EDF3034 AT1- Ebony Bills (28753666) and Grace Thornell (25163876) by https://padlet.com/getho1/2qaxmu6xnvph Reading and Viewing en-us 2019-04-29 07:59:57 UTC 2025-02-20 23:58:17 UTC hello@padlet.com Peer to peer reading getho1 https://padlet.com/getho1/2qaxmu6xnvph/wish/354916529 This valuable resource offers students immediate support from their peers when engaging in shared reading together. This enables students to focus on vocabulary and phonemic awareness. This resource is supported by Vygotsky’s (1978) concept of zone of proximal development in that children need to have their learning scaffolded by a more knowledgeable other. 

]]> 2019-04-29 08:05:11 UTC https://padlet.com/getho1/2qaxmu6xnvph/wish/354916529 Elly the Elephant- our favourite getho1 https://padlet.com/getho1/2qaxmu6xnvph/wish/354919973 This resource encourages students to read with fluency by scooping up words into phrases rather than reading word by word. When students read with fluency, attention to the syntax and punctuation develops which improves their comprehension of the text (Hill, 2012, p.191). Cullinan (2000) supports that children are more likely to enjoy what they are reading when they can read fluently and understand the text. 

]]> 2019-04-29 08:23:25 UTC https://padlet.com/getho1/2qaxmu6xnvph/wish/354919973 Literature review cards getho1 https://padlet.com/getho1/2qaxmu6xnvph/wish/354923424 This resource is ideal for early level primary children to use in reading rotation groups to analyse texts and respond accordingly. This resource is supported by Freebody & Luke (1990) four roles of a reader model, specifically the text user aspect. This resource aligns with many of the Australian Curriculum literature outcomes such as responding to literature, examining literature and literature and context (Australian Curriculum, Assessment and Reporting Authority], n.d.b).]]> 2019-04-29 08:40:38 UTC https://padlet.com/getho1/2qaxmu6xnvph/wish/354923424 Epic! App getho1 https://padlet.com/getho1/2qaxmu6xnvph/wish/354925634 This ICT resource can be used to encourage independent reading for children of all ages. Independent reading builds fluency and a child’s motivation to read (Hill, 2012, p.191). This resource provides children with a variety of fiction and non-fiction books to explore and choose using their own agency.
Using an ICT to promote literacy development such as reading provides many opportunities to extend vocabulary and can motivate children who find it difficult to read (Van Scooter, Ellie & Railsbeck, 2001, as
cited in Voogt & McKenney, 2007).

]]> 2019-04-29 08:51:13 UTC https://padlet.com/getho1/2qaxmu6xnvph/wish/354925634 Audio books for students with learning difficulties getho1 https://padlet.com/getho1/2qaxmu6xnvph/wish/355295035 This resource offers children with learning difficulties, including dyslexia, an opportunity to develop their reading skills through the combination of audio and visual
literacy. Research from Milani, Lorusso and Molteni (2010) shows that the use of audio books significantly improves reading accuracy due to the connection of decoding written words and listening to and following the recordings on a written text. Increased confidence and pleasure in connection to reading was also evident (Milani, Lorusso & Molteni, 2009).]]> 2019-04-30 04:42:43 UTC https://padlet.com/getho1/2qaxmu6xnvph/wish/355295035 Lyrics2learn online reading program getho1 https://padlet.com/getho1/2qaxmu6xnvph/wish/355299424 This resource engages children to practice the three areas attributed to fluency; accuracy, rate and expression through singing a text (Konza, 2016). Singing texts rather than reading word by word strengthens fluency and fosters a higher level of engagement and motivation for reading (Douville & Wood, 2001 cited by Patel & Laud, 2007).
https://www.lyrics2learn.com/how_to_use.php ]]> 2019-04-30 05:13:52 UTC https://padlet.com/getho1/2qaxmu6xnvph/wish/355299424 Bean bag letters game getho1 https://padlet.com/getho1/2qaxmu6xnvph/wish/355300811 This resource offers a game that can be used to encourage early phonemic awareness in children who have English as a second language. Research from Yeung, Liu and Lin (2017) shows that phonemic awareness is essential for learning English, whether it is a first or second language because one needs to decode words into sounds in order to read English words. 

]]> 2019-04-30 05:23:13 UTC https://padlet.com/getho1/2qaxmu6xnvph/wish/355300811 Text to self-connections worksheet getho1 https://padlet.com/getho1/2qaxmu6xnvph/wish/355308188 This resource is a worksheet that allows students to reflect on their feelings after having read a text. It focus's on using comprehension and encourages the development of  text-self connections after reading. Freebody and Luke (1990) used the sociocultural theory to hypothesise that reading comprehension is socially and culturally constructed based on previous experiences. ]]> 2019-04-30 06:14:05 UTC https://padlet.com/getho1/2qaxmu6xnvph/wish/355308188 Chunks ebonybills22 https://padlet.com/getho1/2qaxmu6xnvph/wish/355366969 This resource offers a tactile approach to building phonemic awareness using offsets and rhymes. This activity encourages children to look for patterns in words and supports children's understanding that individual phonemes can change entire words (Madwell, Wary, Minns, Giffiths & Coates, 2017). Madwell et al. (2017) states that phonemic awareness isn’t a natural ability and must be explicitly taught within literacy. The importance of phonemic awareness for reading is highlighted in the ‘code breaker’ role within Freebody and Luke (1990, as cited in Hill, 2012, p. 87) four roles of a reader model.  


]]> 2019-04-30 10:54:32 UTC https://padlet.com/getho1/2qaxmu6xnvph/wish/355366969 Analysing advertisement ebonybills22 https://padlet.com/getho1/2qaxmu6xnvph/wish/355370337 This resource can be utilised to help children critically analyse how components of visual information including letters, format, layout and images interact to convey meaning (Hill, 2012). The Victorian Curriculum refers to these components and discussions as visual metalanguage and its importance is included within the curriculum (Victorian State Government, 2018). This activity helps children become ‘text users’ and ‘text critics’ by evaluating the purpose of the advertisement (Freebody & Luke, 1990, as cited in Hill, 2012, p. 87). 

]]> 2019-04-30 11:10:38 UTC https://padlet.com/getho1/2qaxmu6xnvph/wish/355370337 Shared reading ebonybills22 https://padlet.com/getho1/2qaxmu6xnvph/wish/355372609 Shared reading supports children in developing a variety of literacy concepts. Educators design lessons to focus on specific concepts (Hill, 2012, p. 83). Shared reading utilises aspects of Vygotsky’s sociocultural theory include the zone of proximal development and scaffolding. This involves educators supporting children through prompts which extends them from their point of actual development to a point of potential development (Vygotsky, 1978, as cited in Woolfolk & Margetts, 2016).

]]> 2019-04-30 11:21:54 UTC https://padlet.com/getho1/2qaxmu6xnvph/wish/355372609 Reading eggs ebonybills22 https://padlet.com/getho1/2qaxmu6xnvph/wish/355373191 This information communication technology (ICT) resource helps children develop numerous reading skills. Skills range from letter recognition to grammar, fluency and comprehension questions. When paired appropriately with teaching, ICT resources can be powerful in supporting student-centred active learning and provide children with opportunities to practice and review learning concepts or expand on the curriculum (Maloy, Verock-O’Loughlin, Edwards & Park Woolf, 2014). ]]> 2019-04-30 11:25:00 UTC https://padlet.com/getho1/2qaxmu6xnvph/wish/355373191 Kaboom (sight word sticks) ebonybills22 https://padlet.com/getho1/2qaxmu6xnvph/wish/355373615 This resource helps children recognise and become familiar with sight words. Learning sight words involves building connections between graphemes and phonemes and recognising the link between visual and verbal literacy (Harris, Turnbill, Fitzsimmons & Mckenzie, 2006). As children recognise sight words their reading fluency increases because they are no longing decoding all words and can use other techniques such as analogizing or recognising words from memory (Goswami,1986, as cited in Ehri, 2005). ]]> 2019-04-30 11:27:19 UTC https://padlet.com/getho1/2qaxmu6xnvph/wish/355373615 Jigsaw reading ebonybills22 https://padlet.com/getho1/2qaxmu6xnvph/wish/355675906 This resource helps children to understand that texts are not neural and authors points of view have the power to position readers. Understanding points of view is an aspect of critical literacy that involves analysing and questioning what children read, hear and view (Harris, Turnbill, Fitzsimmons & Mckenzie, 2006). It is influenced by the sociocultural model regarding how experiences, context and broader cultural settings influence reading. This concept is supported by Freebody’s and Luke’s (1999, as cited in Harris et al., 2006) research on text analysis practices which involves understanding underlying assumptions with texts that attempt to position the reader. ]]> 2019-05-01 01:42:11 UTC https://padlet.com/getho1/2qaxmu6xnvph/wish/355675906 Look and predict ebonybills22 https://padlet.com/getho1/2qaxmu6xnvph/wish/355676360 This resource encourages children to make predictions about the plot and characters by inferring from images. This supports children’s abilities to critically analyse the illustrations within texts and understand how illustrations can confirm, contradict or disrupt words (Harris, Turnbill, Fitzsimmons & Mckenzie, 2006). 
In regard to reading and viewing the Victorian Curriculum emphasises the importance of children at
 all levels developing skills to understand, interpret, critically analyse, reflect, and enjoy visual images (Victorian Curriculum and Assessment Authority, 2015c).]]> 2019-05-01 01:45:18 UTC https://padlet.com/getho1/2qaxmu6xnvph/wish/355676360 Here, hidden, in my head (3H) ebonybills22 https://padlet.com/getho1/2qaxmu6xnvph/wish/355677980 This resource utilises literal, interoperative and inferential comprehension questions to encourage children to gather information from texts. Post reading questions encourage children to make meaning from the text which is included within Luke and Freebody’s (1999, as cited in Harris, Turnbill, Fitzsimmons & Mckenzie, 2006) four roles of a reader model. This is also included in the Victorian Curriculum in that students purposely reflect and interact with text (Victorian Curriculum and Assessment Authority, 2015c).]]> 2019-05-01 01:57:56 UTC https://padlet.com/getho1/2qaxmu6xnvph/wish/355677980 Flashlight Fridays ebonybills22 https://padlet.com/getho1/2qaxmu6xnvph/wish/355679017 This resource aims to promote children's enjoyment of reading. It involves creating an engaging environment and fun atmosphere where children can interact with books in their interest at their own pace. Research from the Organisation for Economic Co-operation and Development (2002, as cited in National Literacy Trust, 2006) shows that reading enjoyment is more important for children’s educational success than their family’s socio-economic status. Promoting the enjoyment of reading within students can therefore hugely affect childrens overall educational success.]]> 2019-05-01 02:05:18 UTC https://padlet.com/getho1/2qaxmu6xnvph/wish/355679017 Text to self ebonybills22 https://padlet.com/getho1/2qaxmu6xnvph/wish/355681067 This resource assists children in developing text to self-connections. Through developing genuine text to self-connections children can more effectively contextualise new information and hence understand what they are reading (Harris, Turnbill, Fitzsimmons & Mckenzie, 2006). The importance of text to self-connections are based on the constructivist theory of learning which supports that individuals utilise their prior knowledge and beliefs to construct new knowledge and understandings (Maloy, Verock-O’Loughlin, Edwards & Park Woolf, 2014). ]]> 2019-05-01 02:20:11 UTC https://padlet.com/getho1/2qaxmu6xnvph/wish/355681067 Create a new book cover getho1 https://padlet.com/getho1/2qaxmu6xnvph/wish/355703680 This resource is ideal for teaching emerging readers’ concepts of print. Concepts of print refer to the awareness of how prints work. For Clay (1993), concepts of print are important for emergent and early reading. 
Early concepts of print and print awareness are acknowledged as foundational to literacy development and impact later literacy outcomes (National Early Literacy Panel, 2008; Teale & Sulzby, 1986, as cited in Duke, Martin, Norman, Knight, Roberts, Morsink & Calkins, 2013).
https://www.twinkl.com/resource/roi2-e-19-new-book-cover-design-activity-sheet
]]> 2019-05-01 06:12:49 UTC https://padlet.com/getho1/2qaxmu6xnvph/wish/355703680 Five minute word challenge and word wall getho1 https://padlet.com/getho1/2qaxmu6xnvph/wish/355705937 This educational resource assists students in building their vocabulary. Sinatra, Zygouris-Coe, and Dasinger (2012) believe that for vocabulary to be learnt effectively, it should be exposed in different contexts such as written, seen and heard and to explicitly teach word’s meanings. For Hart and Risley (1995, as cited in Hills, 2012) and Snow, Burns and Griffin (1998, as cited in Hill, 2012), vocabulary is highly important in a child’s ability to read and overall success in school. ]]> 2019-05-01 06:35:39 UTC https://padlet.com/getho1/2qaxmu6xnvph/wish/355705937 Reading detective word badges getho1 https://padlet.com/getho1/2qaxmu6xnvph/wish/355708817 This resource is ideal for engaging students who may find it hard to listen and prefer to talk during shared reading. This resource can be used as a class activity before, during and after reading a text. It
explores text structures and features, focusing on comprehension strategies such as predicting, connecting, visualising, questioning, and summarising. For Allington and Johnston (2002, as cited in Harvey & Goudvis, 2007) classrooms that encourage conversations, discussions and ‘purposeful talk’ between peers after reading, are high achieving literacy classrooms. ]]> 2019-05-01 07:04:26 UTC https://padlet.com/getho1/2qaxmu6xnvph/wish/355708817 Diverse literature in the classroom getho1 https://padlet.com/getho1/2qaxmu6xnvph/wish/355718726 This pin offers students from diverse backgrounds an opportunity to participate in independent, shared or guided reading with texts they can relate to. This promotes text to self-connections (Keene & Zimmerman, 1997). Text to self connections enable students to relate the text to their own life and experiences to develop a clearer understanding of what the text is about, thus making them more engaged (Tovani, 2000).]]> 2019-05-01 08:45:16 UTC https://padlet.com/getho1/2qaxmu6xnvph/wish/355718726 Honey ant readers getho1 https://padlet.com/getho1/2qaxmu6xnvph/wish/355724114 The honey ant readers’ resource offers Aboriginal-English speaking Indigenous Australians, texts to assist in teaching Standard Australian English, through stories, songs, illustrations and rhymes that reflect Indigenous culture. This resource focuses on learning phonemic awareness to develop reading skills. This is supported by the bottom up theory which suggests that children’s reading development is sequential and they must first acquire phonemic awareness before learning to decode and then read fluently (Gough, 1978 cited by Konza, 2003). ]]> 2019-05-01 09:23:26 UTC https://padlet.com/getho1/2qaxmu6xnvph/wish/355724114 Library scavenger hunt getho1 https://padlet.com/getho1/2qaxmu6xnvph/wish/356031043 This resource requires students to be text users and to identify different genres of books in their environment (Freebody & Luke, 1990). This resource encourages students to explore different types of texts and their purpose. Identifying and understanding that texts incorporate different structures depending on its purpose and context is a consistent standard for reading and viewing throughout the Australian Curriculum (Australian Curriculum, Assessment and Reporting Authority, n.d.a)

]]> 2019-05-02 01:39:06 UTC https://padlet.com/getho1/2qaxmu6xnvph/wish/356031043 Lesson plan to model use of reading cues and text processing strategies getho1 https://padlet.com/getho1/2qaxmu6xnvph/wish/356041655 This teaching resource offers a lesson plan to encourage students to use certain skills such as re-reading, reading on and using illustrations, to help them problem solve and understand unknown words and definitions in a text. This resource is supported by Victorian Curriculum and Assessment Authority (2015a) content description VCELY256. Is also supported by Vygotsky’s (1978) zone of proximal development theory that states children will learn more when they first receive guidance from or collaborate with, a more knowledgeable other.
Please note: video can be accessed by clicking the 'download' arrow button. ]]> 2019-05-02 02:32:39 UTC https://padlet.com/getho1/2qaxmu6xnvph/wish/356041655 Smart splash ebonybills22 https://padlet.com/getho1/2qaxmu6xnvph/wish/356208047 This resource can be utilised in water play to teach phonemic awareness and letter recognition. This activity can be differentiated to meet the needs of all children. The Early Years Learning Framework includes the importance of utilising natural materials, such as water, for learning (Department of Education, Employment and Workplace Relations for the Council of Australian Governments, 2009). Water provides opportunities for sensory stimulation and research suggests interacting with natural materials can have a calming effect on children and improve concentration (Victorian Department of Education and Training, 2013).

]]> 2019-05-02 14:02:40 UTC https://padlet.com/getho1/2qaxmu6xnvph/wish/356208047 Reading to class ebonybills22 https://padlet.com/getho1/2qaxmu6xnvph/wish/356208756 This classic activity takes away pressure away from children and models the role of a reader in linking oral language to visual and written. While reading to the class educators can model the use of specific reading concepts (Konza, 2003). Educators should demonstrate enjoyment when reading because it encourages children to also develop a positive attitude (Willems & Willems, 1979). 

]]> 2019-05-02 14:03:57 UTC https://padlet.com/getho1/2qaxmu6xnvph/wish/356208756 Singing and reading ebonybills22 https://padlet.com/getho1/2qaxmu6xnvph/wish/356209032 This resource provides educators with information on how reading and singing connect and how through song children can develop skills needed for reading. This resource utilises a whole language approach to reading. This approach is supported by Smith and Goodman (1968, as cited in Konza, 2003) and involves making constant predications for overall understanding of the text.  ]]> 2019-05-02 14:04:28 UTC https://padlet.com/getho1/2qaxmu6xnvph/wish/356209032 Character portraits ebonybills22 https://padlet.com/getho1/2qaxmu6xnvph/wish/356211004 This comprehension resource encourages children to understand charterers traits and their development throughout the text which promotes overall text understanding. Reading comprehension involves both extracting and constructing meaning from the text and encourages children to participate in active reading (Harris, Turnbill, Fitzsimmons & Mckenzie, 2006). This help children develop comprehension strategies that they can use across a variety of texts (Harris et al., 2006).]]> 2019-05-02 14:07:57 UTC https://padlet.com/getho1/2qaxmu6xnvph/wish/356211004 Making connections ebonybills22 https://padlet.com/getho1/2qaxmu6xnvph/wish/356212116 This resource encourages children to make text to self, text to text and text to world connections. This is an aspect of comprehension that draws on the importance of children making connections between what they already know and what they are learning (Konza, 2003). The importance of this is emphasised in prior knowledge-based learning which supports that when teaching new concepts educators need to help children activate their prior knowledge and connect new ideas to this (Maloy, Verock-O’Loughlin, Edwards & Park Woolf, 2014). ]]> 2019-05-02 14:09:59 UTC https://padlet.com/getho1/2qaxmu6xnvph/wish/356212116 Pizza Parlour ebonybills22 https://padlet.com/getho1/2qaxmu6xnvph/wish/356222570 This resource utilises play to teach reading skills such as letter identification and interpreting visual cues. It introduces children to different text types including lists for letter and word recognition. Learning literacy through play is supported by Fleer (2017) who emphasises that through play children are able to experiment, demonstrate agency and take risks in a supportive environment.]]> 2019-05-02 14:27:49 UTC https://padlet.com/getho1/2qaxmu6xnvph/wish/356222570 getho1 https://padlet.com/getho1/2qaxmu6xnvph/wish/356477492 2019-05-03 04:06:22 UTC https://padlet.com/getho1/2qaxmu6xnvph/wish/356477492 Skimming and scanning ebonybills22 https://padlet.com/getho1/2qaxmu6xnvph/wish/356478834 This resource encourages children to recognise and locate structural text features. Skimming is a text processing strategy and its importance is emphasised in the Victorian Curriculum (Victorian Curriculum and Assessment Authority, 2015b VCELY318).  ]]> 2019-05-03 04:16:04 UTC https://padlet.com/getho1/2qaxmu6xnvph/wish/356478834 Guided reading getho1 https://padlet.com/getho1/2qaxmu6xnvph/wish/356787532 This resource offers students a chance to engage in guided reading with their teacher. This is linked to a variety of reading and viewing processes such as decoding and meaning making, with the gradual 
release of teacher guidance (Pearson & Gallagher, 1983, as cited in Burkins & Croft, 2017). 
 For Fountas and Pinell (1996, p. 25), guided reading is an “instructional context for supporting each reader’s development of effective strategies for processing novel texts at increasingly challenging levels of difficulty”. ]]> 2019-05-04 01:53:56 UTC https://padlet.com/getho1/2qaxmu6xnvph/wish/356787532 getho1 https://padlet.com/getho1/2qaxmu6xnvph/wish/356901921 2019-05-05 08:12:27 UTC https://padlet.com/getho1/2qaxmu6xnvph/wish/356901921