Fancy Nancy Lesson 3

Within my school literacy lesson will be planed by the teachers, the teacher will go over the

The second learning outcome is General Outcome 2, “Comprehend and respond personally and critically to oral, print and other media texts” (Alberta Education, 2000, p.16). The educational assistant was successful in developing this learning outcome by having the students re-read and pre-read chapters together. Repetition helps improve speed, memory, confidence and understanding. The students are spending a lot of time sharing ideas, discussing, exploring and explaining their understanding with each

Starting from the parents, the child must inherit the instinct of wanting to learn to read, developing the curiosity that comes with the increase of knowledge, interaction with others and building positive memories, that motivate the child’s learning to read. An approach that Vygotsky supported promoting scaffolding, a guided process that adults use to teach students how to master a skill, in this case a reading and writing skills. Children begin from the womb recognizing parent’s voices, singing tone for then building connections through prints and letter sounds in an environment that promotes literacy with stories, songs, games, group activities with families, “All about me” share, and “Show and tell”, to display and build a sense of belonging in the class. Nevertheless, incorporating strategies or methods that facilitate learning to read stimulated by own personal learning style. Most young children learn kinesthetically and are visually-sensory prompted to hands on experiences, using appropriate materials in a different setting. Foremost, with an ongoing informal and formal assessment to evaluate students’ pre-knowledge at the beginning of the scholastic year, students’ way of learning, feelings, and connections through the year, and at every lesson, check for understanding, and ways to improve the next step. Ongoing assessment is part of the whole learning process, it will tell you how the students learn, and achieve appropriate reading and writing goals. A good reader promotes a good writer and vice versa, but a firm stepping stone during the developmental stages, in rich literacy environments, attempting to positive interactive experiences, and always monitored, influences the chances of the child sense of wanting to learn to

1. Explain in detail how you would support and advance the learning of children and young people in your class:

Literacy is a vital part of all later learning. Because of this, the children will engage in hands on activities that relates to what they have read and give them opportunities to make up their own versions, as well as make up their own stories. They will have a large group story time and a partner reading time. An ample variety of books will be available at all times. Signs with words and pictures will be posted around the classroom showing, daily activities, objects that are used daily, and the placement of toys and

It was clear that Seb engaged into play creating roles and ideas while he was making the shark. In this example, educators can promote this learning by building on family and community experiences with creative and expressive art. In Seb's case, children at his age tend to utilise technology. Seb referred to the movie Finding Nemo and a good way to engage children in the classroom is to integrate technology into children’s play experiences and projects by providing a wide range of resources that will allow them to demonstrate meaning using visual arts such as electronic storybooks. This will ensure them asking open-ended questions and becoming active and engaged learners (DEEWR,

additional groups to work independently, reading at their own specific level. The roles of the teacher

Reading is the beginning of every child’s learning. The basis of education begins with learning to read. Short (2010) explained that literature acts as “an inquiry to life” and a “way of knowing” (p. 50). However, in order to support children’s learning, it is essential to show children that learning is interesting from a young age. When Short first began teaching using worksheets and a basal reading program, she wrote, “I often felt that children were learning to read in spite of me” (p. 49). The students were not learning to think critically. However, when she began introducing literature circles to her students, she saw them “critically exploring their understandings with each other” (p. 49).

During "picture walks" in small group instruction, Alex verbally describes the content of the picture, yet does not utilize details in the picture to predict what will happen next in the story. Alex appropriately orients books and successfully tracks print. Melissa Caballero-Cruz, special education

Describe how the physical environment in which you are teaching supports the active and multimodal nature of children’s learning. (If, in your view, the physical environment in which you are teaching does not adequately support the active and multimodal nature of children’s learning, please describe the changes you would make.)

These photographs represent the TESOL/CAEP standard 3.b.3: Provide activities and materials that integrate listening, speaking, reading, and writing. These photographs show activities 5th grade students completed as they read the murder mystery novel The Westing Game by Ellen Raskin. These activities required students to read and reread parts of the novel and each other’s writing, to write about the characters and manipulate words to form sentences, to listen to each other’s thoughts and ideas as they discussed the novel and the activities, and to speak to one another about their thoughts and ideas. The first photograph shows an exit ticket in which the students were given a sentence frame to help them make an inference about clues and characters in the novel. The students worked in partners to

The standards and learning objective within the learning segment promotes children’s active and multimodal learning. The children are able to practice their writing skills through activities. The children’s language and literacy developed will be developing through the learning segments because the teacher will introduce characters and settings and vocabulary words that will help make character and setting easier. In the third lesson, students have to do a picture/ writing prompt. They will have to write sentences and then draw a picture the represents and describes the picture. Students will be practicing their motor skills through drawing and writing. Visual concept was helpful because it helped them be able to write sentence starters. Students

Creating a literacy-rich environment is one of the key elements of supporting children’s literacy development. Literacy-rich classrooms tend to look quite different than the traditional classroom, covered in pre-made posters and arranged with individual desks in rows, and instead, allow for teachers to design their classrooms with their students’ needs in mind. According to an article on the Sadlier School’s blog, all elements in a classroom must be meaningful, intentional, purposeful, and engaging when creating a literacy-rich classroom. This means that classroom design is created in a way that it provides frequent opportunities to be exposed to text via environmental print, instruction, and hands-on learning as well as encouraging communication and collaboration (Sadlier School, 2017).

This resource had been created to encourage a child to learn to read through play. It is in the form of a game and it is aimed at helping a child repeat the words that extra practice is needed from a book that has been read. The resource created is a game that incorporates play and praise in which are essential skills to support a child that is learning something new. Games enable all children to develop skills without pressure and are particularly important for children who may be less confident (Lindon, 1993). The ‘Let’s Read’ game can be used for a variety of ages as the words can be changed and personalised depending on the child’s reading ability. This game is a good way of helping to teach a child to read and improve on words that they struggle with because it is taught by learning through play, therefore the child is less aware they are learning and it is a fun way to practice. The child is also receiving praise and reward through the star reward sheet that comes with the game. By

3. Read a section of text or show another picture and then have students predict what is going to happen next.