the content descriptor of “Editing” is to “re-read and edit text for spelling, sentence-boundary punctuation and text structure (ACELY1672)” (ACAR, 2018),

A classroom activity that involves ICT to help support Madison with revising, editing, and spelling her work would be for Madison to type up her story using a word processing program like Google Sheets. Using Google Sheets will help Madison to see any spelling or grammar mistakes as the program will highlight any mistakes for her to self-correct and re- read. “ A child who can write well has improved confidence and self-esteem, increased concentration on content, improved academic performance, and the increased ability to express him- or herself creatively.” (Olsen, 1990, as cited in Naus, 2000). Once Madison has finished writing, editing, and reviewing her work it can then be submitted or published through Google Classroom where it can be shared with her peers. adding or deleting words to improve the quality of spelling, text layout, grammar, and punctuation (State Government of Victoria, 2019). Observation is a crucial part of understanding and assessing children's learning. (Nutbrown, 2011). An assessment strategy to support Madison’s learning outcome is to Self-assessment with a check list???? Reference:

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Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2018). General capabilities: Introduction v.8.4. https://www.australiancurriculum.edu.au/f-10- curriculum/general-capabilities/ Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2018). Australian Curriculum: F-10 Curriculum: English v.8.4. https://www.australiancurriculum.edu.au/f-10-curriculum/english/ . Department of Education and Training [DET]. (2018). Modelled reading . https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/ english/literacy/readingviewing/Pages/teachingpracmodelled.aspx#:~:text= %E2%80%8B%E2%80%8BModelled%20reading%20(reading,writing%20and %20types%20of%20text. Department of Education and Training [DET]. (2019). Literacy Teaching Toolkit for early childhood . https://www.education.vic.gov.au/childhood/professionals/learning/ ecliteracy/Pages/default.aspx Fellowes, J. & Oakley, G. (2019). Language, literacy and early childhood education (3rd ed.). Melbourne, VIC: Oxford University Press. NESA (2019). Assessment for, as and of learning. Nsw.edu.au. http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the- curriiculum/assessment/approaches . NSW Department of Education. (2023). Basic sight words . Education.nsw.gov.au. https://education.nsw.gov.au/schooling/parents-and-carers/going-to-school/learning- resources/english/english-a-to-z-support-pages/basic-sight-words-high-frequency Reading Eggs (2024). Phonics and Reading: Nurturing Confidence from the Very Beginning . Reading Eggs. https://readingeggs.co.uk/about/phonics/? locale=gb&msclkid=08c12e7162531b4389054bdee890dcab Reading Rockets . (2014). Early Reading Assessment: A Guiding Tool for Instruction | Reading Rockets . Www.readingrockets.org. https://www.readingrockets.org/topics/assessment-and-evaluation/articles/early- reading-assessment-guiding-tool-instruction ACARA. (2022). Information and Communication Technology (ICT) Capability . Australian Curriculum. https://www.australiancurriculum.edu.au/f-10-curriculum/general- capabilities/information-and-communication-technology-ict-capability/ Peterson, S. S., McIntyre, L. J., & Forsyth, D. (2016). Supporting young children's oral language and writing development: teachers' and early childhood educators' goals

and practices. Australasian Journal of Early Childhood , 41 (3), 11+. https://link.gale.com/apps/doc/A467829937/AONE?u=swinburne1&sid=bookmark- AONE&xid=70aee613 Naus, J. M. (2000). Helping hands: A world of manipulatives to boost handwriting skills. Teaching Exceptional Children, 32 (4), 64. https://www.proquest.com/scholarly- journals/helping-hands-world-manipulatives-boost/docview/201144210/se-2 Nutbrown, C. (2011). Assessment. In SAGE Key Concepts series: Key Concepts in Early Childhood Education and Care . Sage UK. Retrieved January 10, 2024, from https://search.credoreference.com/articles/Qm9va0FydGljbGU6MzE2MDMzNQ==? aid=257378

EDU20001 Assignment 3 folio

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