Shahiqa & Humairah's Reading & Viewing resources for families by Nur Humairah https://padlet.com/nurhumairamansoor/f7tlzkc081ze Literacy resource of reading and viewing- Phonological awareness and Comprehension, Screen time en-us 2019-08-10 05:46:00 UTC 2023-03-23 02:50:41 UTC hello@padlet.com What is it? nurhumairamansoor https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/373951246 Comprehension refers to the ability to listen to or read and understand text. It involves thinking about and making meaning from print (NEL, 2013, p. 10). Comprehension strategies are thinking processes and they can be used before, during and after reading. There is no neat linear list or sequence of strategies. (Hill, 2012, p. 221). The resources below offers various applications and activities for children to encourage thinking and make meaning from reading with parents as facilitators as, “Merely decoding, without connecting to meaning, is not reading” (Hill, 2012, p. 216). 


]]> 2019-08-10 05:52:02 UTC https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/373951246 Introductory Video (Teacher Shahiqa & Teacher Humairah) nurhumairamansoor https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375003622 2019-08-16 13:13:47 UTC https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375003622 Before reading- Into the Book sha_hi_qa https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375162198 This resource offers an app called ‘into the book’ which has interactive activities for children to predict and make connections and question before reading. This is related to the concept of comprehension before reading as children visualise what may happen in the book and make connections. This is further explained and supported by Hill, “The connections children make with books can be categorised into text-to-self connection, text-to-text connections and text-to-world connections. Text-to-self is a personal connection. Text-to-text is a connection to another book or movie and text-to-world is a connection to wider knowledge (2012, p. 223). 

]]> 2019-08-17 11:09:57 UTC https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375162198 In relation to policies and theories sha_hi_qa https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375162465 Literacy is reading, writing, speaking, listening and viewing and involves the knowledge and skills required to engage in activities required for effective functioning in the community (Hill, 2012, p. 3). 

This padlet offers various multimodal reading and viewing resources for parents to implement with children. Multimodal literacy refers to meaning-making that occurs through the reading, viewing, understanding, responding to, producing and interacting with multimedia and digital texts (Walsh 2011). These resources include teaching strategies and practices which supports our understanding of the content areas which we will be focusing on (print awareness, phonological awareness and comprehension). 
Moreover, readers take on four roles (code breaker, meaning maker, text user and text critic), when they read and the Four Resources Model was originally developed in 1990 by Peter Freebody and Allan Luke. The four roles are integrated, and early readers need to understand and experience using all four roles in order to develop into fluent and flexible readers (Hill, 2012, p. 197).

Every child is different and they learn differently at various rates. However, adults play a vital role in facilitating their learning environment. Bronfenbrenner emphasizes that to understand child development at this level, we must keep in mind that all relationships are bidirectional: Adults affect children’s behavior, but children’s biologically and socially influenced characteristics- their physical attributes, personalities, and capacities- also affect adult’s behavior (Berk, 2013, p. 27). Hence, we believe that these resources would guide parents to scaffold children’s learning in literacy development. When children are provided with opportunities to interact with adults and peers as well as engage in meaningful literacy activities with purposeful instruction, they develop listening, speaking, reading and writing skills that enable them to be effective communicators (NEL, 2013, p. 4). 

Furthermore, this is explained and supported by the socio-cultural theory in Hill (2012), “This theory views community and family as having positive input into each individual’s literacy experience and development and argues that these are vital for each child’s literacy development. Vygotsky (1986), Heath (1983) and Halliday (1985) have all influences the development of the socio-cultural theory. Their theories relate to the significance of social interaction between an adult, assumed to be more knowledgeable, and child, and the connections between culture and learning which support assisted collaboration between adult and child (p. 386).
]]> 2019-08-17 11:17:06 UTC https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375162465 During reading- reading aloud activity sha_hi_qa https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375162623 This resource offers a video that shows strategies on reading aloud. This video is beneficial for parents/caregivers as it gives them an idea on how to read aloud in an engaging manner to children and this is related to the concept of comprehension during reading and is supported by Hill, “Reading aloud or shared reading supports many important areas including children’s vocabulary development, syntax, listening comprehension, print engagement and early reading behaviors (2012, p. 103). During shared reading or reading aloud, meaningful dialogues are exchanged between the caregiver and child. When questions that starts with “I wonder” are asked, it scaffolds children’s learning and this is supported by “The fifth and the most important of Vygotsky’s ideas is the zone of proximal development. The books read aloud may be paper- or screen-based; however, it is the way they are read to children and the interactions between the adult and the child that influence the outcome of shared reading (Hill, 2012, p. 103).]]> 2019-08-17 11:23:06 UTC https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375162623 During reading- Nosy crow sha_hi_qa https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375162950 This resource offers an interactive and fun application for children to reread books and listen to them read and this is related to the concept of comprehension during reading as this allows readers to rethink and recheck to ensure that they clearly understand what they have read. This is supported by Hill (2012), “We are often surprised when what we predicted does not occur in the text, so we reread, recheck and rethink. Beginning readers need to use strategies such as monitoring and correcting to ensure the meaning of what has been read is clear” (p. 225). Hence, through this application, parents would be able to monitor children reread their favourite books and listen to books being read from various audiobooks. Rereading old favourites is important, as children learn the books off by heart and then find it easy to match spoken words with the written word (Hill, 2012, p. 52).

]]> 2019-08-17 11:28:53 UTC https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375162950 After reading- Making own books activity sha_hi_qa https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375163006 This resource offers an activity for children to recreate the stories they have read or their own stories. Parents can upload the existing drawings or story creations of children. Also, children are able to use the art pad to create something new. This is related to the concept of comprehension after reading as children are encouraged to recall the main ideas of the story and include them in their very creations. This is further explained by Hill (2012), “When young children are retelling the events of or the main facts in a text, the retelling is usually ‘reading on the lines’ or literal comprehension (p. 226). Apart from retelling, children can create their books as a personal response to the book read. As supported by Hill (2012), “Making personal responses to books is reading beyond lines and commenting beyond the book. Responding personally can involve discussion and writing about the text. It can also link books to the reader’s experiences and increase engagement with books” (p. 227). Moreover, children’s creativity is tapped on as they explore both digital and hand made ways to create their storybooks together with their parents. 

]]> 2019-08-17 11:29:40 UTC https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375163006 Before reading- Play based activity sha_hi_qa https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375170644 This resource offers a play-based activity with the use of a beach ball and some questions. As an outdoor play activity, questions can be written on all sides of the ball and children can throw it to answer the question that faces them when the ball lands. Parents/caretakers can ask questions about the story prior to reading it to the children. For example, if the storybook is about a child who is looking for a missing pet, questions such as 'have you ever had a pet' or 'how would you take care of a pet' could be asked to children in order to make connections to the book prior to reading it. Moreover, questions asked before reading extend children’s thinking and comprehension skills and this is supported by the role of a meaning maker in the Four Resource Model theory of Luke & Freebody. Before children start a new book, teachers can initiate conversations that connect the text to children’s prior experiences (Hill, 2012, p. 199). ]]> 2019-08-17 14:22:22 UTC https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375170644 What is it? sha_hi_qa https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375172618 Developing book and print awareness helps children to understand the conventions of written English. Children need to understand concepts about books such as the title, author and illustrator of a book, the front and back of a book, knowing how to hold the book correctly, turning the pages one by one and from right to left as well as indicating where to begin reading (NEL, 2013, p. 7). This resource contains various activities and videos for parents/caretakers to implement with children. ]]> 2019-08-17 14:56:32 UTC https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375172618 Shared book reading sha_hi_qa https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375215427 This resource offers a video for caretakers about shared reading approach to implement with children and this is related to print awareness (directionality and concept of books) which is a concept of reading and viewing. Shared reading is when big books are used to draw attention to conventions of print. This is further supported by Hill, “The focus for shared reading might be to learn how to read various text types, how to solve problems in identifying various words, or, at the sentence level, ways in which punctuation and grammar are used to communicate meaning (2012, p. 84). Big Books allow all the children to see the print and pictures, enabling them to participate actively in the reading of the story (NEL, 2013, p. 35).]]> 2019-08-18 04:38:31 UTC https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375215427 Environmental print matching sha_hi_qa https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375215444 This resource offers an activity for parents to create by collecting two of the same prints for children in order to develop print awareness through an environmental print matching and sorting game. This is related to print awareness which is a concept of reading and viewing and this is supported by NEL (2013), “Children learn to recognise and ‘read’ environmental print through their many experiences with it. A child who points to a box of cream crackers and says “I want cream crackers” may be using the context (i.e. picture of cream crackers on the box, recognising the shape and length of the word) rather than using the letters to ‘read’ the word” (p. 48). Moreover, this resource would be able to bridge the connection between letters and first efforts to read for emergent readers and creates an authentic context to learn about print.]]> 2019-08-18 04:39:16 UTC https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375215444 Labels- A print rich environment sha_hi_qa https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375215465 This resources offers an idea for parents on how to label the things in the children’s environment. This is related to print awareness (concept of text) which is a concept of reading and viewing. Labels help children understand that print has meaning and this is further explained and supported by NEL, “They also help children know where to store materials such as shelves for writing tools and building blocks of different shapes. Labels can be accompanied by pictures to help children understand the meaning of the labels” (2013, p. 50). As parents, it is important that a meaningful learning environment is built for children in order for them to develop holistically. Moreover, EYDF (2013) states that, "Good language models are necessary when children's speech and language patterns are being developed. Being immersed in a good language environment, both spoken and written, help children tremendously in their language development" (p. 30). This is further supported by Bronfenbrenner’s ecological system theory in Berk, “Ecological systems theory views the child as developing within a complex system of relationships affected by multiple levels of the surrounding environment (2013, p. 26).]]> 2019-08-18 04:40:02 UTC https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375215465 Read aloud sha_hi_qa https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375215501 This resource offers a video for parents/caretakers on print awareness and reading aloud to engage with children which is related to the concept of reading and viewing. This is further explained and supported by NEL, “Print awareness refers to the understanding that print carries meaning for the reader and can be read aloud. Children develop concepts of print as they learn the structure of print (e.g. sentences are made up of words separated by spaces and words are made up of letters) and conventions of written language (e.g. in English, print is read from left to right and top to bottom)” (2013, p. 8).]]> 2019-08-18 04:41:07 UTC https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375215501 What is it? nurhumairamansoor https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375227501 Phonological awareness refers to the ability to mentally manipulate words, syllables and sounds in spoken language (Goldsworthy, 2010). It is of high importance for us to expose children to strategies in helping them to be phonologically aware as an introductory step to reading. Phonological awareness also refers to how words and syllables can be divided into smaller units (Machado, 2010). In promoting phonological awareness, children are exposed to the use of phonemes, rhymes, alliteration, sound-matching and the list goes on. 
Such pre-reading skills are building blocks for further reading success, it allows children to hear and manipulate sounds in oral languages and might help them in becoming better readers in the future. Without such basic literacy skills, children could struggle with reading at a later stage. 

]]> 2019-08-18 10:49:59 UTC https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375227501 Rhymes nurhumairamansoor https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375227860 This resource suggests parents/caretakers of a simple activity in helping to familiarize "Rhyming" to children through a game with simple music and engaging movements. Such simple yet meaningful activities could be conducted in the comfort of homes and are hassle-free. Research suggests that the knowledge of rhymes is related to the development of more abstract phonological skills and emergent reading abilities (Maclean, 1987). This Rhyming activity allows for children to be able to identify and produce rhyming words as a way to assess their rhyme awareness. ]]> 2019-08-18 11:01:04 UTC https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375227860 Alliteration nurhumairamansoor https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375227875 This resource provides the opportunity for parents/ caretakers to introduce "Alliteration" as a part of helping children in their pre-reading skills through the use of a simple song. Alliteration occurs when two or more words of a sentence has the same beginning and initial sounds.  
Children use their understanding to decode and recognise words families through words of the same beginning or ending sounds as early readers (NEL, 203, p. 7). In this video, parents are being guided with a catchy song which teaches on Alliteration which could be used to introduce alliteration to young children in helping them to be phonemically aware and to be able to read well in the future. ]]> 2019-08-18 11:01:45 UTC https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375227875 Syllables nurhumairamansoor https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375227912 This resource provides parents with abundance of ideas on activities to help children with recognizing the idea of "Syllables" in being phonologically aware. Being introduced to Syllables allows children to be able to segment a word into syllables and into onset and rime (e.g. segment “cat” into /c/ and /at/) (NEL, 2013, p. 10). 
This resource provides a large array of activity ideas for parents to introduce and further scaffold children's learning and understanding on blending and deletion of syllables in oral language which would help them in future reading progresses. ]]> 2019-08-18 11:02:58 UTC https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375227912 Limiting device usages- Alternate Activity ideas to Replace Screen Time nurhumairamansoor https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375229113 As much as we would want to include the use of multimodalities in supporting a child’s literacy development, as teachers and parents, we need to ensure that children learn to use devices in moderation. Although adults assume that children learn from TV and videos that they watch through screens, research has indicated that children aren’t able to take full advantage as much as they would through active and rich exchanges with adults. Anderson (2004) explains that younger children face a complex task in making sense of video as they can’t mentally represent the relationship between video images and real objects and people. 

This resource acts as a guide to assist parents in coming up with activities for children to help in their literacy learning outside of the use of devices. This is supported by Tanimura (2004), whom suggests that the amount of usage of devices for viewing is negatively linked to their language development. Children who are heavy viewers tend to have attention, memory, and reading difficulties in the early school years (Christakis, 2004). ]]> 2019-08-18 11:39:12 UTC https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375229113 Danger of screen time in young children nurhumairamansoor https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375229187 This resource attached allows for parents to have further insights and understandings on the danger that high and frequent exposure to devices and screen timings without moderation could bring. Through this resource both parents and teachers could understand the importance of having a balance in the usage of devices to help in children's learning. Parents and teachers bear the most responsibility in regulating children's exposure to devices. ]]> 2019-08-18 11:41:47 UTC https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375229187 Phonemes Awareness nurhumairamansoor https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375229906 This resource introduces an APP that helps to enhance children's phonemic awareness. Being aware of phonemes allows for an understanding that every spoken word can be conceived of as a sequence of a representation of the letters of the alphabet. This wonderful APP is packed with activities to help children in phonemic awareness such as on letter sound recognition and letter sound matching. When using this APP, children would also able to familiarize on letter recognition as an added bonus, this is vital in helping them in their early literacy stages. Alphabet knowledge refers to the ability to name the letters of the alphabet and recognise the letter symbols (both upper and lower case) in print. Being able to name the letters of the alphabet quickly and correctly helps children in learning to read words in the future (NEL, 2013, p. 8). 

Phonemic awareness is the key to understanding the logic of the alphabetic principal and thus to learnability of phonics and reading (Snow, Burns & Griffin 1998, p. 52). ]]> 2019-08-18 11:59:22 UTC https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375229906 NEL Guide in Language Literacy sha_hi_qa https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375246070 2019-08-18 16:44:57 UTC https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375246070 EYDF Framework sha_hi_qa https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375246658 2019-08-18 16:53:17 UTC https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375246658 What is it? nurhumairamansoor https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375250439 Assessment is "the procedure used to determine the degree to which an individual child possesses an attribute" and it can be used interchangeably with measurement (Gullo, 2005, p. 6). Assessments can be conducted formally and informally by adults to gain understanding to a child's overall development and progress. 

Mindes (2003), astutely sums up that the process of assessing a child's learning is equivalent to the process of gathering information to make decisions about their learning. The process is appropriate and fair when it is consistent, systematic and is based on the every day tasks that children are involved in. Assessments are done to identify a child's patterns of weaknesses and strengths and to determine how much they have progressed. 

This resource provides a video in ]]> 2019-08-18 17:48:59 UTC https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375250439 A Shift in the Literacy learning approach- Multimedia Composing nurhumairamansoor https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375311424 Effective early literacy teaching provides preschool children with developmentally appropriate settings, materials, experiences, and social support that encourage early forms of reading and writing to flourish and develop into conventional literacy (Roskos, 2003). It is understood that literacy learning encompasses of different medias practiced in the new millennium as a way to keep up with proving the best forms of learning approaches and tools for young children to learn.

In Multimedia Composing, children combine writing with visual and aural multimedia in their school projects by using various software programmes. The advantages that such exposures in literacy would be that it's multilayered compositions provide strong simultaneous support in reading and writing. (Caroff, 1998). In Multimedia composing children are exposed to a lot of different forms of medias, such as digital photography, inspiration software, and PowerPoint, through such opportunities children could understand the concept of print further to help in their literacy learning. 

In addition, children are introduced to learning resources such as Ipads, Smart phones and Laptops in helping to promote literacy skills through APPs, websites and videos. ]]> 2019-08-19 03:51:25 UTC https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375311424 Practising Respectful Caregiving in Assessing Young Children nurhumairamansoor https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375314671 In assessing children's learning, teachers/caregivers must be sensitive to and recognise that some children may be at the beginning stage of their language development, learning the sounds, words and rules of a language that is different from the language they are familiar with and are used to. Teachers and caregivers can help to facilitate their understanding of the language by using simple sentences, speaking slowly and clearly as well as pausing between sentences (NEL, 2013, p. 32). This resource provides an insight and enlightenment on the understanding of the speech and language developmental milestones to understand the strength that a child possess and the areas that they might need help in. ]]> 2019-08-19 04:15:40 UTC https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375314671 Further Insights on The Development of Phonological Skills nurhumairamansoor https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375315172 This resource consists of articles on further explanations on the development of phonological skills in young children. Through this resource, parents and caregivers could further understand the importance of strengthening phonological skills in assisting them to be better readers. It is important for parents/caregivers to be informative on such areas for a strong partnership between schools and homes. 

A strong home-school partnership can eliminate unwanted stress while helping to build bridges between the cultures at home and in-school cultures. As suggested by the Ecological Theory of Bronfenbrenner, the Microsystem and the Mesosystem involved around the lives of children must work well with one another for their good and holistic development. (Freeman & Powers-Costello, 2011).]]> 2019-08-19 04:19:20 UTC https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375315172 nurhumairamansoor https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375403258 2019-08-19 13:41:07 UTC https://padlet.com/nurhumairamansoor/f7tlzkc081ze/wish/375403258