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(Due to the technical problem, teacher is not recorded in. But her voice is recorded.)

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Reading is a component of children’s literacy tendencies which is a process to make meaning to the texts. Hill (2012) states that through reading, children can construct meaning from prints or symbols.

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Picture below shows the Word Cards and Meaning Cards

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(Due to the technical problem, teacher is not recorded in. But her voice is recorded.)

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Reading allows children to link back to their prior knowledge of what they have learnt and connect to the texts.

the knowledge of the world anticipates and associate with it. For children to be able to understand and create their  identity in the world. Burnett and Merchant (2018) mentions that reading can nurture children’s present and future lives and, connect them to the people and the world around them in form of relationship.

Promote positive effects to children, for instance, vocabulary development, comprehension, phonemic awareness, fluency and decoding.

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This activity is to let children to find the correct match of word and meaning that found on the cards.

Children have to guess and discuss about the meaning of the words on the card and choose another card.

If the card is a word or different meaning to the word, then children have to flip back and let the other group have a turn.

If the word match to the meaning, then allow children to keep it as a record.

The more cards children kept, the higher the chance to receive a reward.

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Vocabulary is the words that understood by children and are able to use them in the conversations or writing. Kucan (2012) indicates that vocabulary is the words knowledge that held by children. While Gardner (2013) state vocabulary is defined as the component of language which are meaningfully understood, well-constructed and communicated.

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Children learn vocabulary since they are born. By that mean, children are born in a rich environment which involves different modes of communications and talk (Ewing, Callow, and Rushton, 2016).

Inform children to be able to access and learn about the meanings of the 'texts'.

National Council of Teachers of English (2011) claims that vocabulary is important for children to learn as it allows children to understand the words and practice on writing.

Support children's ability to participate in deeper reading in order to understand the deepen meaning in the texts (Harmon, Buckelew-Martin, and Wood, 2010).

Enhance comprehension reading where children are able to understand the vocabulary in the reading (French, Danielson, Conn, Gale, Lueck, and Manley, 1990).

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Teachers

Year 1 students

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Australian Curriculum Assessment, and Reporting Authority (ACARA, 2018)

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According to ACARA (2018), Year 1 students learn English through interaction with peers and adults. Interaction with others allows children to listen, read, view and interpret the vocabulary, and enrich their language development. For instance, they can engage in games and activities, and discuss in groups or pairs about the objectives that they have to done in order to obtain the results.

Furthermore, according to Hill (2012), Year 1 students are considered as transitional level. In this level, children are more flexible and moving towards the fluency of reading. Children also can explore more complex texts in the reading.

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Inclusive and Culturally Sustain Teaching

Teachers can use 'Token Economic' strategy to engage students participation (B.F. Skinner)

Teachers also encourage to use praises during the activities. (B.F. Skinner)

Instructional play is used to motivate students' learning.

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Inclusive and Culturally Sustain Teaching

Knowles (2010), and Alexiadou and Essex (2016) claims that knowing your students is important as to consider and include them in the planning. By taking account of the diversity and abilities of students, educators use range of resources and ideas that can apply in the activities to promote equality and inclusion. For instance, in the activities, discussions are promoted to encourage all students to speak up and share their opinion to their peers. Through the discussions, students are learning and respecting their peer’s diversity and views.

Grouping activities can improve the inclusiveness in the classroom. Huber, Rosenfeld, and Fiorello (2001) state that grouping students according to their achievement can construct an inclusive practice in the classroom. Knowles (2010, p.164) supports by mentioning the importance of grouping together can develop “a sense of belonging to a class, helping children from diverse backgrounds to work together”.

Gay (2010) mentions that educators being supportive and facilitating to the students’ diversity and learning development. These can promote classroom inclusive and equity learning experience of the students. For example, using questions to facilitate their thinking, but not giving them direct answers. As Gay (2010) claims that interaction between teachers and students can stimulate students’ critical thinking and learning skills in order to solve the problem. For instance, in the activities, teachers are promoting questions to students to think critically.

B.F. Skinner

o   Positive Reinforcement

Shute and Slee (2015) indicate with positive reinforcement applied in the classroom, the frequency of students’ response increase. By giving an outcome which students think is satisfying, positive reinforcement can heighten their participation in the classroom.

During the activities, educators encourage students’ participation by praising them when they have the right answer. For instance, in activity (2), the teacher can praise the students who find the match correctly to engage their spirit to find more matches.

o   Token Economy

Token Economy is one of the classroom management strategies to reinforce students’ participation in class or activities. Boniecki and Moore (2003), and Nelson (2010) suggest that token economy is taken part when students receive token for their positive engagement in the classroom and trade the token for rewards or extra credits. By doing this, active learning is facilitated when higher level of students’ participation is given in the classroom or activities (Boniecki and Moore, 2003).

In relation to the activities, educators are using rewards to encourage children to discuss and work hard together to achieve higher score in the activities. During the activity (1), through the token economy strategy, children would try their best to relate to their daily practices and conversations just to find more words in the Word given.

Instructional Play
o   According to Wells and Narkon (2011), disguise instruction as play in words game can motive students’ learning. Kucan (2012) also suggests that instructional activities can be introduce to enhance students’ vocabulary learning as it can support their abilities to build knowledge through interactions with words and peers.

The two activities involve instructional play where teachers are preparing and designing student-friendly vocabulary activities to students. Besides, teachers are not contributing lots of efforts during the activities. But to allow students to develop meaning through their knowledge about words, and thus deepen their knowledge (Kucan, 2012).

Wells and Nelson (2011) claims that through play, students are not only learning the vocabulary, also increasing their enjoyment about the learning experience. These can increase their motivation on learning vocabulary words.

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This activity is about finding words in a word.

Children have to find any similar letters that can be found in the Word, and create a new word.

They can link back to their experience in language which they have learnt.

If they find a word, they have to hold until it is their turn to write it on the board.

They share the words' meaning that they created on board to the classroom.

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Different colors of chalks/markers

blackboard/whiteboard

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Before the activity...

Prepare a set of long letters words no matter it related to the lesson, as children are finding new words from the Word

Caterpillar

Manipulated

Hippopotomonstrosesquipedaliophobia

Prepare a list of pair/3-4 groups of students and ensure that the high achievement students are paired with low achievement students

Allow high achievement students to support low achievement students

Questions that can be used in the activity:

What can you think of when you separate the letters?

What do you have on the table that can be found in the Word?

During the activity...

Different colors of chalks/markers are distributed to the groups to identify the groups.

Explain the rules to the children

Group them into pairs or group of 3-4

Discussion between groups is encouraged to empower their knowledge and create new words

Relate them to their daily experience and their knowledge about vocabulary to enhance their thinking

Praise them who able to create a new word, while encourage those who could not think of any or the word has been taken by other group

Engage them with the rewards to boost their spirit in the activity

Question them to boost their thinking

During the activity...

Praise all the children to put all their effort in the activity

Allow them to share their words to others

Rewards those who have the most number of words created

Encourage those who feel upset not to get the rewards and work together again for the next time

Collect feedback from children and through the observation of children's reactions, modify the activity if possible

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Lev Vygotsky

Sociocultural theory emphasizes the importance of the relationship and interaction between children and more knowledgeable peers and adults (The NSW Office of Child Care, 2002; Crowley, 2014). Lindon (2010) also mentions that Vygotsky believes that children learn better through the process within social interaction.

Relate to the Activity...
In the activities, teachers allow children to work in a group and discuss about the words. The grouping can be adjusted by forming high achievement students and low achievement students together as a group.

Low achievement students can be supported as well as strengthen the prior knowledge of high achievement students.

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Words Cards (Cards with the Words)

Meanings Cards (Cards with the Meaning of the Words)

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Before the activity...

Prepare a set of vocabulary that is going to be taught in the week or simply any vocabulary that is within the learning area

Print them to the cards and cut them into a rectangle shaped- paper

Do the same thing with the Meaning Cards

Prepare a set of questions which can be used during the activity:

What might the word mean?

What do you know about this word?

Prepare a list of pair/3-4 groups of students and ensure that the high achievement students are paired with low achievement students

Allow high achievement students to support low achievement students

During the activity...

Mix the Word Cards and Meaning Cards together, and flip them over, and put on a table

Explain the rules of this activity and group them into pairs or group of 3-4

Encourage students to have a guess and discuss in group about the word on the card that they flipped over

Praise children if they make a match of the word and meaning, while encourage them when they miss the chance

Use questions to engage their thinking and link to their experience and word bank

End of the activity...

Praise all children who engage in the activity

Let children to share the words which kept by them with the meaning with it

Give rewards to the first three groups of children who hold the most number of Word Cards

Encourage those who could not receive the rewards and learn more vocabulary which might appear in the next activity

If the feedback from children about this activity positive, teacher can repeat this activity for the next chance

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Cognitive Vocabulary Approach (CVA)
According to Harmon, Buckelew-Martin, and Wood (2010), based on educators' knowledge about vocabulary and comprehension, educators focus on explicit instruction to support children to develop various learning strategies to identify and figure the meaning of unfamiliar vocabulary. CVA, which involves identifying unfamiliar words, examining word meanings, and relating word meanings, is aimed to support children's needs in word learning.

Firstly, the ability to identify unfamiliar words allows children to recognise the importance of words for comprehension (Harmon, Buckelew-Martin, and Wood, 2010). Meta-cognitive awareness can be developed through this process and it allows children to think of how to relate the unfamiliar words to the comprehension.

Secondly, children often examining unfamiliar words can develop their cognitive strategies which involve prior knowledge, prediction, question, and conclusions. Thus, children are able to grasp the reasonable meaning of the words.

Lastly, after children have developed those abilities, they are ready to use those words in unfamiliar ways. Harmon, Buckelew-Martin, and Wood (2010) claims that children deepen the words meaning and relate the words to particular contexts and other words. Children learn to make connections, organise, and break down the information, and conceptualise in order to enhance their comprehension reading.

Relate to the Activity...
children are learning to identify unfamiliar words or familiar words and examining their meaning to make connections to the comprehension. For instance, they choose a Word card – the unfamiliar word, and find the Meaning card – examine whether the word meaning matches the unfamiliar word.

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Alexiadou, N. & Essex, J. (2016). Teacher Education for Inclusive Practice - Responding to Policy. European Journal of Teacher Education, 39(1), 5-19. DOI:  10.1080/02619768.2015.1031338

Australian Curriculum Assessment, and Reporting Authority. (2018). English. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/english/?year=11575&year=11576&strand=Language&strand=Literature&strand=Literacy&capability=ignore&capability=Literacy&capability=Numeracy&capability=Information+and+Communication+Technology+%28ICT%29+Capability&capability=Critical+and+Creative+Thinking&capability=Personal+and+Social+Capability&capability=Ethical+Understanding&capability=Intercultural+Understanding&priority=ignore&priority=Aboriginal+and+Torres+Strait+Islander+Histories+and+Cultures&priority=Asia+and+Australia%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&elaborations=false&scotterms=false&isFirstPageLoad=false

Boniecki, K. A., & Moore, S. (2003).  Breaking the Silence: Using a Token Economy to Reinforce Classroom Participation. Teaching of Psychology, 30(3), 224-227. Retrieved from http://journals.sagepub.com.ezproxy.lib.monash.edu.au/doi/pdf/10.1207/S15328023TOP3003_05

Burnett, C., & Merchant, G. (2018). Affective Encounters: Enchantment and Possibility of Reading for Purpose. Literacy. DOI: 10.1111/lit.12144

Crowley, K. (2014). Child Development: A Practical Introduction. London, UK: SAGE

Ewing, R., Callow, J., & Rushton, K. (2016). Language and Literacy Development in Early Childhood. Port Melbourne, VIC: Cambridge University Press

French, M. P., Danielson, K. E., Conn, M., Gale, W., Lueck, C., & Manley, M. (1990). Vocabulary. The Reading Teacher, 43(8), 612. Retrieved from http://www.jstor.org.ezproxy.lib.monash.edu.au/stable/pdf/20200489.pdf?refreqid=excelsior%3A6e74219b53529e54c3a3ec3b0d953a1d

Gardner, D. (2013). Exploring Vocabulary: Language in Action. Retrieved from https://ebookcentral-proquest-com.ezproxy.lib.monash.edu.au/lib/monash/reader.action?docID=1344633&ppg=14

Gay, G. (2010). Culturally Responsive Teaching: Theory, Research, and Practice. Retrieved from https://www.cwu.edu/teaching-learning/sites/cts.cwu.edu.teaching-learning/files/documents/CulturallyResponsiveTeaching_TheoryResearchandPractice,%20Geneva%20Gay.PDF

Harmon, J. M., Buckelew-Martin, E., & Wood, K. D. (2010). The Cognitive Vocabulary Approach to Word Learning. The English Journal, 100(1), 100-107. Retrieved from http://www.jstor.org.ezproxy.lib.monash.edu.au/stable/pdf/20787701.pdf?refreqid=excelsior:3eec904974d0d7b1c62bf4f9da53abfd

Hill, S., 2012. Developing Early Literacy: Assessment and Teaching. South Yarra, Aus: Eleanor Curtain Publishing.

Huber, K. D., Rosenfeld, J. G., & Fiorello, C. A. (2001). The Differential Impact Of Inclusion And Inclusive Practices On High, Average, And Low Achieving General Education Students. Psychology in The Schools, 38(6), 497-504. Retrieved from https://onlinelibrary-wiley-com.ezproxy.lib.monash.edu.au/doi/epdf/10.1002/pits.1038

Knowles, G. (2010). Supporting Inclusive Practice. Retrieved from https://ebookcentral-proquest-com.ezproxy.lib.monash.edu.au

Kucan, L. (2012). What is Most Important to Know About Vocabulary? The Reading Teacher, 65(6), 360-366. Retrieved from http://www.jstor.org.ezproxy.lib.monash.edu.au/stable/pdf/41853039.pdf?refreqid=excelsior:3a092a784c956935e7e559880ae751a2

Lindon, J. (2010). Understanding Child Development: Linking Theory and Practice. London, UK: Hodder Education

National Council of Teachers of English. (2011). Vocabulary. College Composition and Communication, 63(2), 341. Retrieved from http://www.jstor.org.ezproxy.lib.monash.edu.au/stable/23131589?seq=1#page_scan_tab_contents

Nelson, K. (2010). Exploration of Classroom Participation in Presence of a Token Economy. Journal of Instructional Psychology, 37(1), 49-56. Retrieved from http://go.galegroup.com.ezproxy.lib.monash.edu.au/ps/retrieve.do?tabID=T002&resultListType=RESULT_LIST&searchResultsType=SingleTab&searchType=AdvancedSearchForm&currentPosition=1&docId=GALE%7CA224405378&docType=Report&sort=RELEVANCE&contentSegment=&prodId=AONE&contentSet=GALE%7CA224405378&searchId=R2&userGroupName=monash&inPS=true

Shute, R. H., & Slee, P. T. (2015). Child Development: Theories and Critical Perspectives. Retrieved from https://ebookcentral-proquest-com.ezproxy.lib.monash.edu.au

The NSW Office of Child Care. (2002). A Basic Introduction to Child Development Theories. Retrieved from http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/LRRView/7401/documents/theories_outline.pdf

Wells, J. C., & Narkon, D. E. (2011). Motivate Students to Engage in Word Study Using Vocabulary Games. Intervention in School and Clinic, 47(1), 45-49.  DOI: 10.1177/1053451211407493

Mix and Match - Credited by

Sears, J. (2015). 10 Games to Play with any Vocabulary Words. Retrieved from http://www.notsowimpyteacher.com/2016/11/10-games-to-play-with-any-vocabulary.html

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