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Language and Literacy in Early Childhood EDUC 8504

Assignment 1: Major Assignment: Literacy Learning Stations

Sarah Anne Dandridge 20501616

Unit Coordinator: 28 Grace Oakley

Monday, May 2012

Discussion with my mentor teacher: Within the first week of my practicum placement I had a meeting with my mentor to discuss the importance of placing my literacy stations in the classroom for one week. Unfortunately to my disappear the mentor teacher allowed only one of the two literacy stations to be set up, her reasons being that the children had never been exposed to these types of stations and having two stations would therefore become a distraction rather than a learning tool. So in determining which of the two stations would be used as a station and which one would be made into a whole class discussion I prepared four lesson plans, two whole class and two mini lesson plans for my mentor to have a look at. Upon another thorough discussion with my mentor teacher it was deemed that I was to place my second literacy station in the classroom for one week commencing on the 14 th of may 2012. Within this one-week block the children would be allocated onto the station at least every second day. This allowed the children multiple chances to explore and learn from the station. This meant that the electronic book literacy station was to become a whole class activity. Within this assignment I have included what I would have liked as my ideal situation, that being two literacy stations. I felt that I had done so much work to prepare and try and convince my mentor to allow me to do the two literacy stations, that I seemed only fitting for me to write my assignment based on what I had prepared, and what should have happened. Therefore my Rationales, lessons and descriptions are all based on the allowance of two literacy stations, with my reflections depicting what actually happened.

Literacy Learning Station Name of Station: Illustrations of Station Electronic book.

Figure 1: Planned layout for Literacy station 1 Figure 2: Planned layout for literacy stations within the classroom

Figure 3: Electronic -Book front cover

Description of children using the learning station: Students: This literacy station was designed for twenty-three Year three students attending an independent public school in the Western Suburbs of Perth. None of the children have learning difficulties and range between the ages of eight and nine. The students were of a multicultural background, with two students having only arrived in Australia at the start of the year. Learning needs: Five children follow an extension program. The extension program consists of these students leaving the main classroom for higher learning Maths. Within the classroom extension actives were implemented throughout the school day. Two students follow an extra help program. The extra help program consist of volunteers taking the students for one hour a week to work on reading fluency and comprehension. Furthermore throughout the school day there were specifically assigned activities for these students. Prior knowledge:

A sound understanding of text structures, in particular conventions of text types (specifically narratives and persuasive writing)

A sound understating of the use of PowerPoint. Basic understandings of technology namely Laptops and PowerPoint.

Learning experiences: Understanding how language features are used for different effects. Ability to comprehend and draw deeper understandings from texts. Deepen experiences and knowledge of technology namely computers and PowerPoint. Brief description of station Composed of: This station is composed of a PowerPoint presentation that acts as the education tool and the activity. The PowerPoint presentation is an electronic book made up of a 14 page digital childrens story that poses as an example of a persuasive text. The PowerPoint storybook entitled Clack, Clack, Eee- ore Donkeys that Email features a farmer who has unruly farm animals. These animals try and persuade the farmer for items of luxury, in return for their continued hard work in producing the milk and labour needed to run the farm. The PowerPoint storybook aims to increase the sight words of the children whilst using an interactive, fun teaching aid. This station also comprises one worksheet that acts as an extension activity. The worksheet is made up of four questions that reiterate essential knowledge about persuasive texts. The first question aims to recap and recall vital information that the children have previously learnt about persuasive texts. The last three questions allow the children to gain skills in extracting information from a story, with all three questions focusing on the meaning and the words used throughout the story. These questions require the children to use lateral thinking and problem solving. Resources: One laptop with updated PowerPoint software, the PowerPoint electronic book,

24 copies of the focus questions worksheet and two trays labeled INBOX and OUTBOX respectively (see figure 1). Instructional goals By the end of the session children would have: o Revised the structure of a persuasive text. o Revised the type of language appropriate for persuasive texts. o Identified and listed examples of persuasive language. o Learnt additional persuasive language appropriate for replication in the their writing. o Revisited identifying the main idea and supporting ideas from a text. How will the station be used by children? This station is a self sufficient, meaning that it requires no input from the teacher following the initial introduction session. Initially the introduction session will require a teacher demonstration: entailing, how to use the book and how to respond to the Focus Questions worksheet. Upon allocation to the station the children will read the story through twice, the first time for enjoyment, the second for analysis. Within the analysis stage the children will be required to take one worksheet each from the OUTBOX tray and in collaboration they will complete the worksheet at the same time as the second read through. Upon completion of the worksheet the children will place their Focus Questions worksheet into the INBOX tray, and will return to their desks and wait for further instructions. For the extension children, it is expected that they will develop a deeper, more comprehensive understanding of the book, which will be depicted through their sophisticated answers on the worksheet. For the extra help children, it is expected that at least the first two questions will be answered on the Focus Questions worksheet with the final three questions being semi optional in the sense that they will be required to have a go but nothing more. Assessment strategies: What to assess:

Discuss the structure of persuasive texts Identify and list examples of persuasive language Identify the main and supporting ideas in the text.

How to assess: Collection of Focus Question worksheets Questioning, discussions and observations in relation to learning objectives (with small groups of children at a time) General feedback and satisfaction with the activity

Linking of the stations: My two stations were designed to link and work in cohesion. Both stations aimed to improve and focus on the childrens understanding of persuasive writing. Being a Year three class the entire focus for the semester was persuasive writing. In looking at a persuasive writing theme for both stations it allowed me to also aim to improve the childrens sight words. My stations links not only via the theme of persuasive writing, but also via the underlining key words used in both stations. The words underlined in the electronic book are words that are apart of the childrens spelling list words, and thus are apart of the second literacy station.

Literacy Learning Station Name of Station Illustrations of Station: Spelling Bee

Figure 2: Planned layout for literacy stations within the classroom Figure 1: Planned layout for Literacy station 1

Brief description of children who will be using the learning station Students: This literacy station was designed for twenty-three Year three students attending an independent public school in the Western Suburbs of Perth. None of the children possess learning difficulties and range between the ages of eight and nine. The students were of a multicultural background, with two students having only arrived in Australia at the start of the year. Learning needs: Five children follow an extension program. The extension program consists of these students leaving the main classroom for higher learning Maths. Within the classroom extension actives were implemented throughout the school day. This activity implemented an extension aspect due to the complex of the words chosen for these children. Two students follow an extra help program. The Extra help program consist of volunteers taking the students for one hour a week to work on reading fluency and comprehension. Furthermore throughout the school day there are activities for these students, which are implemented into the daily program of the school day. This activity suited their leaning need due to the simplicity of the words chosen for these children. Prior knowledge includes: A sound understating in techniques used to spell words

Basic understandings of the use of timers.

Learning experiences: Understanding how language features are used for different effects. Ability to comprehend and draw deeper understandings from texts. Deepen experiences and knowledge of technology namely computers and PowerPoint.

Brief description of station What will it be composed of? This station is composed of four coloured boxes that matched the corresponding colours of the childrens assigned spelling groups. Within each of the four coloured boxes were four instructional cards (again printed on the relevant coloured paper in accordance to the spelling group colours). These four instructional cards represented the list words from the past two weeks. Each coloured box was individualised in their instructional cards as each spelling group was allocated different words. The word instructions ranged from find as many TH words as possible to make as many CVCe words as you can This station also composed of a worksheet that allowed the children to compose a list of as many words as they could muster in accordance to their assigned instructional card. Resources: Four boxes matching the colour groups assigned to the children, three instructional cards per box colour (twelve cards altogether) twenty- four worksheets and two trays labeled INBOX and OUTBOX respectively. Instructional goals By the end of the session children would have: o Identified and revised their spelling words from the past two weeks. o Revised the correct spelling and punctuation associated with the assigned words. o Draw connections between the words sort categories and the childrens sight words. How will the station be used by children?

The station is self sufficient, meaning that it requires no input form the teacher following the initial introduction session. Initially the teacher will provide a detailed explanation as to the method and the rules associated to this station. The teacher will then highlight that all the categories chosen are words sort categories that the children have seen before and should know. The children will be grouped in colour relevant pairs. Once seated at the station they will commence the set up. This entails the retrial of one relevant coloured card, two worksheets (from the OUTBOX tray) and the timer. On completion of the set up the children will commence the activity by hitting the timer. After the timer is hit the children will work in collaboration to discover as many relevant words as they can muster in the allocated time. Upon completion of the first card, the activity will recommence with a second and third card selected respectively. Once all three rounds have been completed the children will place their worksheets into the INBOX tray, and will return to their desks and wait for further instructions. For the extension children, they are able to work in collaboration for the first two days, on their specifically assigned words. On the last couple of days there is an added option of creating a competition between students to see how many list words each individual can muster. For the extra help children, they have been assigned set lists words which are appropriate for their learning level. Assessment strategies: What to assess: o List sight words/spelling words o Recognise how to use the literacy station How to assess: Collection of worksheets Questioning, discussions and observations in relation to learning objectives (with small groups of children at a time) General feedback and satisfaction with the activity

LESSON PLAN Curriculum Area: 14/05/2012 Time Period:

Year Level/s: Date:

English electronic book 30 min

Link to curriculum: 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) Specific Lesson Learning Goals (What will the students learn during this particular lesson?) Discuss the structure of persuasive texts Identify and list examples of persuasive language Identify the main and supporting ideas in the text. A sound understanding of text structures - in particular focusing on conventions of text types (persuasive writing) Preparation: (classroom layout, resources, groupings) Resources: o Interactive whiteboard o Laptop with the already downloaded storybook (donkeys that type) Groupings/layout: o Students are to remain in their desks

Students Prior Knowledge:

Time:

Lesson Progression (Include: Introduction, Lesson Steps, Focus Questions and Conclusion)

5 min

Introduction: Gain attention by playing the first slide of the digital book Pose question: what do you remember about persuasive

texts? 10 min Allow a range of answers before moving on. Record these answers on the white board. Create a discussion about persuasive writing ask: What is the structure of a persuasive text? Introduction Body (main reasons and evidence) Conclusion Discuss how to determine if the text is persuasive Language: needs to be in present tense, first person, uses action verbs. Style of writing/ layout Ask for some examples of persuasive language that they have 10min leant Introduce the storybook, what they need to do when they read it: It is a persuasive text that uses very subtle language to persuade. It is about a farmer called Frank who has farm animals that are very demanding. What will happen when they get to the literacy station Stress: They will all get a turn They will work in pairs that have already been assigned (alphabetically) They will read the book twice What they will do with the book

When you get a chance to get to this literacy station I want you to work in pairs and read through the book two times. The first time will be for enjoyment, the second time will be to analyse it. When you read it for the second time you will be answering this sheet that I have given you. Show an example of it. How to use the book/ what to do when finished When you first get the station this is what you will see (the first page is showing)

Instructions: You will need to make sure that you place the headphones on. To change to the next slide you will press the mouse ONCE, Then you will wait for the animation to start and the voice to tell the story. Once the voice has finished you may press the mouse ONCE again Stress the importance of filling out the sheet and then placing it 5 min on the teachers desk: Once you have competed the activity you will put the paper on the teachers desk and go back to your desk and continue with the class activity Conclusion: Questions/ comments Allow adequate time to clear any misunderstandings.

Informal Assessment of Student Outcomes What will you assess? How will you assess? What evidence will you collect? Discuss the structure of persuasive texts Identify and list examples of persuasive language Identify the main and supporting ideas in the text. Collection of sheets Questioning, discussions and observations in relation to learning objectives (with small groups of children at a time) General feedback and satisfaction with the activity

LESSON PLAN Curriculum Area: 10/05/2012 Time Period:

Year Level/s: Date:

English: writing/spelling 35 min

Link to curriculum: Expressing and developing ideas: Understand how to use soundletter relationships and knowledge of spelling rules, compound words, prefixes, suffixes, morphemes and less common letter combinations, for example tion Recognise high frequency sight words Specific Lesson Learning Goals (What will the students learn during this particular lesson?) List sight words/spelling words Recognise how to use the literacy station

Students Prior Knowledge: Knowledge and familiarity of the spelling/sight words used in this activity

Preparation: (classroom layout, resources, groupings) Resources: o Literacy station set up: o 4 coloured boxes o 1X timer o 24 X blank paper o INBOX and OUTBOX trays. Groupings: As a whole class

Time:

Lesson Progression (Include: Introduction, Lesson Steps, Focus Questions and Conclusion)

5 min

Introduction: Gain attention and introduce what we are doing: o Looking at a literacy station today o Looking at a station that will improve your spelling and writing o Why does working on spelling improve your writing? Allow a range of answers before moving on

2 min

Link between in class work, yesterdays literacy station and todays literacy station. o In class: persuasive texts, todays words: have been learning to help improve your persuasive writing o Yesterdays literacy station: looked at a persuasive text, todays literacy station uses words seen yesterday o Todays literacy station: allows improvement of spelling/writing for persuasive texts, but also words that we looked at the other day in class. They were the words that

5 min

we could use instead of said. Introduce the literacy station o This is the station o 4 boxes, each colour box is linked to the colour-spelling group that is on the wall. How it works/ what they will do at the station o You and a partner will come to the station. o You will each take one black ruled piece of paper o You will then get the timer and put it between you o You will then (as a pair) pick one card from box that is the same colour as your spelling group is. For example if I am apart of the green spelling group I will take one card from the green box o Once you and your partner have a card, you will turn over the card and one of you will hit the timer o On the card there is instructions as to which words I want you to work on. For example the card might say CVC words so you will have to think of as many words as you can that follow the rule of constant, Vowel, Constant.

8min

o You and your partner will have 4 minutes to come up with as many words as you can. o Both of you will record the words you have come up with on the paper. o You will do this in your pair 3 times. 10 min Once finished o Write name on paper and put it in the inbox Words likely to be seen in the station o Show PowerPoint slide o Make the children get out their lists words o Link the list words on the instructions cards brainstorm on board o On the PowerPoint are the instruction cards. Each group has different words, and different instruction cards. I want you to take 2 minutes to come up with an example of some words that fit with the instructions in your colour group 5 min o For example green group has an instruction card saying list CVVC words can anyone in the green group give me an example? Seem, Keep, Green. o You have two minutes to find some examples for your own groups instruction cards. o Brainstorm some words for each group Conclusion Questions/ comments Informal Assessment of Student Outcomes What will you assess? How will you assess? What evidence will you collect? List sight words/spelling words Recognise how to use the literacy station Worksheets Questioning throughout the mini lesson

General feedback and satisfaction with the activity.