EML302 Assessment 3
docx
keyboard_arrow_up
School
Charles Sturt University *
*We aren’t endorsed by this school
Course
302
Subject
English
Date
Jan 9, 2024
Type
docx
Pages
12
Uploaded by SuperSandpiper2461
EML302 Assessment Three
Emergent Literacy Project
Project Overview
Neaum (2012, p. 139) identifies that young children often engage in pretend reading and writing in their play such as sharing books with adults, recognising signage, singing rhymes, and scribbling on a letter. These behaviours are a process of emergent literacy. Fellowes and
Oakley (2019, p. 7) suggest that it is critical for children to have early literacy experiences as literacy learning is an ongoing process and reading and writing require preparation. Children’s literacy skills will be developed along with adults’ quality engagement. Therefore, I will offer this literacy experience for my focus children to practise oral language and concepts of prints during their play.
I have four focus children named, Lea (five years old), Daisy (five years old), Norah (three years old) and Kayla (three years old). They are from bilingual backgrounds and English is not their first language. When the four children engaged in socio-dramatic play, they communicated in English. Leah who was more fluent in English than Daisy had no issue to take a role in their play, but Daisy often asked me how to interpret her Korean words in English or was reluctant to join in. I have an emergent literacy project which is a story book ‘Brown bear brown bear what do you see?’, a story retelling and an ice cream shop. My literacy project emphasises on building the children’s confidence of their oral language in English, awareness of alphabet letters and phonological awareness so that Leah and Daisy would be able to gain confidence of their language skills and prepare well for kindergarten. Learning Experience Analysis
Story book
The story book I have chosen is ‘Brown bear brown bear what do you see?’ by Bill Martin Jr. and Eric Carle. This book offers repetitive and rhythmic sentences so that the children can practise and memorize the pattern of sentences. The brightly coloured illustrations enhance children’s visual literacy (Fellowes & Oakley, 2019, p. 529). 1
Rationale
Through this activity bilingual children will be able to develop their oral language skills and awareness of English letters. Literacy concepts The children will be able to recognise print that contains meaning (Neaum, 2012, P. 142). They will learn concepts about print which are book handling skills, left to right and top to bottom orientation, page turning, words, letters, sounds, sentences, and punctuation (Fellowes & Oakley, 2019, p. 210; Neaum, 2012, p. 143). Emergent literacy skills demonstrated by children According to Appendix 1, the children listened to the book reading whilst looking at illustrations and prints of the book then, they also actively recited the sentences. This process demonstrated the children’s emergent reading skills.
The older children Daisy and Lea demonstrated phonological and alphabet letter awareness.
Daisy identified the letter d by saying, “there is d for Daisy” (Appendix 1). Daisy demonstrated that she recognised capital D and lower-case d. Lea demonstrated that she recognized a few alphabet letters on each page by reading different letters on each page (Appendix 1).
Educator’s role in extending the children’s learning Reading aloud to children provide many benefits for learning literacy skills such as concepts of prints, phonological awareness, phonics and meaning of text (Department of Education [DOE], 2023). Fellowes and Oakley (2019, pp. 291-295) suggest that an educator should read
aloud by demonstrating how to read a book then gradually involve children in reading where possible. They also discuss that shared reading is an effective strategy for children to develop concepts of print. It is evident that the educator read aloud the book with the children, and she pointed out words and sentences on each page. She also encouraged them to guess the next sentence by showing an illustration of the next page (Appendix 1). The educator encouraged the children to recite the sentences and praised the children 2
when they recognised alphabet letters to provide positive motivation for engagement in prints.
Experience One
My first emergent literacy experience is story retelling of the story book, ‘Brown bear brown
bear what do you see?’. Suggate et al (2013, as cited in Halim, 2022) states that oral story telling offers children many benefits to develop early literacy skills. When children sing and retell familiar rhymes and rhyming stories, they can learn many oral language skills such as phonemic awareness and sentence structures such as syntactic component (Ronson, 2016). For this story retelling experience, I offered the children props (Appendix 2, A) based off the original story book. The children looked at pictures and memorised the sentences related to the pictures. Rationale
The children will be able to gain new vocabulary and be familiar with sentence structures in English.
Literacy concepts Fellowes and Oakley (2019, p. 206) discuss that oral language experiences assist children to learn about the sound of English; therefore, the children can develop phonological and phonemic awareness such as understanding letter sounds and catching rhymes in words (Bayne, 2015). The children also can gain syntactic knowledge by memorising and reciting sentences from the book. They can learn about how to structure sentences, word order and intonation (Fellowes & Oakley, 2019, p. 206).
Emergent literacy skills demonstrated by children According to appendix 1, the children retold the story from their memory whilst placing each animal picture on to the matching-coloured circle. Daisy picked up a brown bear picture and recited “brown bear brown bear what do you see?” she then placed it on the brown coloured circle. The children demonstrated their oral language skills by reciting 3
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
familiar text by memorising, retelling a story without a book, knowledge of new vocabulary and structure of sentences (Bayne, 2015). According to appendix 2, B and C, the children demonstrated their emergent writing skills.
When I asked them to draw their favourite animal from the book, Norah and Kayla drew a circular shape and made scribbles. Bruce and Spratt (2011, p. 83) state that children’s drawing contains meaning, and it symbolises their ideas which develop into emergent writing. Lea and Daisy demonstrated more obvious emergent writing skills (A2, C). It was evident that their drawings were distinguished from their writings. They wrote recognisable alphabet letters such as purple and red. When they wrote the letters, they showed concepts
of print such as left to right directionality and identifying the colour of the illustration (Fellowes & Oakley, 2019, p. 384).
Educator’s role in extending the children’s learning
Oral language, reading and writing skills are interrelated; therefore, an educator should read
a variety of books for children to gain new vocabularies, syntactic structures, and new information to improve their oral language skills (Fellowes & Oakley, 2019, p. 206). As Ronson (2016) suggests that retelling stories without using a book is good practice for children to become a story writer. I encouraged the children to retell the story book by their
memory whilst using props. When they could not make a full sentence, I demonstrated how to say or added words they missed to complete the sentence. After story retelling, the children moved to a drawing table as their interest had changed, therefore I suggested for them to draw their favourite animals out of the book characters. In this way the children practised their emergent writing skills, and their drawings and scribblings symbolised characters in the book (Bruce & Spratt, 2011, p. 84). Experience Two
Recently my focus children often played ‘ice cream shop’ outside by usings pebbles and little
toys as ice creams then they pretended to buy and sell the ice cream. To extend their interest I set out an ice cream shop menu, a signage, order sheets, pencils, telephones, toy ice creams and shopping baskets. Sociodramatic play enhances children’s oral language 4
skills by taking roles to discuss and communicate through play (Fellowes & Oakley, 2019, p. 111).
Rationale
The children will be able to learn how to communicate in English and engage in emergent writing through Ice cream shop play. Literacy concepts The children can gain concepts of print whilst reading an ice cream shop menu and a signage
such as recognising environmental prints, identifying letters, words, numbers, and dollar signs. They engage in writing attempts such as writing lines, names, numbers when they wrote on an order sheet (Neaum, 2012, p. 145; Appendix 3, C, D). When they engage in different roles, they can communicate by asking and answering questions and they can negotiate, suggest, explain, and solve problems through their play (Bayne, 2015). Fellowes and Oakley (2019, p. 111) states that children can develop their phonologic, semantics, syntax, and pragmatics component of their oral language through socio-dramatic play.
Emergent literacy skills demonstrated by children According to appendix 3, the children identified a word, chocolate ice cream by the picture and they read the number next to the picture. They said chocolate ice cream is three dollars.
They demonstrated that they were engaged in prints, and they figured out the meaning of words by the picture. When they pretended to take an order by phone, Daisy and Lea copied alphabet letters from the menu then wrote words on an order sheet. Neaum (2012, p. 145) explains that Daisy attempted to write letter looking shapes and lines and these writings symbolise alphabet letters. Lea’s handwriting appeared to be more recognisable, and she could copy a few words from the menu. Lea and Daisy kept asking and answering questions to each other through their play. Educator’s role in extending the children’s learning The Early Years Learning Framework states that an educator should intentionally teach children through play by modelling, demonstrating, explaining, and problem solving to assist
5
children’s learning (Australian Government Department of Education [AGDE], 2022, p. 22). According to appendix 3, the educator set out dramatic play setting for the children to take on roles and experience pretend situations. The educator engaged in the children’s ice cream shop play, as she demonstrated how to order ice cream when Daisy asked her how to
say it in English. The educator also took on a role as a customer and modelled the role by ordering ice cream and pretended to pay money. The children could extend their play with an educator’s engagement, and she assisted the children to learn the use of words (pragmatics component) and sentence structures (syntactic component) (Fellowes & Oakley,
2019, p. 111). When the children attempted to write an ice cream order, the educator assisted them by explaining letters and sounds for their phonological awareness and concepts of print. Conclusion
My focus children demonstrated that they engaged well in all my literacy projects. The book, ‘Brown bear brown bear what do you see?’ was a great choice as all the children could recite it as I read. The rhythmical sentences and brightly coloured illustrations enabled
the children to engage in the book well. The children participated in story retelling well because the prop that I offered was easy to use and they seemed to enjoy reciting the sentences without the book. During socio-dramatic play, the children learnt how to read words and numbers by engaging with the ice cream menu. Furthermore, they took on different roles in this play and practised asking and answering questions in English. Children can engage in emergent literacy with everyday activities. However, an educator should recognise that a literacy-rich environment enhances children’s literacy skills, intentional teaching should support child-led play and an educator’s scaffolding for children’s learning is
critical for them to develop their skills. Through this, I have learnt that socio-dramatic play is
essential for children to practise their literacy skills; therefore, I will provide a variety of pretend play settings and props for the children to develop their emergent literacy.
6
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Reference
Australian Government Department of Education [AGDE]. (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia
(V2.0). Australian Government Department of Education for the Ministerial Council. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf
Bayne, L. (2015). Emergent literacy concepts & skills
[Resource]. EML 302, Interact2 https://www.csu.edu.au
Bayne, L. (2019). Early stages of writing development
[Resource]. EML302, Interact2 https://interact2.csu.edu.au
Bruce, T. & Spratt, J. (2011). Essentials of literacy from 0-7 years: A whole-child approach to communication, language and literacy
(2nd ed.). Sage.
Department of Education [DOE]. (2023, April). Literacy teaching toolkit for early childhood
. State Government of Victoria. https://www.vic.gov.au/literacy-teaching-toolkit-early-
childhood?Redirect=1
Ebbeck, M., & Waniganayake, M. (2016). Play in early childhood education: Learning in diverse contexts.
Oxford University Press.
Fellowes, J. & Oakley, G. (2019). Language, literacy and early childhood education
(3rd ed.). Oxford University Press.
Halim, D. (2022, November). The forgotten power of reading aloud. The spoke
https://interact2.csu.edu.au/
Neaum, S. (2012). Language and literacy: For the early years. Sage/Learning Matters. Neaum, S. (2020). Engaging with literacy provision in the early years: Language use and emergent literacy in child-initiated play. Journal of Early Childhood Literacy
20(4), 680-
705 DOI: 10.1177/1468798418783310.
Neaum, S. (2022). Children’s ways-of-knowing. Learning through intent participation in the early years. Early Years
, 42(3), 343-356, DOI: 10.1080/09575146.2020.1719983
7
Ranson, A. (2016, March 8) The importance of rhyme in early literacy development. The imagination tree. https://theimaginationtree.com/
8
Appendix1 Observation
Today’s group time story was ‘Brown brown
bear what do you see?’ All children were very
excited as it was their favourite book. Even
though they cannot read yet, they tried to read along quickly as I read each page. The book’s
sentence structures have a rhythmic and repeated pattern and is easy to follow with bright visual illustrations. After I read the sentence on the first page; “brown bear brown bear what do you see?’ I then showed the children a picture of the next page so that they could expect what the next sentence would be. I pointed at the illustration and encouraged them to say, “I see a red bird looking at me.” I kept encouraging them to read along with me while
letting them guess what animal came next. Lea and Daisy who are almost 5 years old copied most of the sentences. Kayla and Norah who are 3 years old enjoyed copying 2- 3 words such as ‘looking at me’. I read the book two times. During the second time, I pointed at some of the words on each page. Daisy noticed that there is ‘d’ in dog by saying “there is d for Daisy.” Lea also started to name alphabet letters that she found on the page. I praised the girls every time they named a letter they recognised. Learning outcome 5.2 Children engage with a range of texts and gain meaning from these 9
Children’s name: Daisy (4yrs 11mths), Lea (4yrs 10mths), Kayla (3yrs) and Norah (3yrs 1month)
Date: 4
th
of May 2023
Setting: family day care Indoor group time
Educator: Young Lee
Analysis of learning
The children had fun copying sentences and learnt new vocabularies such as combined word -colour and animal names. These children are from bilingual backgrounds and English is not their first language; therefore, the children learnt how English sentences compose (syntactic component) while they read the book. Daisy and Lea could recite most of the sentences after reading a few pages. Kayla and Norah also copied many words and a few sentences.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Appendix 2 We had a time to recount the story ‘brown bear brown bear what do you see?’. We talked about what the story was about,
and I offered them pictures that can be matched with the same colour as the book’s illustrations. I demonstrated and encouraged them to recall the sentences from the book. Leah (5yrs) and Daisy (5yrs) could remember most of the sentences as they placed picture cards on the matching-coloured circles. Kayla (3yrs) and Norah (3yrs) just enjoyed placing the pictures on the matching circles. After the story retelling, the children moved to a table for drawing. I asked them which animals from the book is your favourite? Kayla (3yrs) and Norah (3yrs) scribbled and drew some simple enclosed shapes. Leah (5yrs) and Daisy (5yrs) drew pictures of their favourite animals and tried to copy some of the letters from the pages. B. 10
A.
C.
Daisy (5 years) and Lea (5years)’s drawings and writings
Norah (3 years) and Kayla (3 years)’s drawing about favourite animals
Appendix 3 Ice cream shop play 11/05/2023
Lately the children engaged in ice cream shop play outside. They collected pebbles and little toys which they use as ice creams. Usually, Lea took a role of ice shop keeper and other children pretend to be customers. Daisy often asked me what to say in English, so I demonstrated as a customer and taught her what to say. Today I set out an Ice cream shop setting along with Ice cream shop office. Lea and Daisy read the ice cream menu and signage and recognised a few of their name letters and numbers. They initiated their play by saying “Ice cream, ice cream 2 dollars” Kayla came and pretended to give Daisy money then Daisy asked her “strawberry ice cream?” Kayla replied “chocolate ice cream” then Daisy passed a toy ice cream to her. Daisy and Lea looked at the ice cream menu and read “3 dollars, 2 dollars”. Daisy and Lea then went to an office table. They pretended to 11
A.
B.
D.
C.
Lea’s mock letters
Daisy’s mock handwriting
take an order by phone. Lea said “hello, do you want ice cream?” I pretended to be a customer by saying “can I have two vanilla ice cream please?” Lea replied “ok” then she pretended to write the number of orders. 12
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help