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Reading resources of Aileen Hann ELA 200 – A3 Summer Sem 2013

Reading resources of Aileen Hann ELA 200 – A3 Summer Sem 2013. Introduction:

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Reading resources of Aileen Hann ELA 200 – A3 Summer Sem 2013

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  1. Reading resources of Aileen Hann ELA 200 – A3 Summer Sem 2013

  2. Introduction: This presentation is basically teaching the Reception class with ACARA – English outcomes. This includes the language, literature and literacy outcomes. It has five sequential lesson planning in which the “The very hungry caterpillar” book was integrated learning literacy as well as science and math concepts. At the end of the lesson plan the children can make their own concept book, titled “My activity”. Also, an extra support worker will be needed for students who had special needs like autistic and ESL students. This is needed in order the children can participate in the class activity. What is teaching? As stated by Hattie (Learnline 5) the act of teaching reaches its epitome of success after the lesson has been structured, after the content has been delivered, and after the classroom has been organised. Its success lies after the lesson had been delivered where the students was able to understand, interprets, analyse the subject matter. In contrast, the teacher is willing to accept the failure/success of the teaching if the lesson was not fully understood. Also, the top three influences on student learning in the classroom as follows; feedback, teacher-student relationship and mastery learning. (Learnline). Feedback is important in the classroom, especially which comes from student to the teacher. It is the best way of communicating improvements and enhances the teacher –student relationship. The mastery of learning will be focused in a collaborative environment.

  3. Teaching reading: In the classroom, the teacher should have a systematic explicit instruction. It is a plan that with an organized developmental guideline in a developmental order and systematically incorporates literacy in the classroom settings. As stated, Adams (1990) the three literacy skills such as the knowledge of letter names, phonemic awareness and print awareness are the three predictors of first grade reading success. Thus, it is very critical in the early years to support literacy in order to help the children become literate individuals. Children are taught to read so they can understand what is in the text. It is in the reading instruction that can help the students widens their comprehension by understanding what is in the text. Likewise, the reading instruction enhances children’s abilities to become “good readers”. (Pressley, 2000, p 545). In reading, our goal is to understand and the child must able to decode the words and extract the meaning. The teaching of systematic phonics should be mandatory within a “broad and rich language curriculum. This is where it lies the fundamental development of good reading comprehension. (Independent review of the teaching of early reading by Sir Jim Rose). In comprehension, it is the goal in both reading and listening. This enables the readers to acquire information, experience, communicate effectively and help us attain in educational success. As stated Rathvon (2004, p 156) reading comprehension is the ability to derive meaning from text and it is important in all reading activity.

  4. Furthermore, comprehension is composed of three pedagogical orientations. They are as follows: 1. Comprehension –as-outcome-pedagogy – getting the meaning right 2. Comprehension-as-procedure-pedagogy –doing the right kind of reading 3. Comprehension-as-sensemaking-pedagogy – values, the actual (creative, surprising) –readers make of the text, regardless of “rightness’ (Auckerman, 2008) It is the comprehension-as-sensemaking pedagogy that helps the reader to predict and make an active exploration of the meaning of a word. Additionally, in a Dialogic comprehension-as-sensemaking pedagogy the students will be more engaged in understanding the text even if reading alone

  5. Objectives: The learning of this unit is based on the ACARA –literacy outcomes which cover all the aspects as detailed on the next page. In my lesson planning, the children were taught about text and learning to create and interacting with the others. They were given the chance to interpret, analyse and evaluate the butterfly cycle. It enhances the prior knowledge of the children of the subject matter in relation to the surroundings around us. At the end of the lesson, the children were able to create their own concept story book. Aside, from learning literacy with a new vocabulary word, the story incorporates with the science and math concepts. From science concepts they learn how the butterfly cycle works and other insects in the backyard. Additionally, in the math they learn how to count from 1-10. Age group: Foundation Level – 5-6 yrs. Old – Reception class Outcomes Foundation Level: ACARA - LANGUAGE, LITERACY, LITERATURE ACARA -MATHS ACARA - SCIENCE

  6. Scope of design : This design was based using the 3’As (Lian, ppt), the awareness, autonomy and achievement. This includes the what, why and how are integrated to make a lesson planning, in order to get a better achievement. Also, it's shown in the lesson plans that it uses some of blooms taxonomy information as well as the inclusive model of reading (Bell & McCallum 2007 – Learnline). Brief Description of the Lesson plan: My lesson plan is designed for the reception level. It is composed of five sequential lesson plans that are building up and it is based on the popular book of The Very Hungry Caterpillar. First, the children will be introduced to the meaning of a butterfly cycle and other examples of life cycle. Secondly, the lesson will be learned through common phrases in the story. Thirdly, it will discuss the usage of capital and small letters. Fourthly, the learning of the days of the week. Lastly, it’s the making of a concept book based on the days of the week. Finally, interactive games are incorporated in learning to be fun and engaging. Children will be more adept at using the latest technology. Also, children will still use the print based materials. In addition, it helps the students a chance to explore, create and evaluate the subject matter. This lesson plan encourages the children to have an awareness of the world we live.

  7. Assessment : • The things that are being assessed in this lesson plan are as follows: • -Letter recognition • -Word recognition – includes the decoding the letter sound relationship or words at sight • -Phonics – a vital tool for word recognition • -Comprehension – understanding the written text and knowing the meaning of the written message • -Reading fluency • A follow up review will be given after creating the concept book. This includes question and answer, storytelling, writing and review of the new word they learn. An extension of activity, the teacher might bring a caterpillar to observe the butterfly cycle. • Conclusion: • In conclusion, the lesson planning conforms to the ACARA-literacy, language and literature outcomes. It provides games and activities that make learning more engaging and fun. Also, it helps them to explore with the use of advance technology. Aside, from learning math and science, the child learns our environment.

  8. ACARA OUTCOMES – Literacy Text in context Identify some familiar texts and the contexts in which they are used(ACELY1645) Interacting with others Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646) Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact (ACELY1784) Deliver short oral presentations to peers (ACELY1647) Interpreting, analysing, evaluating Identify some differences between imaginative and informative texts (ACELY1648) Read predictable texts practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649) Use comprehension strategies to understand and discuss text listened to , viewed or read independently (ACELY1650) Creating texts Create short text to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651) Participate in shared editing of students own texts for meaning, spelling, capital letters and full stops (ACELY1652) Produce some lower case and upper case letters using learned letter formations (ACELY1653) Construct texts using software including word processing programs (ACELY1654)

  9. ACARA OUTCOMES – Language Language for interaction Explore how language is used differently at home and school depending on the relationships between people (ACELA1428) Understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences (ACELA1432) Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality (ACELA1433) Expressing and developing ideas Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school (ACELA1437) Sound and letter knowledge Recognise rhymes, syllables and sounds (phonemes) in spoken words (ACELA1439) ACARA OUTCOMES – Literature Literature and context Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences (ACELT1575)

  10. ACARA OUTCOMES – MATHS Number and Algebra Number and place value Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point (ACMNA001) Using units of measurement Compare and order the duration of events using the everyday language of time (ACMMG007) Connect days of the week to familiar events and actions (ACMMG008) ACARA OUTCOMES – SCIENCE Science Understanding Biological sciences Living things have basic needs, including food and water (ACSSU002) Science as a Human Endeavour Science involves exploring and observing the world using the senses .(ACSHE013) Science Inquiry Skills Questioning and predicting Respond to questions about familiar objects and events (ACSIS014) Communicating Share observations and ideas (ACSIS012)

  11. Summary of the lesson planning Five sequential lessons integrating The Hungry caterpillar book Using the 3’As – Awareness, Autonomy, Achievement (Lian powerpoint)

  12. Lesson 1: Butterfly cycle

  13. Lesson plan 1 Activity : Learning the butterfly life cycle This activity will give the children an introduction of how a life cycle works. It helps them to be aware of their own surroundings. Aside from the exploration, introduction to new vocabulary, it teaches them on how to predict the story. Also, it teaches them the parts of the story and sequence of the events of the story. A shared reading of the book with the students. Resource : The Very Hungry caterpillar book Objectives: - Children learn things that surround us - Children learn about what are a cycle and its importance - Children learn parts of the story and learn to predict the story Purpose: Engagement Explore – What activities people do: -This will explain to the children the meaning of a cycle. - The cycle composition as follows: start, middle and end. - A simple activity has a start and end. -Shared reading – encouraging the students to read with you.

  14. 1.Children watches the YouTube materials Expansion of activities thru the use of YouTube materials: - Children learn more different life cycles - Children using the their visual and listening - Learn new vocabulary words http://www.turtlediary.com/kids-videos/butterfly-life-cycle.html http://www.youtube.com/watch?v=-pHav-3QZkI http://www.youtube.com/watch?v=MQXPQRaaolM

  15. 2. Let’s explore the book using the reading models below: A. Using Model reading B. Shared reading with the teacher - Children will learn to predict the story - it expands vocabulary - participate in reading aloud - the use of prior knowledge - learn part of the book The Very Hungry Caterpillar -Children will give their prediction of the story. -Children will have an idea of what is a life cycle. -Children learns the new vocabulary. -Children learn what happened to the caterpillar. http://en.wikipedia.org/wiki/File:HungryCaterpillar.JPG

  16. 3. Engagement : What activities people do ? Display of various activity in the smart board: - The school days where children present at school http://sciencewithme.com/learn-about-the-life-cycle-of-the-butterfly/ Everyday activities – from home and school http://gangem.blog.banjig.net/post.php?post_id=96743 How the caterpillar makes into butterfly This pictures gives the children a detailed examples of a cycle . http://teapotsandtractors.com/wp-content/uploads/2013/02/School+Days+copy1.jpg

  17. 4. Let’s explore : The WHY in learning the life cycle in relation to our story Engagement : explore – why people need to know the importance of the life cycle. - to survive and make some predictions of what will happen - to know each stage of caterpillar life cycles - learning what food caterpillar eats - learning what people eat - learning new words – cocoon ( explain to the children its meaning) Activities : - Learning to names the food the caterpillar eats - Compare what food people eat Games: 1. name the fruits and vegetables (IPAD users) 2. http://mintikids.com/portfolio/fruits-veggies/ http://www.thekidzpage.com/freekidsgames/index.html

  18. 5. Let’s explore : The HOW to increase our awareness of our surroundings Engagement : explore – how can people explore things: - to explore the surroundings - a walk through a park - to differentiate an insects from bugs Activities: - Exploring our surroundings use of magnifying glass - Differentiate of insects and bugs Games: 1. I Spy games 2. Monster bugs (Mix and match bug body parts to make your own unique species ) Pictures on display : our own surroundings http://www.scholastic.com/magicschoolbus/games/bugs/index.htm http://www.primarygames.com/i_spy/intro.htm

  19. Expansion of activity based on a print materials: - Materials can be found in the table for children to browse and explore - Picture books about insects /Posters of insects and bugs - Display of plastic insects and magnifying glass - Play dough - Coloring materials (insects/bugs/life cycle of the butterfly) Outdoor activity: - insects and bug hunting through the use of magnifying glass http://www.hubbardscupboard.org/i_like_bugs_.html http://memetales.com/bookmarklets/533-bugs-and-insects-theme-for-preschool http://www.carolhurst.com/subjects/insectsspiders.html

  20. Lesson 1 Assessment: Children learn the butterfly cycle. They learn to name some insects. They learn the simple counting 1-10. Children learn the basic parts of the book. Achievement 1: They will have knowledge about the butterfly life cycle. It helps them learn to investigate and explore the surroundings. They learn a new word – cocoon. Also, helps them to familiarize parts of the story.

  21. Lesson 2: Learning common phrases “on”, and “he ate through”

  22. Lesson plan 2 Activity: Learning common phrases “on”, and “he ate through” This is the continuation of the very hungry caterpillar book story. It will focus on the common word “on” and “he ate through”. It also teaches the sequencing of the story. Resource: The Very Hungry caterpillar book Objectives: -Children learn common word in the story - Children learn about simple sentence. - Children learn to differentiate parts of the story and learn to predict the story Purpose : Exploration Explore – Why we do activities in order of preference. - the importance of sequencing. - It’s composition follows: start, middle and end. -Shared reading – encouraging the students to read with you

  23. 2. Let’s explore the book using the reading models below: • A. Using Model reading • B. Shared reading with the teacher • The Very Hungry Caterpillar • http://www.judyoz.com/ccp0-prodshow/very-hungry-caterpillar-eric-carle-new-board-book.html • Children learn faster the use repetitive words such as “on and “he ate through” • Children will be engaged in reading • Children learn the new vocabulary • Children learn what happened to the caterpillar.

  24. 3. Let’s explore : The HOW people use those words “on” and “he ate through” Engagement : explore – how can people use those words - used as action words - learning through rhymes and action - used in the sentence Display on the smart boards: - action words in the story - different action words Games: 1. matching actions to pictures 2. popcorn words - reading game http://www.fun4thebrain.com/english.html http://www.turtlediary.com/kindergarten-games/ela-games/matching-actions-to-pictures.html Pop! Pop! Pop! Memorize dozens of the most common sight words. Serve the monkeys and try to get promoted to Manager of the Movie Theater.

  25. Lesson 2 Assessment Children learn to recognize sight words. Children learn the common phrases in the story. Achievement : To familiarize the common phrases and children will able to use it. It will give them the idea of sequencing a story.

  26. Lesson 3: Recognizing the use of small and capital letters

  27. Lesson plan 3 Activity : Recognizing the use of small and capital letters This is the continuation of the very hungry caterpillar story. This will teach the children in recognizing the use of capital and small letters in the story. Resource : The Very Hungry caterpillar book Objectives: - Children will learn the recognition of capital letters and small letters. - Children learn how to use the capital letters. - Children can identify the capital letters. Purpose : Evaluation evaluate: – How can people recognize the use letters: - It is found in the story. - The name of a place, person or things uses capital letters. - Shared reading – encouraging the students to read with you.

  28. 2. Let’s explore the book using the reading models below: • A. Using Model reading • B. Shared reading with the teacher • The Very Hungry Caterpillar • Children will recognize the capital letters. • Children will use capital letters at the start of the sentence. • Children will have fun spotting the capital letter. http://eatingtheirwords.blogspot.com.au/2010/07/very-hungry-caterpillar-hungry.html

  29. More activities in recognizing the capital letters : Display of pictures on the smart board: Children will identify the following : -various signs /name of buildings/schools -name of the shops /take away restaurant Games : 1. Simple sentence 2. tracing/writing capital letters 3. Matching letters/upper case http://www.primarygames.com/reading.php Description: This is an interesting elementary school educational game. Kids learn not only "correct sentence formation" but also "correct pronunciation". Grade Levels: K (5-6 yrs), 1st grade (6-7 yrs), 2nd grade (7-8 yrs) http://www.turtlediary.com/preschool-games/ela-games/write-uppercase-letters.html http://www.turtlediary.com/preschool-games/ela-games/match-upper-and-lower-case-letters.html

  30. Lesson 3 Assessment : - Children learn to recognize the capital letters - Children can differentiate the capital and small letters. Achievement:Children learn to recognize the capital and small letters. Helps the children to be aware of the signage's around us.

  31. Lesson 4: Learning the days of the week in the story.

  32. Lesson plan 4 Activity: Learning the days of the week in the story This activity is the continuation of the previous lesson which talks about the use of capital letters. In the book, they learn what foods the caterpillar eats on that day. Children will learn what are the days of the week. It teaches them the meaning of the daily schedule at school or at home. Resource : The Very Hungry caterpillar book Objectives: - Children learn to name the days of the week. - Children learn about what is scheduled. - Children learn parts of the story, focusing on the middle part. Purpose : Engaging with others Explore – What activities people do: -The everyday activity – like going to school. - The things we do at the weekend. -Shared reading – encouraging the students to read with you

  33. 1. Let's explore the book using the reading models below: • A. Using Model reading • B. Shared reading with the teacher • The Very Hungry Caterpillar • Children will learn the days of the week. • Children will learn the sequencing of a story. • Children will learn counting from 1 to 10

  34. 2. Engagement : What activities people do? - school activity/teachers daily schedule - weekly schedule of activities Display of the pictures on the smart board: - things to do during the week - work of the parents - the caterpillar cycle Games: 1. Days of the week 2. Fun to learn numbers (naming the seven days & memorize (learning to do the sequencing) the sequence of weekdays) Songs : - learn to sing days of the week http://www.turtlediary.com/kindergarten-games/math-games/fun-to-learn-numbers.html http://www.turtlediary.com/kindergarten-games/math-games/days-of-the-week.html

  35. 3. Let's explore: The WHY in learning the days of the week in relation to our story Engaging with others: explore – why people need to learn the days of the week - to remember the special occasions (birthdays, Christmas, school holidays, public holidays) - for prediction in our story - learning sequencing Display pictures : ( for more explanation of the weekdays) - Birthdays date /Christmas day /Calendar Games: 1. picture sequencing 2. what number is missing? (learning more on picture sequencing) (number sequencing) Songs: Nursery Rhymes counting (1,2,3 once I caught a fish) http://www.turtlediary.com/kindergarten-games/math-games/what-number-is-missing.html http://www.turtlediary.com/preschool-games/ela-games/picture-sequencing.html

  36. 4. Let's explore: The HOW to use the days of the week in our daily experience • Engaging with others: • explore – how can people use the days in context • - to make a daily routine • - to record our emotions • - learning to translate different language • Display of pictures: • - calendars • - various emotions faces (happy, sad, grumpy) • Games: • 1.Syllables factory game 2. phonics sound 3. matching feelings http://www.bbc.co.uk/skillswise/game/en01soun-game-syllables-factory http://www.turtlediary.com/preschool-games/ela-games/phonic-sound.html http://www.anglomaniacy.pl/feelingsMatching.htm

  37. Lesson 4 Assessment: Children knows and memorize the days of the week. Children knows the importance of schedule/routine. Achievement: Children can relate the importance use of days in everyday context. It will be a valuable tool in making their daily schedule of activities.

  38. Lesson 5: Making of concept book - days of the week

  39. Lesson plan 5 Activity : Making of concept book – days of the week This is the last activity the making of a concept book which incorporates the days of the week. It can be a daily schedule, activity or a concept book on the caterpillar eating habits. This, also, summarizes the things children learn from lesson 1 to lesson 5. Resource : The Very Hungry caterpillar book Objectives: - Children learn how to make their own concept book. - Children learn how to make simple sentence. - Children learn to share their own concept book. Purpose: Evaluation of the engagement evaluate – Why we do a concept book. - to make our own daily schedule. - to apply the concept of sequencing -Sharing our own concept book to the class

  40. 1. Let's review the book using the reading models below: • A. Shared reading with the teacher • -children will learn to predict the story • -expand vocabulary • -will participate in reading aloud • -the use of prior knowledge • The Very Hungry Caterpillar book picture • Children will be familiar with the story. • Children will have an idea of what is a life cycle. • Children learn the new vocabulary word. • Children will be ready to make their own concept book. http://www.puffin.co.uk/nf/Book/BookDisplay/0,,9780241003008,00.html

  41. 2. Let's explore: The WHY in making our own concept book based on the story using the days of the week. Engagement : explore – why people make a concept book. - to fosters creativity - to apply the things we learn - to share with the whole class - for enjoyment Display of pictures : - calendar of school activities - birthdays Games /Activities: 1. how to make a scrapbook – cover page http://teacher.scholastic.com/activities/scrapbook/ Create illustrated pages that analyze favorite characters from any book. (K–8) Sample of blank cover page

  42. 3. Let's explore: The HOW to make our own concept book or our own schedule Engagement : evaluation – how can student make the concept book - create a cover / theme - choose a text and design - proper sequencing Display pictures: - bus time table - activity time at school Activities: - create the concept book - make your own schedule Games: 1. Learning how to colour and paint http://www.colorwithleo.com/artstudio.php

  43. Sample of concept book: Created by Jaunita THE COVER PAGE: My Activity book with cover picture The contents of the activity book

  44. Sample of concept book : Created by Jaunita Children were given time to share with all the classmates. Display all the concept book on the table for parents to browse. Additional Activities : Ask the children to bring a fruit to share . The educator will cut the fruit and it will be called “fruit salad of the story book”. The binding of concept book

  45. Lesson 5 Assessment: Children make their own concept book. They were able to share with the whole class. Achievement: To be able to create their own concept book, in relation of identifying the days of the week. It fosters their creativity with the use of print rich environment. This helps their social interaction among peers by sharing their own story.

  46. Other useful websites for games: http://www.sheppardsoftware.com/preschool/animals.htm http://www.turtlediary.com/preschool-games/ela-games/fruits.html http://www.fun4thebrain.com/preschool/bigseacount.html http://www.turtlediary.com/kindergarten-games/ela-games/opposite-adjectives.html http://www.bbc.co.uk/cbeebies/something-special/stories/something-special-mrtumbleandtheminibeasts/ http://www.turtlediary.com/kindergarten-games/ela-games/vegetables.html http://www.fun4thebrain.com/preschool/underwatermatch.html http://www.turtlediary.com/preschool-games/ela-games/phonic-train.html http://www.sheppardsoftware.com/content/animals/kidscorner/paintandmake/indexpaintandmake.htm http://www.anglomaniacy.pl/grammar.htm

  47. References: Learnline -  module 5, Visible Learning Learnline -  module 5, Reading Activity Learnline – Collaboration 4 Jan. 20, 2014 Learnline – Collaboration 3 Jan. 3, 2014 Aukerman, M.(2013). Rereading Comprehension pedagogies:Toward a Dilogic Teaching that Honors student Sensemaking. Dialogic Pedagogy. Retrieved from Aukerman2013_Literacy.pdf ACARA,(2013). Retrieved from http://www.australiancurriculum.edu.au/English/Curriculum/F-10#cdcode=ACELY1650&level=F ACARA, (2013) Retrieved from http://www.australiancurriculum.edu.au/Mathematics/Rationale ACARA, (2013) Retrieved from http://www.australiancurriculum.edu.au/Science/Rationale Adams, Jager, M.(1990). Beginning to Read.MIT. Carle, E.(2008).The Very Hungry Caterpillar. Great Britain by Hamish Hamilton Ltd 1970, Puffin Books

  48. References: Creating a Literacy-Rich Environment.(2007) Retrieved from http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=481  The assessment of reading comprehension cognitive strategies: Practices and perceptions of Western Australian teachers, pp. 279-283 Retrieved from http://www.alea.edu.au/documents/item/265 Pressley, M.(2000).What should comprehension instruction be the instruction of?In M. Kamil, P. Mosenthal, P.D. Pearson & R Barr (Eds.), handbook of reading research vol 3 pp. 545-562. Mahwah, NJ:Lawrence Erlbaum Associates Rathvon, N. (2004). Early reading assessment.New York: Guilfod Press Reading comprehension.Retrieved from http://eprints.lancs.ac.uk/50134/1/ESRCcomprehensionbooklet.pdf Winch, G.,Johnston, R.,March, P.,Ljungjdahl, L., & Holliday, M. (2010) Literacy, reading, writing & children’s literature (4th ed.). Melbourne:Oxford University Press http://www.hubbardscupboard.org/printable_booklets.html#ConceptBooklets AHann personal collections Website attached to each pictures in the presentation

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