EDF3034 AT1: Jin Wan (27393682) & Tianai Sheng(28687213) by https://padlet.com/tshe0005/a2vi43yu6oxw Made with the strength to succeed en-us 2019-05-02 08:44:07 UTC 2023-02-14 07:04:06 UTC hello@padlet.com tshe0005 https://padlet.com/tshe0005/a2vi43yu6oxw/wish/356107686 This resource offers a phonemic awareness game which is simple to use and fun to play in the Early Childhood setting and this relates to reading and viewing focus area. This game demonstrates how words are made of sounds and help children understand the spelling of the capital letter of each word. This awareness is one of the strongest predictors of performance in word reading and spelling (Hoien, Lundberg, Stanovich & Bjaalid, 1995). This can be used as an opportunity to check children’s understanding of alphabetic principle and the ability to sound out printed words (Torgesen, Otaiba, Grek, 2005). ]]> 2019-05-02 08:47:30 UTC https://padlet.com/tshe0005/a2vi43yu6oxw/wish/356107686 tshe0005 https://padlet.com/tshe0005/a2vi43yu6oxw/wish/356108261 This resource offers a strategy for educators to use with children when reading. It helps children learn how individual sounds are put together to form words and how words are broken down in to smaller chunks. Educators could use this resource to introduce syllable as well because syllable awareness is an entry into phoneme awareness and reading (Ukrainetz, Nuspl, Wilkerson, & Beddes, 2010). Clapping and marching to syllables in a rhythmic beat is more entertaining for young children than the awkward parsing of a word into its component phonemes ((Ukrainetz et al, 2010)]]> 2019-05-02 08:49:44 UTC https://padlet.com/tshe0005/a2vi43yu6oxw/wish/356108261 tshe0005 https://padlet.com/tshe0005/a2vi43yu6oxw/wish/356108616 This video offers an activity to distinguish short and long E in different words. Early literacy instruction typically involves teaching young children the sound- symbol relationships of the consonants and short vowels in the English language (Nolan, Leal & Dorothy, 2007). This activity enables children to recognise short vowels, common long vowels and consonant digraphs, and consonant blends (Victorian Curriculum and Assessment Authority, 2019, VCELA181). ]]> 2019-05-02 08:51:01 UTC https://padlet.com/tshe0005/a2vi43yu6oxw/wish/356108616 tshe0005 https://padlet.com/tshe0005/a2vi43yu6oxw/wish/356111316 This resource offers an exercises for students to learn how to correctly formulate a sentence and make them make sense. This refer to a word-level phonological awareness because as Fellowes and Oakley (2014) demonstrated young children need to acquire at the word level is the fact that speech is composed of a series of separate words and is not a continuous stream of sound. This activity helps children develop reading skills by understanding sentence structure. Students are asked to unscramble sentences so that they make sense grammatically.]]> 2019-05-02 09:01:28 UTC https://padlet.com/tshe0005/a2vi43yu6oxw/wish/356111316 jwan629 https://padlet.com/tshe0005/a2vi43yu6oxw/wish/356216997 This resource introduces a reading intervention program which took place in a school in a low socioeconomic area of Adelaide. The program used the five 5s approach raised by Clay (2005) to support children who have difficulty in reading. Preparing the intervention program indicates that teachers acknowledge the professional knowledge and practices such as knowing learner’s diversities, how they learn and etc, which are the requirements of the Australian professional standards for teachers (Australian Institute for Teaching and School Leadership, 2011). One of the approach mentioned in the intervention program is providing Grade 1/2 students with one-to-one instruction help from Grade 6/7 students. This is tied to Vygotsky’s zone of proximal development that children children can achieve higher level through collaborating with more capable peers (Vygotsky, 1978).]]> 2019-05-02 14:17:51 UTC https://padlet.com/tshe0005/a2vi43yu6oxw/wish/356216997 jwan629 https://padlet.com/tshe0005/a2vi43yu6oxw/wish/356222155 This resource provides some effective teaching activities which relates to reading comprehension. The part that teacher would play a CD of tropical jungle noises after reading a book about forest is very inspiring. Multimedia resources are used to encourage children to comprehend and imagine, which targets the fifth outcome of the Early Years Learning Framework that ‘children are effective communicators’(DEEWR, 2009, p.41) when they view and listen to multimedia texts. This is supported by the theory of Multimodality (Kress, 2009) as different modes are used to help children understand the content and express themselves. The resource also mentioned that children are given the freedom to choose various books they want to read, which indicates the the freedom of choice concepts of Montessori Theory (Montessori, 2013).]]> 2019-05-02 14:27:08 UTC https://padlet.com/tshe0005/a2vi43yu6oxw/wish/356222155 jwan629 https://padlet.com/tshe0005/a2vi43yu6oxw/wish/356226307 This resource encourages children to study with peers through reading the story, rolling the dice and solving the comprehension problems. This related to the Social Learning Theories of Lev Vygotsky (1978) that learning takes place when children interact with peers and teachers. Reading the story enhances students to practice oral language which plays an essential role in developing reading comprehension (Dickinson, Golinkoff & Hirsh-Pasek, 2010). Children practice skills of retelling the story, problem solving and creating visualization in this activity,which meets the claim from Harvey and Goudvis (2000) that comprehension strategies should put emphasis on thinking and problem solving.]]> 2019-05-02 14:34:23 UTC https://padlet.com/tshe0005/a2vi43yu6oxw/wish/356226307 jwan629 https://padlet.com/tshe0005/a2vi43yu6oxw/wish/356233678 This resource provides five creative comprehension activities particularly the story re-creation activity and the treasure hunt activity. The re-creation drama activity enables students to contextualize what they read into their personal experiences, feelings and values (Booth, 1985). Through playing drama, children’s reading comprehension level is not only viewing but also being actively and physically involved (Arzu, 2008). In the treasure hunt activity, the teacher plays the role of a director and observer who guides students to experience, apply their knowledge and learn. This way helps students to learn through the information they have constructed by themselves and the interactions with the classroom , which is based on Piaget’s theory of Constructivism (Piaget, 1954).]]> 2019-05-02 14:48:35 UTC https://padlet.com/tshe0005/a2vi43yu6oxw/wish/356233678 jwan629 https://padlet.com/tshe0005/a2vi43yu6oxw/wish/356236060 This resource introduces teachers a way of using Lego to retell a story for young children. This approach shows that teacher stands on children’s perspective to help develop their interest and use children’s words to retell the story, which acknowledges and respects children’s participatory rights in the United Nations Convention on the Rights of the Child (United Nations, 1989). This is a play-based learning activity which can support children’s imagination, creativity and learning (Fleer, 2017). Children who are visual learns will be benefited more from this activity as visual learners would understand and learn better when the information is processed from the pictures than words alone (Mayer, 2009).

]]> 2019-05-02 14:52:44 UTC https://padlet.com/tshe0005/a2vi43yu6oxw/wish/356236060 jwan629 https://padlet.com/tshe0005/a2vi43yu6oxw/wish/356238524 This resource provides some useful suggestions for teachers about how to prepare guided reading tub. Guided reading provides students with limited guidance by teachers to understand the book almost independently (Duke & Pearson, 2002). Teachers can use teaching tools to establish routines and give instructions to improve students’ engagement to support their learning (Goss & Sonnemann, 2017). A pink lei is introduced in the resource to help the teacher set up the rules of not being interrupted. This is related to Assertive discipline approach developed by Lee and Marlene Canter (1976). This resource can be improved if suitable reinforcement can be applied to reward children’s positive behaviors to improve children’s engagement and motivation (Skinner, 1938).]]> 2019-05-02 14:57:07 UTC https://padlet.com/tshe0005/a2vi43yu6oxw/wish/356238524 (Our favorite one ❤) jwan629 https://padlet.com/tshe0005/a2vi43yu6oxw/wish/356239720 This resource offers a comprehension activity which encourages students to create a novel bloom ball by writing 12 different questions based on a novel. The novel can be replaced by other types of books and the questions can vary from different topics including characters, symbolism, plots and etc. This is influenced by the socio-cultural theory of Freebody and Luke (1990) that children take four roles when they start to read: code breaker, meaning breaker, text user and text critic. This activity also challenges students to engage with all the levels of the Bloom's taxonomy as they do not only need to understand the book but also try to apply their previous knowledge to analyse, evaluate and discuss with peers (Bloom, 1994).]]> 2019-05-02 14:59:20 UTC https://padlet.com/tshe0005/a2vi43yu6oxw/wish/356239720 tshe0005 https://padlet.com/tshe0005/a2vi43yu6oxw/wish/356793630 This resource offers a strategy for educators to use in a whole class group where all students are able to see the same text. Shared reading is used to enable students to read and enjoy books that they may not be able to read independently and this resource is supported by Vygotsky’s zone of proximal development: where children are able to achieve more than they can alone, by collaborating with more capable peers or adults (Vygotsky, 1978). Shared reading provides an opportunity for children to hear more rare words than in everyday talk. Children’s books have more rare words to build children’s vocabulary than many children’s television programs (Hill, 2016).
 
]]> 2019-05-04 03:30:43 UTC https://padlet.com/tshe0005/a2vi43yu6oxw/wish/356793630 tshe0005 https://padlet.com/tshe0005/a2vi43yu6oxw/wish/356793720 This YouTube video demonstrates a phoneme counting activity. The children learn how to hear and identify each sound in a word. This activity encourages rhyming and is supported by Early Years Learning Framework (2009, p.41), it highlights that “children listen and respond to sounds and patterns in speech, stories and rhymes in context.” This activity encourages children to be more sensitive to rhyme. Rhyme awareness aids children in reading unfamiliar words (Goswami & Bryant, 1990), adds advantage to reading by analogy (Anthony & Lonigan, 2004) and may aid in reading and spelling words that are similar (Goswami & Bryant, 1990). ]]> 2019-05-04 03:32:17 UTC https://padlet.com/tshe0005/a2vi43yu6oxw/wish/356793720 tshe0005 https://padlet.com/tshe0005/a2vi43yu6oxw/wish/356793761 This exercise offers a strategy for practising words and fluent sentences which helps students with pronunciation and develop their phonemic awareness. Tongue Twisters provides an opportunity for children to understand the relationship between letters and sounds (McGinnis, Wartenberg & Arlene ,2000). This resource is supported by the program, Sound Foundations, focused on phonemes by teaching the children that different words can begin, or end, with the same sound. It indicated teaching the concept of phoneme identity is a particularly effective way of increasing phonemic awareness (Byrne & Fielding-Bamsley, 1991). 
 
 
]]> 2019-05-04 03:32:51 UTC https://padlet.com/tshe0005/a2vi43yu6oxw/wish/356793761 tshe0005 https://padlet.com/tshe0005/a2vi43yu6oxw/wish/356797318 This resource offers 36 vocabulary quizzes to see what your students have already learnt and it provides an opportunity for educators to inform further planning based on their results. Assessment is important because it enables educators to plan effectively for children’s current and future learning (DEEWR, 2009, p.17).This resource is influenced by Stages Models of Reading which indicated this is done to provide greater understanding of the reading process.By having a sense of what readers have accomplished, what stage they are in now, and what stage they are headed for (Ehri, 1994). ]]> 2019-05-04 04:47:03 UTC https://padlet.com/tshe0005/a2vi43yu6oxw/wish/356797318 tshe0005 https://padlet.com/tshe0005/a2vi43yu6oxw/wish/356799120 This YouTube video shows an inclusive learning environment which encouraged deaf children to read with other children together.  It is supported by the Gradual Release of Responsibility model (Duke & Pearson, 2002), during the modelled reading, the student is encouraged to be an active listener and engage with the text. Teachers can also model the comprehension of unfamiliar or complex vocabulary through this practice (Heath, 1983).]]> 2019-05-04 05:38:32 UTC https://padlet.com/tshe0005/a2vi43yu6oxw/wish/356799120 tshe0005 https://padlet.com/tshe0005/a2vi43yu6oxw/wish/356805556 This ICT resource provides a range of digital book and all of them include a read-aloud function that enables students to have a favorite book read to them. Reading aloud expands children’s vocabulary by introducing them to new words that are defined in context (rather than learned from a word list), helping them decipher the nuances of synonyms (Beck & McKeown, 2001).It also provides a systematic approach to analytical discussion and the introduction of new vocabulary through the repeated reading of a text (McGee and Schickedanz, 2007).]]> 2019-05-04 08:05:34 UTC https://padlet.com/tshe0005/a2vi43yu6oxw/wish/356805556 tshe0005 https://padlet.com/tshe0005/a2vi43yu6oxw/wish/356805895 This YouTube offers a phonemic song includes lots of fun movements and simple phrases all children can do and say. It also includes patterns of sounds children hear then repeat. This song is supported by the 1998 position statement issued by the International Reading Association and the National Association for the Education of Young Children, it encouraged children to listen to patterned, predictable texts while enjoying the feel of reading and language (Ukrainetz, Nuspl, Wilkerson, & Beddes, 2010). It also emphasizes reading ability has a strong aural component and that music instruction that helps children hear the sounds that distinguish musical patterns may also help them hear the sounds that distinguish words (Lucas & Gromko, 2007).
 
]]> 2019-05-04 08:11:03 UTC https://padlet.com/tshe0005/a2vi43yu6oxw/wish/356805895 jwan629 https://padlet.com/tshe0005/a2vi43yu6oxw/wish/356860138 This resource introduces how to use semantic maps to improve children’s vocabulary learning in reading. Semantic maps generally emerge from the reading text and encourage student to generate a set of related words, which display the abstract connections between concepts and words visually (Johnson & Pearson, 1984). This is an instructional activity which increases children’s vocabulary knowledge through helping them recall the meaning from the text they read and compare next words to known words (Rupley, Logan, & Nichols, 1998). ]]> 2019-05-04 20:05:57 UTC https://padlet.com/tshe0005/a2vi43yu6oxw/wish/356860138 jwan629 https://padlet.com/tshe0005/a2vi43yu6oxw/wish/356892390 This resource provides many useful activities for teaching children vocabularies particularly the ‘Famous Quotes’ activity and the ‘Vocabulary memory matching’ activity. The Famous Quote activity values the importance of experiencing multiple exposures to words and encountering words in multiple contexts. The matching activity allows students to learn through play, which is quite a natural way for them to learn and they do not realize they are learning (Akdogan, 2017). This activity also provide student a chance to learn with and learn from peers, which admits the contribution from the peer collaborative interactions (Aschermann, 2001). Both of the resources are related to the Social Learning Theories of Lev Vygotsky (1978) that learning takes place when children interact with peers and teachers.]]> 2019-05-05 05:06:34 UTC https://padlet.com/tshe0005/a2vi43yu6oxw/wish/356892390 reference list: tshe0005 https://padlet.com/tshe0005/a2vi43yu6oxw/wish/356892929 sAkdogan, E. (2017). Developing vocabulary in game activities and game materials. Retrieved from https://www.researchgate.net/publication/322291866_DEVELOPING_VOCABULARY_IN_GAME_ACTIVITIES_AND_GAME_MATERIALS
 
Anthony, J. L., & Lonigan C. J. (2004). The Nature of Phonological Awareness: Converging Evidence From Four Studies of Preschool and Early Grade School Children. Journal of Educational Psychology, 96 (1), 43-55.

Arzu, G. (2008). Effects of drama on the use of reading comprehension strategies and on attitudes toward reading. Journal for Learning through the Arts, 4(1). Retrieved from https://files.eric.ed.gov/fulltext/EJ1094993.pdf
 
Aschermann, J. (2001). Children teaching and learning in peer collaborative interactions. Unpublished masters thesis, Virginia Polytechnic and State University.

 Australian Government Department of Education, Employment and Workplace Relations. (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Retrieved from http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/belonging
_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
 
Australian Institute for Teaching and School Leadership. (2011). Australian Professional Standard for Teachers. Retrieved from https://www.aitsl.edu.au/docs/default-source/teach-documents/australian-professional-standards-for-teachers.pdf
 
Beck, Isabel. L., and McKeown, Margaret.G. (2001). Text talk: Capturing the benefits of read-aloud experiences for young children. The Reading Teacher. 55(1), 10-20.

Booth, D. (1985). Imaginary gardens with real toads: Reading and drama in education. Theory into Practice, 24, 193-198.
 
Byrne, B., & Fielding-Bamsley, R. (1991). Evaluation o f a program to teach phonemic awareness to young children. Journal o f Educational Psychology. 83. 451- 455. 
 
Dickinson,D, Golinkoff, R & Hirsh-Pasek, K. (2010).Speaking out for a language: Why language is central to reading development. Educational Researcher, 39(4), pp.305-310. 
 
Duke, N.K. and Pearson, P.D. (2002). Effective reading practices for developing comprehension. In A.E. Farstrup and S.J. Samuels (Eds.), What research has to say about reading instruction, (3rd Ed.), (pp. 205-242). Newark, DE: International Reading Association. 

Ehri, L.C. (1994). Development of the ability to read words: Update. In R.B. Ruddell, M.R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (4th ed., pp. 323-358). Newark, DE: International Reading Association.
 
 Fellowes, J., Oakley, G. (2014). Language, literacy and early childhood education (Second ed.).
 
Goswami, U., & Bryant, P. E. (1990). Phonological skills and learning to read. Hillsdale, NJ: Lawrence Erlbaum Associates.
 
Harvey, S. & Goudvis, A. (2000). Strategies that work: Teaching comprehension to enhance understanding. Markham: Pembroke.

Heath, S.B. (1983). What no bedtime story means: Narrative skills at home and school, Language in Society, Vol. 11, No. 1, pp. 49-76. 
 
Hill, S. (2006). Developing early literacy : Assessment and teaching. Armadale, Vic.: Eleanor Curtain Publishing.
 
Hoien, T., Lundberg, I., Stanovich, K.E., Bjaalid,I. (1995). Components of phonological awareness. Reading and Writing: An Interdisciplinary Journal, 7 , pp. 171-188
 
Kress, G. (2009). Multimodality a social semiotic approach to contemporary communication. London ; New York: Routledge.
 
 Lucas, J., & Gromko, J. (2007). The Relationship of Musical Pattern Discrimination Skill and Phonemic Awareness in Beginning Readers. Contributions to Music Education, 34, 9-17.
 
McGinnis, K., & Wartenberg, Arlene. (2000). Phonemic Awareness Training by a Classroom Teacher: Its Relationship to First Graders' Phonemic Awareness, Spelling Acquisition, and Word Recognition Skills, ProQuest Dissertations and Theses.
 
McGee, Lea M., and Schickedanz, Judith A. (2007). Repeated interactive read-alouds in preschool and kindergarten. The Reading Teacher. 60(8), 742-751.

Montessori, M. (2013). The montessori method. Transaction publishers.
 
Nolan, S., & Leal, Dorothy J. (2007). A Spelling Error Analysis of Words with Closed Syllables for At-risk Readers, ProQuest Dissertations and Theses.
 
Torgesen, J.K., Otaiba, S., Grek, M. (2005).Assessment and instruction for phonemic awareness and word recognition skills. Language and reading disabilities (2nd ed.), Allyn & Bacon, Boston, MA, pp. 127-156
 
Ukrainetz, Nuspl, Wilkerson, & Beddes. (2010). The effects of syllable instruction on phonemic awareness in preschoolers. Early Childhood Research Quarterly, 26(1), 50-60.
 
Victorian Curriculum and Assessment Authority. (2019). English. Retrieved from http://victoriancurriculum.vcaa.vic.edu.au/english/curriculum/f-10#level=1&search=af9878ca-b549-43a0-9e9f-9e4600a2a402
 
Vygotsky, L.S. (1978) Mind in Society:  The development of higher psychological processes.  Cambridge, MA:  Harvard University Press.
 
 
 
 
 
 
 
 
 
 
 
 
 
]]> 2019-05-05 05:17:22 UTC https://padlet.com/tshe0005/a2vi43yu6oxw/wish/356892929 tshe0005 https://padlet.com/tshe0005/a2vi43yu6oxw/wish/356898749 2019-05-05 07:21:25 UTC https://padlet.com/tshe0005/a2vi43yu6oxw/wish/356898749