# data[].attributes.attachment_link.title
Punctuation Red Light and Green Light.pdf

# data[].attributes.body
Allor, J. H., and McCathren, R. B. (2003). Developing Emergent Literacy Skills Through Storybook Reading. Intervention in School and Clinic, 39(2), 72-29. Retrieved from https://www.readitonceagain.com/wp-content/uploads/2017/08/Developing-Literacy-through-storybook-reading.pdf

Australian Curriculum, Assessment and Reporting Authority. (2016). English. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/english/?year=11574&strand=Language&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

Bang-Jesen, V. (1995). Hands-On and First-Hand Experiences in the Context of Reading and Language Arts. Language Arts, 72(5), 352-358. Retrieved from https://www.jstor.org/stable/pdf/41482209.pdf?refreqid=excelsior%3A90175de1d554535edc25139c2218a8aa

Beardon, C. and Wilson, J. P. (2013). Experiential Learning: A Handbook for Education, Training and Coaching. Retrieved from https://ebookcentral-proquest-com.ezproxy.lib.monash.edu.au/lib/monash/reader.action?docID=1318826&query=

Cole, D. (2012). Play Based Learning. Retrieved fromhttp://www.ascotkindergarten.vic.edu.au/wp-content/uploads/2012/05/Play-based-learning.pdf

Department of Education and Early Childhood Development. (2012). Strength-based Approach: A Guide to Writing Transition Learning and Development Statements. Retrieved from http://www.education.vic.gov.au/documents/childhood/professionals/learning/strengthbappr.pdf

Department of Education and Training. (2018). Concepts of Print. Retrieved from http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/readingviewing/Pages/litfocusconceptsprint.aspx

Department of Education, Employment, and Workplace Relations [DEEWR]. (2009). Belonging, Being, Becoming: The Early Years Learning Framework for Australia. Retrieved fromhttp://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf

Early Childhood Learning and Knowledge Center. (2018). Developing and Using Book Knowledge and Print Concepts. Retrieved from https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/big5-ts-book-knowledge-eng.pdf

Kreig, P. B. (2010). A Simple Book (with Potential). Retrieved from https://i.pinimg.com/originals/29/97/94/299794ee5009fdce598a5988a0877e13.jpg

Krutkowski, S. (2017). A Strengths-based Approach to Widening Participation Students in Higher Education. Reference Services Review, 45(2), 227-241. DOI: 10.1108/RSR-10-2016-0070

Lee, B. Y. (2011). Assessing Book Knowledge Through Independent Reading in the Earliest Years: Practical Strategies and Implications for Teachers. Early Childhood Education Journal, 39(4), 285-290. DOI: 10.1007/s10643-011-0464-y

Mol, S. E., Bus, A. G., and De Jong, M. T. (2009). Interactive Book Reading in Early Education: A Tool to Stimulate Print Knowledge as well as Oral Language. Review of Educational Research, 79(2), 979-1007. DOI: 10.3102/0034654309332561

Prior, J., and Gerard, M. R. (2004). Environmental Print in the Classroom: Meaningful Connections for Learning to Read. Newwark, DE: International Reading Association

Pullen, P. C., and Justice, L. M. (2003). Enhancing Phonological Awareness, Print Awareness, and Oral Language Skills in Preschool Children. Intervention in School and Clinic, 39(2), 87-98. Retrieved from https://www.speech-language-therapy.com/pdf/papers/pullenjustice2003.pdf

Shepherd, A. (2017). Bentley, Jonathan. Where is Bear? School Library Journal, 63(5), 57. Retrieved from http://link.galegroup.com.ezproxy.lib.monash.edu.au/apps/doc/A491031959/AONE?u=monash&sid=AONE&xid=9cfeb4b8

Strickland, D. S., and Schickedanz, J. A. (2009). Learning about Print in Preschool: Working with Letters, Words, and Beginning Links with Phonemic Awareness. Newark, DE: International Reading Association

Tafa, E. (2009). The Standardization of Concepts about Print into Greek. Literacy Teaching and Learning, 13(1-2), 1-24. Retrieved from https://files.eric.ed.gov/fulltext/EJ867298.pdf

Woods, L. S. (2017). Interactive Book Reading: Promoting Emergent Literacy Skills in Preschool Children through a Parent Training Program. Retrieved from https://cdr.lib.unc.edu/indexablecontent/uuid:8608a1e7-37ce-492f-8440-a5b0d99c7ee4

# data[].attributes.body
Education.com. (2018). Activity: Play Punctuation Red Light, Green Light. Retrieved from https://www.education.com/activity/article/punctuation_green_light_red_light/

Holly. (2016). Punctuation Activity Ideas. Retrieved from https://www.teachstarter.com/teaching-resource/punctuation-poster/

# data[].attributes.body
Through reviewing the assessments done with Eric, I found that Eric is showing his progression about concepts of print for emergent literacy skills. He is developing in concept of book and text as he can determine the prompts in concepts of print which lead him to develop his reading skills. However, he might need support in directionality and develop mechanics of concepts of print. Therefore, I provide a plan which focuses to strengthen and develop Eric’s concepts of print. As through the process of assessments, I realised that Eric is a visual learner. Thus, the pedagogical approaches which will be applied in the plan are strength-based approach, hands-on experiences and play-based learning to support Eric’s participation in the activities.

# data[].attributes.headline
'Where is Bear?' Jonathan Bentley (Planning - Appendix 1)

# data[].attributes.subject
'Where is Bear?' Jonathan Bentley (Planning - Appendix 1)

# data[].attributes.body
I choose ‘Where is Bear?’ by Jonathan Bentley as my picture book for my 4 years old child, Eric. In this picture book, a boy is searching his missing ‘bear’ at bedtime. It is a play-based assessment as I use reading as a play experience to assess Eric’s concepts of print. This picture book has different pictures which can engage Eric to connect the texts to the pictures. As concepts of print include the ability to relate the picture to the texts in the picture book, and through open-ended questions to identify what messages is relayed in the book, and link to their real-world experiences (Allor and McCathren, 2003; Mol, Bus, and De Jong, 2009; Woods, 2017).
Besides, this picture book has provided a print-rich environment to Eric to develop concepts of print (Pullen and Justice, 2003; Woods, 2017; Early Childhood Learning and Knowledge [ECLKC], 2018). For example, I can encourage and engage children in the picture book to identify different forms of print. Furthermore, the way of holding the book and pointing each word during the reading of picture book can promote the concepts of print to the children. For example, teacher read the book by holding the book upright and pointing one word at a time can demonstrate how the reading should occur and the understanding of starting from left to right and top to bottom. Besides, adults can interact with children by allowing children to help adult to turn pages, point the words and so on. Allor and McCathren (2003) claim that these interactive activities can enhance children’s understanding of how the prints work and its purpose.

# data[].attributes.headline
Emerging Concepts of Print (Planning - Appendix 2)

# data[].attributes.subject
Emerging Concepts of Print (Planning - Appendix 2)

# data[].attributes.body
This assessment is to assess the knowledge of children about concepts of print. It is criterion-referenced assessment which at the age of 4.5 to 5.5, this child should be able to achieve certain milestones in concepts of print. Hill (2012) provides an emerging concepts of print assessment tool for adults which can be a guide of how adults can assess children’s concepts of print through certain type of behaviours and suggested prompts can be used to direct the children. The use of this tool is through observing children’s emerging concepts of print behaviour (Hill, 2012). There are 27 sections in this tool and each point is given to the correct section. Besides, this assessment allows adults to analyse the children’s right or wrong responses to the prompts. Based on the observations of the children’s behaviours, adults than can determine the strengths and weakness of concepts of print which requires additional assistance of the child (Clay, 2005 as cited in Tafa, 2009).

# data[].attributes.headline
Stick & Paste (Planning - Appendix 3; Evidence - Appendix 3.2)

# data[].attributes.subject
Stick & Paste (Planning - Appendix 3; Evidence - Appendix 3.2)

# data[].attributes.body
The purpose of this activity is to assess children’s understanding of concepts of print when children have started to learn concepts of print. It will be curriculum-based assessment as the result of this activity will refer to Australian Curriculum’s English to determine the concepts of print of Eric. The materials required is the print out of the covers of the book, one of the pages in the book, and the concepts words, such as ‘Title’, ‘Author’, and others (Refer to Appendix 3). Children have to paste the concepts words on the corresponding pictures which match the meaning of the words.
By doing hands-on activity, children can be more engaging in the activity and relate back to their knowledge about concepts of print. Grennon-Brooks (1987, as cited in Bang-Jensen, 1995) indicates that hands-on experiences allow children to build new relationships, understandings or ideas to the learning, and with open-ended questions by adults or peers, often trigger children’s new thinking. Bang-Jensen (1995) also mentions that constructivist philosophy who emphasises the importance of hands-on experiences and viewing learners as active role in order to develop language arts and reading. Therefore, I used this activity to assess and enhance the concepts of print of children by determining their strengths and weak points to further support the concepts of print.

# data[].attributes.body
Eric shows interest in picture books. He has many opportunities to access with prints as he had a shelf of picture books in his house. He had his parents to read to him before bedtime. Before the reading, he was ready to hear the book I brought as he had not read the book yet. While after the reading, he ran back to his room and grabbed one of his picture books and requested me to read to him. While reading the new book, he can retell the story through the pictures. He also keens to engage in hands-on activities and interactive activities, such as guided reading and Stick & Paste.
ECLKC (2018) mentions that children develop concepts of print when they engage in a print-rich environment. ECLKC (2018) states that pre-schoolers are able to seek out new books on their own and retell the stories with a book. Anderson and Markle (1985, as cited in Prior and Gerard, 2004) indicate that by the age of 2, children are able to develop print awareness and the ability to read when they participate in a print-rich environment. Prior and Gerard (2004) indicate that environmental print that includes road signs, logos and labels enable children to identify that print represents meanings and relays important messages.

# data[].attributes.body
In this section, children are able to identify book handling, the covers of the book, title and author (Department of Education and Training, 2018). Through the three assessments, Eric has shown his development in concepts of print. For instance, he can hold the book upright during the reading. Pullen and Justice (2003) claim that children begin to handle books, turn pages and reading books since the 8 months of age with the literacy participation of adults. While Hiebert (1981, as cited in Woods, 2017) indicates children by the age of 3 learn to hold the book in a correct position, identify the cover pages and determine the words from picture.
Besides, according to Lee (2011), approximately 90 percent of children from age of 3 can predict the story through cover illustrations while 70 percent of children can predict by using the title of the book. Eric can make his prediction of the story by using the illustrations and the title (Refer to Appendix 1.1). He also can identify the cover of the book, while struggle to determine the back cover of the book (Refer to Appendix 1.1). He can determine the back cover with the supports from adult (Appendix 3.1).
While in the reading, Eric can identify the title of the book, but not know the term ‘title’ (Refer to Appendix 1.1). He also struggles to identify the author of the book as he does not understand what is author (Refer to Appendix 1.1). However, through the explanations and assessment done with him – Emerging Concepts of Print Assessment and Stick & Paste, Eric is able to capture the concepts of title and author and can determine the title and author of the book (Refer to Appendix 3.1).

# data[].attributes.body
Strengthen and develop Eric’s concepts of print to support his emergent literacy skills.

# data[].attributes.body
- Reinforce Eric’s concepts of print for him to individually perform the tasks
- Develop Eric’s mechanics of concepts of print

# data[].attributes.body
Concepts of print develop when children encounter reading. Children learn book handling, turning pages, reading from left to right and so on, which involved in concepts of print. It is important for children to understand how the prints work during the reading. According to Hill (2012), through concepts of print, children understand that print has meanings, the difference between words and letters, the spaces between words, the printed words’ pronunciation and others. These support children to understand what the print tries to tell a story or a message to them and the meaningful text in the print.

# data[].attributes.body
Strength-based approach focuses on a person’s strengths and provides opportunities to support the existing strengths, instead of focusing on a person’s limitation. By supporting the statement, Department of Education and Early Childhood Development (2012) and Krutkowski (2017) claim that the approach aims to develop and enhance the person’s abilities through the given occasions. The approach is also evident by Victorian Early Years Learning Framework (VEYLDF) (Department of Education and Training, 2016) which views children as competent and capable learners. Therefore, educators should recognise that all children are unique by their abilities and strengths, and understand that the problem is only the problem, but not the child (Department of Education and Early Childhood Development, 2012).
Based on the strength-based approach, I focus on Eric’s understanding of concepts of print and provide more opportunities for him to engage in different type of activities which can strengthen his concepts of print. As according to Krutkowski (2017), strength-based approach can widen children’s engagement in the learning. Besides, the approach also increases the confidence of children while developing their strengths. Development and Education and Early Childhood Development (2012) mentions that children are confident and involved learners when they are given opportunities to express or share their strengths to others, and this enhances their participation in learning. Therefore, in the plan, I will like to build on Eric’s strengths in concepts of print and further extend his understanding based on the approach.

# data[].attributes.body
Children are developing concept of a word or a letter, and determine the message which carried by the print (Lee, 2011; Hill, 2012; Australian Curriculum, Assessment and Reporting Authority [ACARA], 2016). Eric can connect pictures to the texts in the print. For instance, he connects the bear to the paws in the book (Refer to Appendix 1.1). As texts can perform in different forms in print, Eric can distinguish the bear is not on the shelf because the bear is holding the ladder for the boy. Strickland and Schickedanz (2009) claim that preschool children are able to understand that illustrations in print bring messages, but cannot be read. He can interpret the pictures in the book into words.
Besides, Eric can point to every word and letter when asked for. For instance, during the Emerging Concepts of Print Assessment, he showed me he was confident to point on every word of the sentence and identify each letter in the word. Therefore, 1 point is given to both sections. Eric also can pronoun the alphabet letters correctly (Refer to Appendix 2.1).

# data[].attributes.body
Hands-on learning provides an opportunity for children to experience making something through their hands, materials and bodies by applying their understanding during the activity (Bang-Jesen, 1995). Through hands-on learning, Eric can strengthen and deepen his understanding of concepts of print. Hands-on learning also allows children to create knowledge through the process of completing the activity. As Beardon and Wilson (2013) state that hands-on learning involves reflective practice and thinking either individual or in group, and hence those thinking forms new ideas and knowledge during the learning process. For instance, Eric is able to create new ideas about concepts of print while he is creating or experiencing the materials during the activity.
VEYLDF mentions that children are active learners where they should experience and discover that “learning is exploratory and it can be fun and rewarding” (Department of Education and Training, 2016, p.21). VEYLDF also suggests that provide opportunities for children to investigate and experience various open-ended materials and resources to broaden their knowledge and learning. Therefore, hands-on learning can be one of the strategies to support children’s learning. In the plan, I have provided several hands-on activities for Eric to explore the concepts of print.

# data[].attributes.body
Eric has shown his concept of directionality partially after went through all three assessments. Pullen and Justice (2003), Lee (2011), and ACARA (2016) suggest that preschool children may know the reading order, progression through text, left to right page turning and return sweep. Eric can show that he is able to tell where to start the sentence from left to right, but with supports to determine the first, middle and last word (Appendix 2.1 & 3.1).
Eric can perform the return sweep during the reading. For example,when I finished the sentence in first page, he looked at the next page's sentence. Eric also shows that he can turn the pages from left to right (Appendix 1.1 & 2.1). Eric struggled with the concept of top and bottom during the Emerging Concepts of Print Assessment (Appendix 2.1) but improved when working on Stick & Paste (Appendix 3.1).

# data[].attributes.body
Eric has yet developed the sense of concepts of print, although he learns the concepts of print unaware. From the three assessments, Eric can perform the tasks individually or with guidance. In order to support Eric to be able to perform all the tasks which related to concepts of print on his own, adults can provide intervention strategies for him to develop the concepts.
Eric has yet developed the mechanics section in concepts of print. Mechanics include punctuation, capitalisation, full stop, and comma is an important feature of print concepts. For instance, full stop helps to identify the end of the sentence, while question mark determines the sentence is a question. Therefore, Eric is required to develop mechanics while building the foundation of concepts of print.

# data[].attributes.body
Play-based learning is defined as “a context for learning through which children organize and make sense of their social worlds, as they engage actively with people, objects, and representations” (Department of Education, Employment, and Workplace Relations [DEEWR], 2009, p. 6). The purpose of play-based learning is to support children’s agency, whether or not they choose to play, and by giving opportunities for children to choose, they can be motivated and enhanced the learning process. Therefore, it enhances the participation of children in the play.
In a play-based environment, children are playing while learning through the process. Play allows children to explore and develop new thinking and ideas while enjoying the fun of the play. Cole (2012) mentions that children are able to discover the nature and form their interests and capacities when play-based learning occurs. Besides, children are able to link their prior knowledge and apply in the play, and sometimes develop new learning. DEEWR (2009) indicates that play can support children by making a connection between prior experiences and new learning. Therefore, based on Eric’s portfolio, play-based learning can support his learning in developing concepts of print while strengthening his prior understanding of concepts of print.