https://padlet.com/zlin99/ddrz3x83m052 Trina (ZHIXIN LIN - 27226050) & Vivian (YUWEI YIN - 28083156)'s EDF3034 Assignment 1 en-us 2019-04-28 03:46:52 UTC 2026-01-23 02:51:19 UTC hello@padlet.com https://imgglb.padletcdn.com/v13/image?t=g_auto&url=https%3A%2F%2Fpadlet.net%2Ficons%2Fpng%2F1f36f.png yyin0005 https://padlet.com/zlin99/ddrz3x83m052/wish/354733056 This resource offers a view of the gap between the formulation of bilingual education policy and its implementation. The importance of explicit teachers for monolingual students is addressed. It emphasised the significance of critically engaging with policy discourse by thinking around how different aspects of the policy can be applied in different contexts to ensure that children’s interests and needs are met and make adjustments when necessary (Waniganayake, Cheeseman, Fenech, Hadley & Shepherd, 2017).  Here, policymakers should consider a child-centred, inclusive approach to promote emergent language and literacy (Unicef, 2019).  ]]> 2019-04-28 03:59:36 UTC https://padlet.com/zlin99/ddrz3x83m052/wish/354733056 zlin99 https://padlet.com/zlin99/ddrz3x83m052/wish/354733734 This pin offers a website with broad practices of writing techniques such as punctuation and grammar. Practices are categorised according to their level of difficulties. Young children should be supervised by adults when they are using device  while the elder students can access individually without the limitation of place and time. This is supported by Rogow (2015) which stated that media literacy with technical devices is valuable and effective today as it increases students’ creativity, curiosity, collaboration during learning.   ]]> 2019-04-28 04:11:45 UTC https://padlet.com/zlin99/ddrz3x83m052/wish/354733734 yyin0005 https://padlet.com/zlin99/ddrz3x83m052/wish/354735459 This article suggested a metaphorical ‘gate’ between preschools and schools with approaches to early writing. As supported by the Early Years Learning Framework (Department of Education and Training, 2016) and the Australian Curriculum of English (Australian Curriculum, Assessment and Reporting Authority, 2016), extending and enriching children’s learning through transitioning to school is critical. Therefore, policymakers as well as educators need to develop a sense of cross-sectorial awareness and embed strategies such as intentional teaching, scaffolding and sharing experiences (Mackenzie & Petriwskyj, 2017).]]> 2019-04-28 04:47:14 UTC https://padlet.com/zlin99/ddrz3x83m052/wish/354735459 yyin0005 https://padlet.com/zlin99/ddrz3x83m052/wish/354738999 This storybook comes along with a pack of printouts including vocabulary cards and responding sheets that allow children to answer question by either writing or drawing. It can support children with learning to understand the meaning of text and respond to questions in their own written language (Woolfolk & Margetts, 2016). Besides, through visualising their thinking, they will be able to understand that presentation of writing can be varied (Bearne & Wolstencroft, 2007). ]]> 2019-04-28 06:05:00 UTC https://padlet.com/zlin99/ddrz3x83m052/wish/354738999 zlin99 https://padlet.com/zlin99/ddrz3x83m052/wish/354740104 This video gives parents some ideas of applying daily activities, aiming at developing children’s writing skills through daily routine such as writing letters. Nutbrown, Clough, Levy, Little, Bishop, Lamb and Yamada-Rice (2017) suggested that parents play important roles in children's learning. Here, they can help children to understand the concept of writing and motivate them through communicating in written language.]]> 2019-04-28 06:27:46 UTC https://padlet.com/zlin99/ddrz3x83m052/wish/354740104 yyin0005 https://padlet.com/zlin99/ddrz3x83m052/wish/354740887 This pin, based on different stages in children's writing (Hill, 2012, pp.283), offers parents tips to understand the writing process, assess children's writing skills at home and plan their daily routines of activities for children's writing development. According to Bronfenbrenner's social ecology model, families can influence children's learning through physical features, activities and beliefs (Grace, Hayes & Wise, 2017). ]]> 2019-04-28 06:43:43 UTC https://padlet.com/zlin99/ddrz3x83m052/wish/354740887 zlin99 https://padlet.com/zlin99/ddrz3x83m052/wish/354744683 This resource offers an idea of developing children’s writing abilities through playing LEGOs, creating a story about it and recording and sharing their story to others. It provides a literacy-rich play environment which contributes to students’ intrinsic motivation of writing (Department of Education and Training, 2019). Moreover, James (2013) stated that Lego assists children in understanding writing in a creative, visualised and enjoyable manner.]]> 2019-04-28 07:51:24 UTC https://padlet.com/zlin99/ddrz3x83m052/wish/354744683 yyin0005 https://padlet.com/zlin99/ddrz3x83m052/wish/354745035 This pin provides children with a series of moves to get a kinaesthetic awareness of what punctuation is and how it works. This is supported by play-based learning (DET, 2016) and experimental theory as the quality of personal involvement is addressed including their feeling and cognitive aspects being in this learning event (Mollaei & Rahnama, 2012). Consequently, students are supported to achieve better outcomes in relation to constructing sentences and meaning-making by building on their strength (Scull & Mackenzie, 2018).]]> 2019-04-28 07:58:23 UTC https://padlet.com/zlin99/ddrz3x83m052/wish/354745035 yyin0005 https://padlet.com/zlin99/ddrz3x83m052/wish/354745113 This pin contains several videos about how to teach sounds of alphabets and their written forms. It is based on Froebel's theory of learning through play and provide families with ideas of helping children to learn with different materials and games (DET, 2016). Here, concepts of zone of proximal development and scaffolding are also demonstrated (Everson, 1991). ]]> 2019-04-28 07:59:47 UTC https://padlet.com/zlin99/ddrz3x83m052/wish/354745113 zlin99 https://padlet.com/zlin99/ddrz3x83m052/wish/354760752 This article offers educators a thought of the importance of interactive activity. An example was given where the educator and students work together to complete a text based on one single word. As claimed by Mackenzie (2015), using interactive strategy to teach writing, educator will discover each student’s potentials and become able to fully utilise their abilities to improve their authorial skills and proofing skills in writing.]]> 2019-04-28 12:03:54 UTC https://padlet.com/zlin99/ddrz3x83m052/wish/354760752 yyin0005 https://padlet.com/zlin99/ddrz3x83m052/wish/354764584 This pin offers educators ideas about how to conduct journal writing without having ready made prompts for students. Such writing activity can build on children’s unique interests and provide experiences that support their growing awareness of forms and purposes of writing (Raban, 2018). Subsequently, according to Vygotsky's perspective, with drawing embedded in this resource, young children will become confident writer as they can explore more complex possibilities (Machenzie & Veresov, 2013).]]> 2019-04-28 12:55:29 UTC https://padlet.com/zlin99/ddrz3x83m052/wish/354764584 zlin99 https://padlet.com/zlin99/ddrz3x83m052/wish/354769053 This Youtube video inspires educators to teach children to explore a word with texts and messages. Learners will be given a key word while working as a group. They can create four labels and then discuss some words which can be categorised into each label. Children participating in this open-question activity can extend their knowledge of writing by using written forms in each word. Machenzie and Veresov (2013) explained that children’s writing abilities improve when they are allowed to create more complex meaning for texts and words.]]> 2019-04-28 13:44:31 UTC https://padlet.com/zlin99/ddrz3x83m052/wish/354769053 yyin0005 https://padlet.com/zlin99/ddrz3x83m052/wish/354771397 This Chapter in Teaching Writing: Balancing Process and Product (7th ed.) offers teachers an overview of classroom assessment including its purposes, procedures and effective approaches and tools. Piaget's cognitive developmental theory and Vygotsky's sociocultural theory are reflected which enables educators to develop a deeper and more comprehensive understanding of diverse writing abilities (Arthur, Beecher, Death, Dockett & Farmer, 2018). Information collected through assessment can be used for reflection and further planning which is supported by Kolb's experimental learning cycle (Arthur et al., 2018)]]> 2019-04-28 14:04:08 UTC https://padlet.com/zlin99/ddrz3x83m052/wish/354771397 zlin99 https://padlet.com/zlin99/ddrz3x83m052/wish/354772367 This Video is for parents to encourage their children to write at home. Children can make a personal, creative and colourful book to complete many interesting tasks by writing. Raban (2018) discussed that it is beneficial when children are provided with different experiences of writing as it increases children’s learning interests which can enhance children’s writing skills in many forms.]]> 2019-04-28 14:13:42 UTC https://padlet.com/zlin99/ddrz3x83m052/wish/354772367 yyin0005 https://padlet.com/zlin99/ddrz3x83m052/wish/354775838 This strategy encourages educators to use letters or words to teach phonemic awareness and increase the complexity when necessary. Here, children not only learn how written symbols works (DET, 2016), but also develop awareness of words and of the spaces between them which is helpful for their future spelling and writing (Hill, 2012, chapter 6).]]> 2019-04-28 14:46:16 UTC https://padlet.com/zlin99/ddrz3x83m052/wish/354775838 denise_chapman https://padlet.com/zlin99/ddrz3x83m052/wish/354867228 This pin offers a range of writing criteria for students including authorial and secretarial dimensions of writing for educators to analyse children’s writing abilities. Samples of different levels in each dimension are also provided to aid educators' understandings. As stated by Mackenzie and Scull (2016), the complexity of writing requires educators to record students’ writing progress and identifies professional and focus practices, while monitoring children’s improvement. Having this resource, educators get ideas of profiling children's learning and progress from different dimensions and build on their different strength to support their writing (Dockrell, Connelly, Walter & Critten, 2015). ]]> 2019-04-29 02:46:18 UTC https://padlet.com/zlin99/ddrz3x83m052/wish/354867228 yyin0005 https://padlet.com/zlin99/ddrz3x83m052/wish/355361461 This pin contains possible activities for the whole hand and "tripod fingers" that both families and educators can implement at home and centres to improve children‘s fine motor skills which facilitates their handwriting. Small muscle movements in the hand such as fine motor control, in-hand manipulation and sensory awareness of fingers are strengthened throughout these activities (Feder & Majnemer, 2007; Huffman & Fortenberry, 2011). ]]> 2019-04-30 10:27:39 UTC https://padlet.com/zlin99/ddrz3x83m052/wish/355361461 yyin0005 https://padlet.com/zlin99/ddrz3x83m052/wish/355364640 This pin offers parents an overview of fine motor skills and a list of fine motor training. Skills included in this resource contribute to children's development of hand and finger dexterity (Bruni, 1998). Underpinned by Vygotsky’s belief that learning is socially, culturally and environmentally defined (Woolfolk & Margetts, 2016), this handout resourced families (DET, 2016) and constructed family-centred practices to provide home learning experiences. Through extending or changing materials, parents can develop more efficient and affordable resources. ]]> 2019-04-30 10:43:49 UTC https://padlet.com/zlin99/ddrz3x83m052/wish/355364640 zlin99 https://padlet.com/zlin99/ddrz3x83m052/wish/355674190 This Youtube video aims at educating young children on proper use of nouns including proper and common nouns through a song with catchy melody and repeated rhythm. This provides an idea for educators to use an innovative way to teach young children grammar. Paquette and Rieg (2008) pointed out that song as a fascinating technique creates a more meaningful and enjoyable way to develop children’s literacy skills. It is also beneficial for non-English speakers’ literacy development. ]]> 2019-05-01 01:29:16 UTC https://padlet.com/zlin99/ddrz3x83m052/wish/355674190 zlin99 https://padlet.com/zlin99/ddrz3x83m052/wish/355683487 This pin offers a rubric sheet for students to make a self-evaluation. Children can use this rubric to assess themselves in handwriting. Self-assessment helps students to increase their quality and effectiveness of writing, whilst improving their self-efficacy in learning (Andrade, Wang, Du & Akawi, 2009). Moreover, handwriting plays an important role in learning writing for young leaners (Graham, Harris, Mason, Fink-Chorzempa, Moran & Saddler, 2007). ]]> 2019-05-01 02:33:44 UTC https://padlet.com/zlin99/ddrz3x83m052/wish/355683487 zlin99 https://padlet.com/zlin99/ddrz3x83m052/wish/355695555 This pin offers an activity which encourages students to use comprehension strategy to retell the story. It improves learners’ understanding of what they read, while fostering a greater understanding of a summary’s structural features. Scull and Mackenzie (2018) described that children improve their comprehension skills when they are asked to organise ideas and make meanings of words. In addition, we think this Summary Map activity can be extended by RAFT writing strategy for higher level of writing practice, the link of RAFT are attached below: http://www.readingrockets.org/strategies/raft ]]> 2019-05-01 04:26:45 UTC https://padlet.com/zlin99/ddrz3x83m052/wish/355695555 zlin99 https://padlet.com/zlin99/ddrz3x83m052/wish/355703015 This Youtube video offers a range of activities about improving young children’s handwriting from scrawling to writing letters in relation to their fine motor skills. Portfolio as a strategy reflects constructivist theory (Bada, 2015) that children gain new knowledge based upon previous experience. It records children’s learning process for assessment, providing ideas about further planning to meet children’s individual learning abilities and needs (Khiabani & Nafissi, 2010). ]]> 2019-05-01 06:03:42 UTC https://padlet.com/zlin99/ddrz3x83m052/wish/355703015 yyin0005 https://padlet.com/zlin99/ddrz3x83m052/wish/355705597 This resource can be seen as an example for educators or policymakers to use for later formulation of curriculum. It recognises the impact of effective pedagogy and systematic instruction on language learning. In regards to writing as an expressive language, it provides an overview of focus areas of writing and representing as well as ideal learning outcomes for primary and secondary students. The highlight here is, compared to Australian Curriculum, it includes a chart that can be used by teachers to plan, considering students' needs and abilities and teachers' expectation. This is supported by socio-cultural contexts that writing can be shaped by culture such as belief and practices in community (Cheung, 2016). Meanwhile, readers' expectations should also be acknowledged before and during writing (Cheung, 2016). ]]> 2019-05-01 06:32:34 UTC https://padlet.com/zlin99/ddrz3x83m052/wish/355705597 zlin99 https://padlet.com/zlin99/ddrz3x83m052/wish/355713801 This activity is re-created based on our placement experience. Each child is asked to find a partner to exchange their writing work by using different colouring pens and highlighters. They can find out and modify the errors from their partner’s work such as grammatical and punctuation mistakes. Also, they can highlight some words or sentences from other’s work and write comments. Therefore, children know the right and wrong by learning from peers’ experience. Sato (2013) stated that peer interaction between young children contributes to better grammatical knowledge.]]> 2019-05-01 07:58:31 UTC https://padlet.com/zlin99/ddrz3x83m052/wish/355713801 yyin0005 https://padlet.com/zlin99/ddrz3x83m052/wish/356487339 2019-05-03 05:31:28 UTC https://padlet.com/zlin99/ddrz3x83m052/wish/356487339