Reading Resource: the Identity Project.

1. Reading Resource: the Identity Project. By Heather Pedrotti s228590. May, 2013.

2. Teaching and Learning Context • “My role is to assist students to join up their ideas not do everything for them” (Barton, 2012:19). Students will be provided with scaffolded teaching as well as documents to give them the tools to be able to accomplish the tasks. • The teaching in my classroom will offer many and varied challenges to develop and grow the students cognitive function. I will do this through high expectations, varied teaching and learning strategies, and links to outcomes. Paramount is student centred learning, where teachers build on what the students know. These are all aspects of good pedagogy practice. (Lian, 2013a) • For great outcomes, and high expectations to be met, the classroom environment must be established and designed to activate higher order thinking. Using active, hands on collaboration and relating schoolwork to students, social and cultural histories are research-based pedagogy that is essential for engaging students into further learning. I will provide visual tools, which incorporate colour, diagrams and models. I will use frequent and authentic feedback to enhance future learning via verbal and written comments. (Lian, 2013a) • Many varied resources will be provided to the students they are intended to encourage interaction and internal dialogue. (Lian, 2013c). These include text based and printed material.

3. Teaching and Learning Context continued. • By providing game based learning favourable outcomes are intended by meeting childrens needs in “engagement, internalisationand transfer and promotion of collaborative, independent and interdependent learning” (Cox, 2009) • Learning context –Reading resource. • The aim is to create an authentic context by recognising the purpose of the activity and by engaging the students social history. (Lian, 2013d). • “The relationship between the linguistic and cultural components of texts” (Lian, 2013a). • Reading is not a simple task and involves perceptual, cognitive and language abilities. (Winch, 2010:43). Good readers have strategies that work for them. They involve metacognition and include predicting, sampling, skimming, scanning and selecting with the ability to self-correct. (Winch, 2010:42).

4. Your Identity Project • Unit Description • This unit will encourage success amongst the students. It is about their identity, their memories, and each individual has value. (Lian, 2013b). & challenging. • Students create murals and books, avatar etc, The major themes will be their identity. This is informed by their name, belonging, memory, and connections to older people. Where they come from and perhaps where they are going? • Year level three. • Student cohort is 60% Indigenous and 15% ESL. • Most students are at a satisfactory level according to the Australian Curriculum. • They are between 2 & 3 on Chall’s model of reading development. • 3 students are operating at year level one. • 1 is ESL, 1 is EAL/D • 3 students are operating at transition level. • 2 do not know the alphabet in full. They are between 0 & 1 on Chall’s model.

5. Curriculum ConnectionsPrimary focus areaEnglish • Language • Text structure and organisation • Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences)(ACELA1478) • Identify the features of online texts that enhance navigation (ACELA1790) • Expressing and Developing Ideas • Understand how to use sound–letter relationships and knowledge of spelling rules, compound words,prefixes, suffixes, morphemes and less common letter combinations, for example ‘tion’ (ACELA1485) • Recognise high frequency sight words(ACELA1486) • Literature • Literature and context • Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (ACELT1594) • Responding to literature • Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)

6. Curriculum ConnectionsPrimary focus areaEnglish continued • Literacy • Interacting with others • Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676) • Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792) • Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677) • Interpreting, analysing, evaluating • Identify the audience and purpose of imaginative, informative and persuasive texts(ACELY1678) • Read an increasing range of different types of textsby combining contextual, semantic, grammatical andphonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting(ACELY1679) • Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features(ACELY1680) • Creating texts • Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purpose (ACELY1682)

7. Curriculum ConnectionsSecondary focus areas • History • Historical Knowledge & Understanding • Community & Remembrance • The importance of Country and Place to Aboriginal and/or Torres Strait Islander peoples who belong to a local area. (This is intended to be a local area study with a focus on one Language group; however, if information or sources are not readily available, another representative area may be studied) (ACHHK060) • The role that people of diverse backgrounds have played in the development and character of the local community (ACHHK062) • Historical Skills • Historical Questions & Research • Pose a range of questions about the past (ACHHS067) • Identify sources (ACHHS215) • Explanation & Communication • Develop texts, particularly narratives(ACHHS070) • Use a range of communication forms (oral, graphic, written) and digital technologies(ACHHS071)

9. Balanced teaching of literacy. • Phonics would be just one part of my teaching program for literacy. I would also use sight words, reading whole texts, creating texts along with alphabet awareness and sentence structure. Pressley (2010:162) asserts, “there is substantial variation in the way phonics is taught to children, with the caveat that such instruction needs to be extensive and systematic. • It is important to provide readers with access to authentic whole texts so that they can learn to use graphophonic knowledge in conjunction with semantic and grammatical knowledge as they decode the text and construct meaning (Winch, 2010:36).

10. Tom Tom by Rosemary Sullivan and Dee Huxley Wilfrid Gordon McDonald Partridge by Mem Fox and Julie Vivas. Grandpa’s Mask by Jing Jing Guo and Di Wu Selected texts Junior Fiction. Whilst a range of genres are included in this unit. The traditional print based children texts are these three. Including poetry, spoken word, oral stories, online stories and other books on grandparents. Students will hear these three stories during the unit. Within small groups students will be able to work with the one that resonates with them the most.

11. Selected Texts Overview • Tom Tom -is an engaging contemporary story that traces a day in the life of a small boy living in a typical Aboriginal community in the Top End of the Northern Territory.  It follows the  adventures of Tom Tom as he goes to preschool, eats lunch with Granny Annie in the bottom camp, swims in the Lemonade Springs in the afternoon and spends the night with Granny May and grandfather Jo in the top camp.  Rosemary Sullivan's simple text and Dee Huxley's vivid illustrations captures the warmth and security of Tom Tom's world as he moves freely within his community from relative to another.  As a pre-school teacher working in remote Aboriginal communities for more than 17 years, Rosemary Sullivan says: 'Tom Tom was inspired by the lives of many indigenous children in the Top End and the importance of family and interconnectedness in Aboriginal life.’ (http://www.penguin.com.au/products/9781921504105/tom-tom). • Grandpa’s Mask - Jing Jing likes to watch the Peking opera on television, and enjoys the painted faces of the performers. Her Grandpa explains the traditions behind the painted faces. When they move to Australia, they still watch the Opera. One day Jing Jing decides to draw some opera faces of her own. (http://www.dymocks.com.au/ProductDetails/ProductDetail.aspx?R=9781876615055#.UayEfolp76k) • Wilfred Gordon McDonald Partridge – Wilfridlives next door to a nursing home in which several of his good friends reside. Of course, his favourite is Miss Nancy Alison Delacourt Cooper, because she has four names just as he does. The only problem is Miss Nancy, who is 96, has "lost" her memory. Undaunted, Wilfred sets out to "find" Miss Nancy's memory for her. http://www.goodreads.com/book/show/153168.Wilfrid_Gordon_McDonald_Partridge) Above overviews from websites as indicated.

12. Text Justification • Texts are beneficial when they: • Equip learners with the knowledge to become proficient in understanding multiliteracies. (http://www.lullaleepublications.org/). • Provide the ability to play with a text. To be able to mesh features, find patterns, and stretch elements – to explore the text is essential to assist children to learn about literature. (Winch et al, 2010:475). • Are studied within the social contexts of both the text and the student’s culture and diversity. (Hengst & Miller, 2009:326, Winch et al, 2010:478) Although it is not possible to please everyone at all times, when texts are explored commonality or empathy can be discovered. • Are compared and contrasted with other texts of similar genres. (Lian, 2012; Cope & Kalantzis, 2009:174). In order to gain understanding of genre rules, in order to enhance, create or break those rules. • Students are able to choose their own texts to explore. Again, not always possible. • Engage, conjure feelings, and accomplish ‘appreciation of literature’ (http://www.australiancurriculum.edu.au/English/Aims). • By using 3 textbooks – relates to choice of history to study. Just a small part of the available texts. Multiple texts – “examines relationships in a text in relation to other texts” – student “does so to create an original text to engage others”. (Lian, 2013b). • Online games, readings on Youtube. Political etc.

13. Consonants will be displayed in red. • Vowels will be displayed in blue. • Morphology will be displayed in green to explicitly emphasise the differences. • For any word focus I will display on the Smartboard one or more of the below options. With teacher assistance students will then: • Look up a definition and multiple meanings. • Identify rhymes. • Look up the etymology. • Explore morphology. • Distinguish words that have similar sounds, but are spelt differently. • Select 5 words and put them into a sentence. • The above will be taught, explicitly, individually or in pairs depending on time available. • The smartboard will be used to assist with the above, as will dictionaries, thesauri and occasionally worksheets. • (Wolf, 2012). Word Focus Description of new vocabulary or specific word introduction.

14. Morphological • name has 4 different morphemes • name • names • named • naming • unnamed • rename • Definition • Noun - aword or a combination of words by which a person, place, or thing, a body or class,  is called, or known. • Verb - to identify, specify, or mention by name • Etymology • Meaning "one's reputation" is from c.1300. • Rhyme, (or explore rime). • acclaim, aim, became, blame, came, claim, dame, exclaim fame, flame, frame, game, lame, maim, same, shame, tame.Note: graphonic lesson aim/ame What’s in a name? Lesson 3 example. New vocabulary and certain subject specific words will be treated in a similar fashion. http://dictionary.reference.com/browse/name

15. What’s in a name? continued. • Compound words • namedrop, brandnamenameplate, namesake. • PowerPoint ‘object play’ that can be manipulated by students via the Smartboard. • Collection of words that can be made into compound words. Ie. namedrop to pindrop, lemonade (Tom Tom text) http://wiki.answers.com/Q/What_is_a_compound_word_starting_with_the_word_be#

17. Teaching sequence Teaching plans 1-5.

18. Teaching plan oneLessons 1 to 2 – Old Timers Museum • Audience: • Other classmates. • Awareness: • Objects are kept for memories, to inform about the past. • There are many histories. • All people have stories, there are many stories. • Oral histories have value. • Autonomy: • People working as volunteers – because they enjoy it. Want to give something back. Visit to Old Timers Museum. Tangible, hands on. • Achievement: • Use flip cameras to interview people. Produce oral stories. Listen to presentations. Worksheet to • Curriculum connections: • ACELT1596, ACELY1676, ACELY1792, ACELY1677

19. Teaching plan twoLessons 3 to 4 – What’s in a name? and Visual literacy. • Audience: • Other classmates. Grandparents & open day (What’s in a name only). • Awareness: • Word focus • Identity – what is my identity? What does your name say about you? • Images, drawings, photographs, collage etc have meaning. • Communication is everywhere. (From your name to images). • Autonomy: • Name generators. Birth name meanings. Why student was called that name? Create pirate name. Look up different Jing Jing Guo online – she is a diver, not an author. • Achievement: • Create pirate name (fun). Name game poem. Produce drawing of Jing Jing in ‘Grandpa’s mask’ without having seen the pictures. Create ‘crazy’ avatar. • Curriculum connections: • ACELA1790, ACELA1485, ACEL1486, ACELT1596

20. Teaching plan twoLessons 3 to 4 – What’s in a name? and Visual literacy continued. • Word focus on ‘name’. • Focus on capital letters for pronouns, personal pronouns, titles, capital cities etc. • Discuss nick names for students. Where did their name come from. • Google Jing Jing Guo (a diver, not the author or Grandpa’s Mask’ but has same name). • Name generator and pirate name generator. • http://www.behindthename.com/random/ • http://magicalchildhood.wordpress.com/2011/07/13/whats-your-pirate-name/ • Name game poem • Katie, Katie, bo-batie,Banana-fanafo-fatie… • http://en.wikipedia.org/wiki/The_Name_Game • Children are to record their ‘new’ names into the computer, both written and verbal for later insertion to Powerpoint and books.

21. Teaching plan twoLessons 3 to 4 – What’s in a name? and Visual literacy continued. • Listen to story of ‘Grandpa’s Mask’, here it read by teacher, and then by students. They will read from word doc. • Draw a picture of how they think Jing Jing looks. Or draw a picture of how she may have painted her Grandpa’s face. • Re-read the story using principles of shared reading. (Winch, 2010:151, 157). • Watch You-tube video of Peking (Chinese) Opera • Extends students world knowledge. (First Steps, 108). • Students will be impressed with sword skills. • Watch Youtube slideshow of Peking Opera. • http://www.youtube.com/watch?v=hfHQUK8HPcs • Discuss how the different masks convey different meanings. • Students create their own Peking opera mask.

22. Teaching plan threeLessons 5 to 6 – Belonging and Memory. • Audience: • Other classmates, Grandparents day. • Awareness: • We are all from somewhere. We are all connected to other people. • Why do possessions have value to some people? Why do we remember the past? • View magazines, newspapers, websites with photo’s and captions. Show what it is and what it is not. • Autonomy: • Do other people come from the same places as us. • How do our own stories contribute to society. • What aspects of your past are important to you? • Achievement: • Paint countries on world map mural to be displayed in classroom. Will be viewed on day. Affix students photo, with accompanying caption to world map with wool and pin indicating location of where they are from. (ancestry). • Curriculum connections: • ACELA1478, ACELT1594, ACELT1596ACELY1792, ACELY1679, ACELY1680, ACELY1682.

23. Teaching plan threeLessons 5 to 6 – Belonging and Memory continued. • Guided reading of ‘Tom Tom’ in small groups. (Winch, 2010:152, 158, 202-206). Cloze passage on Smartboard. Where ‘white’ highlighter is covering certain words. Students work together in small groups to complete. • Others will summarise the story in workbooks by applying a connecting strategy (WA Department of Education, [WA DE] 2013:137). • Google Earth – relate to children’s past histories to see where their history may have originated and where they are now. Sudents will have access to computers in small groups. • Students are to bring in their own artefacts (like Old Timers). Prepare a factual story of why it is important. (Relates to students previous work on report writing). • Play memory with the students artefacts. (As long as none of them are easily broken). Play online ‘memory’ games.

24. Teaching plan threeLessons 5 to 6 – Belonging and Memory continued • Begin class with items people have brought in, share stories. • Brainstorm feelings. • Play songs about memory. • http://www.youtube.com/watch?v=U7Ayk9G7-sc = Susan Boyle singing Memory. From cats. If they remember her. • http://www.youtube.com/watch?v=tZ46Ot4_lLo - Youtube of boy signing in Korea – subtitles. Need to read. Etc Homeless boy steals the talent show? Play 2mins cut from 8mins. • Kundaichareka– song about his old home. Diff to nursery rhymes and Cold Chisel’s KheSahn & David Gray’s Sail Away. • Play old nursery rhymes. Discuss favourites. • How do they make you feel – happy sad caring funny excited? • http://appfinder.lisisoft.com/app/animal-memory-kids.html = online memory game. Ipad • http://www.learninggamesforkids.com/memory_games.html - has compound words, possesive nouns and picture only for diverse learners. (Lian, 2013d).

25. Teaching plan threeLessons 5 to 6 – Belonging and Memory continued Descriptions of ‘memory’ are from WilfridGordon McDonald Partridge. Compare and contrast students views with that of the old people in the story. Write information in books. Word focus rhymes with gold/laugh/warm. • Something warm • Many slides, images of suggestions brainstormed by students. • Something that makes you laugh • Something from long ago • Emphasise words with diff meanings- picture for each • Something as precious as gold The above is just a sample and would reflect my views rather than the students. View many images that students select for ‘memory’.

26. Teaching plan fourLessons 7 to 8 – Identity and Memory, Names -Text Analysis. • Audience: • Other classmates, Grandparents day, open day. • Awareness: • What is audience? • Turning notes into sentences. • Paraphrasing stories into bullet points for PowerPoint. • Autonomy: • Purpose of writing for an audience. Text structures. • Purpose of different types of texts. • Achievement: • Powerpoint for mural (print as A4 slides). Input information for grandparents PowerPoint. • Curriculum connections: • ACELA1478, ACELA1790, ACELT1594, ACELY1677, ACELY1678, ACELY1679, ACELY1680, ACELY1682.

27. Teaching plan fourLessons 7 to 8 – Identity and Memory, Names -Text Analysis. • Students in small groups of 4 look for similarities and differences in the 3 texts by using a Venn diagram. (WA DE , 2013:141). • What’s my point of view activity (WA DE, 2013:147). Student s with guided questions, analyse the story from the viewpoints of different characters. Once the groups have worked on their text, they share information with other groups. • From the artefacts students brought in, and the stories they prompted. Students will record this information into dot points for inclusion in their PowerPoint.

28. Teaching plan fiveLessons 9 to 10 – Playtime, Identity and Belonging. • Audience: • Other classmates, school assembly, Grandparents day, open day. • Awareness: • What is audience? • Talking marks. • Turning text into oral speech. • Building relationships with others dissimilar to themselves. • Autonomy: • Purpose of writing for an audience. Text structures. • Important older people in my life. • Achievement: • School assembly. PowerPoint presentations. • Curriculum connections: • ACELA1790, ACELA1485, ACELA1486, ACELT1594, ACELY1676, ACELY1792, ACELY1678, ACELY1682.

29. Teaching plan fiveLessons 9 to 10 – Playtime, Identity and belonging. • Use Think Pair Share strategy where students determine main events in the story and thoughts, feelings and actions. (WA DE, 2013:139). • Play of Wilfrid Gordon McDonald Partridge • has 8 speaking/acting parts of main characters • 16 purely narration roles. • Students determine who plays which role, costumes etc with teacher guidance. • Complete PowerPoint's of identity from school work developed over preceding days – includes name, names, story about grandparent, or other significant older person.

30. Teaching plan fiveLessons 9 to 10 – Playtime, Identity and belonging. • Bring up images of older people on Google Images. Is that how we see older people? Do they look like the older people that we know? Do they do the same things that these older people are doing? • Complete PowerPoint's of stories for Grandparents day. Includes short story about the student and the significant older person.

31. Assessment • Assessment is a key component in teaching and learning along with learning intentions and lesson content. That they are linked is integral to reaching targeted outcomes. Assessment includes a combination of diagnostic, formative and summative methods. • Winch (2010:135) outlines a four-step process for assessing. This includes the collection of raw data. This may include checklists, running records, written comments and student samples. This information is then analysed. This is where marking occurs and examination of the graphophonic, syntactic, and semantic cues within the text. Next, the teacher uses professional judgement to monitor this against the learning intentions and outcomes. Finally decisions are made to alter the teaching and learning of students from identified needs. Assessment needs to occur regularly to compare student outcomes with targeted outcomes. (Winch, 2010:139) • A variety of balanced reading assessment techniques need to be in place to ensure all aspects of reading are covered, such as decoding to assess meaning, word recognition, self correcting, accessing of background knowledge and inferences formed for comprehension. (ESRC, n.d.).

32. Reference

33. References: Barton, G. (2012). Don’t Call it Literacy! : What every teacher needs to know about speaking, listening, reading and writing. New York, USA: Taylor and Francis Cope, B., & Kalantzis, M. (2009). “Multiliteracies”: New literacies, new learning. Pedagogies. 4(3), 164-195 Cox, R. (Oct 9, 2012). Teaching reading through play: a Vygotskian perspective. [Youtube video] uploaded viewed 23-4-13 Economic and social research council. (ESRC). (n.d.). Reading comprehension: nature, assessment and teaching. Retrieved from http://eprints.lancs.ac.uk/50134/1/ESRCcomprehensionbooklet.pdf Hill, S. (2004). Mapping multiliteracies: a professional learning resource. South Australian Department of Education and Children’s Services and The University of South Australia. Retrieved April 26, 2013 from https://my.unisa.edu.au/unisanet/staff/suehill/mmevalfinal6.pdf Hengst, J., & Miller, P. (1999). The heterogeneity of discourse genres: Implications for development. World Englishes 18(3) 325-342. doi. 10.1111/1467-971X.00147 Lian, A. Language Development and Genre [PowerPoint]. (2012). Darwin: Charles Darwin University. Lian, A. (2013a). Weeks 3 & 4, Module 2: Text [Powerpoint]. Retrieved from EAL200, Charles Darwin University Blackboard Online. Lian. A. (2013b). Weeks 5 & 6, Module 3: What is interaction? [Powerpoint]. Retrieved from EAL200, Charles Darwin University Blackboard Online. ​ ​ ​ ​

34. References: 2ndslide of references – need to fix.. Lian. A. (2013c). Weeks 5 & 6, Module 3: Assignment 2? [Powerpoint]. Retrieved from EAL200, Charles Darwin University Blackboard Online. Lian, A. (2013d). 18-4-13 collaborate class. Pressley, M. (2006). Reading instruction that works: the case for balanced teaching (3rd ed.). New York: The Guilford Press. Wolf, M. (2012a, September, 27). The science of the reading brain (part 1). [video file]. Cambium Voyager. Retrieved from http://www.youtube.com/watch?v=e_ephYMS16Q. ​ Wolf, M. (2012b, September, 27). The science of the reading brain (part 1). [video file]. Cambium Voyager. Retrieved from http://www.youtube.com/watch?v=g0ySESQ5Oc4. ​ Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2010), Literacy: reading, writing and children’s literature (4th ed.). Oxford, New York: Oxford University Press. WA Department of Education. (2013). Reading resource book: addressing current literacy challenges. FIRST002/Reading Resource Book. (Author). Retrieved May 27, 2013 from http://det.wa.edu.au/stepsresources/detcms/navigation/first-steps-mathematics/ http://www.australiancurriculum.edu.au http://www.lullaleepublications.org/ www.thrass.com.au​