https://padlet.com/emil0004/literacyproject Reading and Viewing en-us 2019-04-15 05:53:00 UTC 2023-08-22 06:06:01 UTC hello@padlet.com https://imgglb.padletcdn.com/v13/image?t=g_auto&url=https%3A%2F%2Fpadlet.net%2Ficons%2Fpng%2F1f4da.png emil0004 https://padlet.com/emil0004/literacyproject/wish/351612369 This resource is a paid online reading program/app that provides children ages three and above a variety of reading activities. This resource in particular focuses on learning phonics which is essentially a 'strategy for word identification' through 'sound letter-relationships' (Hill, 2012, p. 241). This resource was used in my recent placement to consolidate previous learning on different phonemic rules. This supports the information processing theory as it encourages students to encode and retain learning into their long-term memory through re-visitation of previous learning in their working memory (McInerney, 2014). ]]> 2019-04-15 11:32:51 UTC https://padlet.com/emil0004/literacyproject/wish/351612369 emil0004 https://padlet.com/emil0004/literacyproject/wish/351875028 This resource is an activity that that promotes the discussion of reading comprehension. Hill (2012), describes this as the ability to make meaning of the text through the print, images, layout and design (p. 215).  The activity is supported by Smith's (2010) study on the role of peers in children's learning which discusses students as being  'capable peer tutors' (p. 3) as it requires students to work together to analyse different elements of the text such as the setting, themes and main idea.]]> 2019-04-16 04:44:36 UTC https://padlet.com/emil0004/literacyproject/wish/351875028 emil0004 https://padlet.com/emil0004/literacyproject/wish/351878315 This YouTube video is a resource aimed for educators that demonstrates one example of how 'blending' in phonics can be explained.  The educator in this video decodes the words into individual letters/sounds before reading it all together to create a fluent word. This lesson can be conducted with students in a Foundation level of English as the Victorian curriculum discusses how students of this grade should begin to recognise sounds of common letters and have the ability to 'blend sounds associated with letters when reading consonant-vowel-consonant words' (Victorian Curriculum and Assessment Authority, 2015). ]]> 2019-04-16 05:13:31 UTC https://padlet.com/emil0004/literacyproject/wish/351878315 emil0004 https://padlet.com/emil0004/literacyproject/wish/351882501 This resource demonstrates how to make a phonics flip book which can then be used by students to create/read/decode words and non-sense words. Rossum and Bosma (2017) discuss exploring nonsense words as an effective tool to improve reading fluency as it encourages students to practice decoding and blending letter sounds to create new words. It ensures students are 'relying on letter-sound relationships' rather than their memory of previously learned words (Rossum and Bosma, 2017, p. 8). ]]> 2019-04-16 05:49:22 UTC https://padlet.com/emil0004/literacyproject/wish/351882501 emil0004 https://padlet.com/emil0004/literacyproject/wish/351882859 This resource is a blog that can be used by educators to change how they set-up at home reading tasks. The resource discusses students completing at home comprehensive reading logs to analyse text inference without parent or teacher interruption. This activity supports the 'gradual release of responsibility model' which describes the 'teacher shift[ing] from assuming all the responsibility for performing a task … to a situation in which the students assume all of the responsibility' (Fisher, 2008).  This model is an effective approach for improving literacy development, particularly reading comprehension as it allows students to create their own understandings on the explored text. ]]> 2019-04-16 05:52:03 UTC https://padlet.com/emil0004/literacyproject/wish/351882859 emil0004 https://padlet.com/emil0004/literacyproject/wish/351905781 This book can also be used to explore phonological awareness through its use of word pattern and rhyme. The Early Years Learning Framework (Department of Education, Employment and Workplace Relations, 2009, p. 46) describe the ability to 'listen and respond to sounds and patterns in speech, stories and rhyme' as a learning outcome for children to become effective learners and communicators. The story can be read aloud, and the students can be encouraged to join in through predicting the consecutive rhyming word which is essentially a method to promote reading fluency and early reading behaviours (Department of Education and Training, 2019). ]]> 2019-04-16 08:56:43 UTC https://padlet.com/emil0004/literacyproject/wish/351905781 emil0004 https://padlet.com/emil0004/literacyproject/wish/351908668 This resource provides educators with different and creative ways to explore making text predictions. For example, students can create a case file that asks them to to make a prediction on what they think the text will be about, including what clues they are given before describing what actually happens in the text. This activity supports Bruner's constructivist learning theory as it describes the process in which learners construct new ideas from previous learning. The theory suggests learners will select and analyse information to create hypotheses and make decisions regarding new ideas and new learning (Smith, 2002). This relates to reading comprehension as it requires students to analyse clues in the title and selected images to hypothesise the main idea of the text.]]> 2019-04-16 09:17:50 UTC https://padlet.com/emil0004/literacyproject/wish/351908668 emil0004 https://padlet.com/emil0004/literacyproject/wish/351909926 This resource is an activity to assist students in the development of phonological awareness. Hill (2012, p. 135) describes the importance of having strong phonological awareness to promote reading as 'an awareness to phonemes is the key to understanding the logic of the alphabetic principle.' This activity can be completed with level one students as the Victorian Curriculum states that students of this level should be able to 'recognise short vowels, common long vowels and consonant digraphs, and consonant blends' (Victorian Curriculum and Assessment Authority, 2015), therefore they should have also developed an understanding on word knowledge such as syllables and rhymes.]]> 2019-04-16 09:26:07 UTC https://padlet.com/emil0004/literacyproject/wish/351909926 emil0004 https://padlet.com/emil0004/literacyproject/wish/351911169 The first activity of the YouTube video is a task that can be completed by foundation to level one students as it requires children to identify short vowels (Victorian Curriculum and Assessment Authority, 2015). Hill (2012, p. 247) describes short vowels as being more difficult to recognise than consonants as they are sounds that are made in the mouth with no contact made to the teeth, lips or tongue. Due to its difficult nature the activity supports the use multi-sensory learning as it involves hearing the word/sound of the vowel (listening), seeing the vowel in its written form (viewing) and placing an object in the cup of the described vowel (doing). Shams and Seitz (2008, p. 2) reinforce this view as they argue 'multi-sensory training promotes more effective learning of information than uni-sensory training.' ]]> 2019-04-16 09:35:13 UTC https://padlet.com/emil0004/literacyproject/wish/351911169 emil0004 https://padlet.com/emil0004/literacyproject/wish/353001131 This resource is a YouTube video of a first grade class participating in a shared reading experience. As the class read, the teacher interrupts to scaffold the students' learning to consider different aspects of text comprehension such as the characters and how they are feeling. This resource can be used as a guide for educators as it demonstrates Vygotsky's zone of proximal development, which is the 'area between a person's current level of independent functioning and what they can do with appropriate support' (Woolfolk and Margetts, 2016, p. 97) to encourage children to explore text inference through teacher structured cues. ]]> 2019-04-22 07:29:27 UTC https://padlet.com/emil0004/literacyproject/wish/353001131 gtho0003 https://padlet.com/emil0004/literacyproject/wish/353661585 This resource is activities that are given to students that allow them to explore drawing conclusions and making inferences. It includes a small story or some information and is followed by questions for the students to answer as well as an activity that they can do for an extended activity. According to the National Reading Panel (2000) having strong comprehension and being able to answer questions and make inferences about a story or about given information improves students reading achievements especially during schooling years. This strongly connects to the level one comprehensions curriculum 'uses comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features' (Victorian Curriculum and Assessment Authority, 2015). That is exactly what these task cards do for the students.]]> 2019-04-24 09:21:45 UTC https://padlet.com/emil0004/literacyproject/wish/353661585 gtho0003 https://padlet.com/emil0004/literacyproject/wish/354731173 This pin is an activity to assist students in learning the differences between a letter, a word, and a sentence. Hill (2012, p. 164) states that when children begin to learn how to read they develop their understanding of how texts and print work. When children begin to read they need to understand the concept of a letter, word, and a sentence in order to fully understand the print and text itself. This activity is aimed at the younger aged students such as foundation or level one students, this is due to the Victorian Curriculum having descriptions in both foundation and level one about understanding that texts are made up of words and groups of words that make meaning (Victorian Curriculum and Assessment Authority, 2015).]]> 2019-04-28 03:26:41 UTC https://padlet.com/emil0004/literacyproject/wish/354731173 gtho0003 https://padlet.com/emil0004/literacyproject/wish/354738550 This resource is a Youtube video discussing how to assess students on the concept of print. It shows the questions that teachers should be asking the students in order for them to learn and be assessed. It shows how to go over the different components of a book with them as well as the components of the texts. It is said that when doing this it guides you as a teaching in what sort of behaviours and the required questions students may need or use when reading (Hill, 2012. p.154). This again links closely with the Victorian English Curriculum especially the descriptions on identifying key features of a text such as the front cover and punctuation (Victorian Curriculum and Assessment Authority, 2015). ]]> 2019-04-28 05:55:27 UTC https://padlet.com/emil0004/literacyproject/wish/354738550 gtho0003 https://padlet.com/emil0004/literacyproject/wish/354758171 This resource is a blog that can be used by teachers to learn more about what to do within their classroom when it comes to teaching students about Concepts of print. It goes through each component of text and what the best ways of doing so is. Mrs Richardson discusses the importance of modelling within a classroom (Richardson, 2016). Using modelling should always be done in the child's natural environment so it is important to do this in a school environment as well as at home (Rocky Bay, 2010). This blog post helps teachers understand the topic for themselves as well as finding best ways to teach the students in the best way for them.]]> 2019-04-28 11:20:36 UTC https://padlet.com/emil0004/literacyproject/wish/354758171 gtho0003 https://padlet.com/emil0004/literacyproject/wish/354769898 This resource is an activity to assist students in developing the concept of following words from left to right when reading. It is a live teaching resource that can be used within the classroom. This activity is a great opportunity for building on a child's knowledge and using Vygotsky's zone of proximal development. This activity allows the child to have the ability to recognise a nursey rhyme that they already know and then building on their knowledge and pushing them further in their learning by pushing them beyond their knowledge of the nursey rhyme and adding the knowledge of where the rhyme starts and finishes and other concept of print knowledge. In order for this to be in the Vygotsky's zone of proximal develop the teacher needs to be involved and to help push the child further within their learning during this activity (Mcleod, 2019).]]> 2019-04-28 13:52:38 UTC https://padlet.com/emil0004/literacyproject/wish/354769898 gtho0003 https://padlet.com/emil0004/literacyproject/wish/355713351 This resource is a pack of posters to be used around the classroom in an early years or early primary setting. Each poster has a different concept on it for students to look at. Having these posters around the classroom reminds students about the concepts and supports them in their learning. Having posters and visual stimuli for students is highly important especially in a young age. When there is visual stimuli in a classroom the retention of information is a lot higher, this is due to the brain being a processor for images (Breeze, 2015). This means that when having these posters around the classrooms students will be able to recognise what they mean and apply them to their learning within the classroom.]]> 2019-05-01 07:53:38 UTC https://padlet.com/emil0004/literacyproject/wish/355713351 gtho0003 https://padlet.com/emil0004/literacyproject/wish/355713537 This resource is a paper worksheet that can be given to early years or early primary students. This worksheet can be used as a part of an assessment for concept of print. This could be one that is used as the students pre and post tests for this particular topic. Using this as a pre and post test allows the teachers to know where the students are at with their knowledge on concepts of print in the beginning and then how far their learning has come after the topic has been completely taught. It is the best way to assess learning and cognitive skills (Skidmore, 2019). This then will help achieve outcomes within the English Victorian Curriculum such as 'understanding concepts about print about how books and texts work and know what some features of the print are' (Victorian Curriculum and Assessment Authority, 2015).]]> 2019-05-01 07:55:54 UTC https://padlet.com/emil0004/literacyproject/wish/355713537 gtho0003 https://padlet.com/emil0004/literacyproject/wish/355713664 This resource is a blog for teachers on seven different strategies to use when teaching comprehension to students. It discusses the different strategies in depth for what is best for each students. These strategies include monitoring comprehension, metacognition, graphic and semantic organises, answering questions, generating questions, recognising story structure, and summarising. When teaching these strategies it is important to use explicit teaching techniques when explaining the strategies and how to use them. These techniques include direct explanation, modelling, guided practice and application, using this allows the students to understand exactly when they should use the strategies and why (Adler, 2017). This then links closely with the Victorian Curriculum Foundation level outcome that states that students will be able to use comprehension strategies to understand and discuss texts listened to, viewed or read (Victorian Curriculum and Assessment Authority, 2015). ]]> 2019-05-01 07:57:14 UTC https://padlet.com/emil0004/literacyproject/wish/355713664 gtho0003 https://padlet.com/emil0004/literacyproject/wish/355713800 This is a resource is a resource that can be used by teachers to be used for students to learn about phonic and phonological awareness. They are printable books that can be used for assessments for students on phonics and phonological awareness to see how far a students knowledge grows. These books are resources that can be used in order to scaffold the students knowledge. It can use the zone of proximal development. It can start off with finding where the students is at with their phonics and start to push their learning further by building on their knowledge with higher difficulty books and texts (Culatta, 2011). In the Victorian Curriculum it states that students have the ability to recognise upper and lower case letters along with their sounds. Students should also be able to blend the sounds together to make words (Victorian Curriculum and Assessment Authority). This links very closely to what these texts assess and develop.]]> 2019-05-01 07:58:30 UTC https://padlet.com/emil0004/literacyproject/wish/355713800 gtho0003 https://padlet.com/emil0004/literacyproject/wish/355714829 This resource is a worksheet for early primary students learning about comprehension. It is a resource that can be used as an assessment piece for comprehension within a classroom. Without comprehension reading is simply just scanning words on a page. If students did not have comprehension they would not be able to make meaning of the words or sentences within the text (K12Reader, 2018). This can be used for pre and post testing with early primary students. This allows teachers to be able to see where students are at before beginning teaching the topic and then assess where they are at after they finish teaching the topic. This will link in with the Victorian Curriculum outcome 'identify features of text such as events and characters and have the ability to retell the story' (Victorian Curriculum and Assessment Authority, 2015).]]> 2019-05-01 08:09:44 UTC https://padlet.com/emil0004/literacyproject/wish/355714829 gtho0003 https://padlet.com/emil0004/literacyproject/wish/356554749 2019-05-03 11:54:50 UTC https://padlet.com/emil0004/literacyproject/wish/356554749 gtho0003 https://padlet.com/emil0004/literacyproject/wish/356795453 2019-05-04 04:02:36 UTC https://padlet.com/emil0004/literacyproject/wish/356795453