Recent Changes

Monday, May 30

  1. page home edited ... groups wiki  Welcome {6a00d8341cce2453ef013485b4fc0d970c-800wi.jpg} Welcome an…

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    groups wiki
    
    Welcome

    {6a00d8341cce2453ef013485b4fc0d970c-800wi.jpg}
    Welcome
    and Introduction
    Early
    IntroductionEarly Years Learners
    ...
    of Knowledge
    Early
    Early Years Readers
    Early
    Early years writers
    Early
    writersEarly years teaching
    ...
    Theory and practice
    New
    practiceNew literacy practice
    
    References
    practice//References and Resources
    Res////ources//
    (view changes)
    9:47 pm
  2. page Early Years Writers edited ... 3 Implications on teaching: ... the three --- criteria above, the ... grip mentioned …
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    3
    Implications on teaching:
    ...
    the three ---criteria above, the
    ...
    grip mentioned and as well
    ...
    difficulties they face andface, therefore confidence
    Regarding activities and planning, Child A and E need more focus for punctuation in order to move to the early phase of literacy, as well as begin to write about meaningful topics such as ‘on the weekend I..’ where they will be asked to explore their own thoughts and draw information from themselves.
    Due to Child E’s dyspraxia it will also be important not to make them feel left out when planning activities, so ensuring they can contribute on their own for some part will be a consideration.
    ...
    their creativity. Child
    Child
    A scored
    ...
    enhance their creativityimagination or whatever
    ...
    would encourage oral narrativethese skills.
    (view changes)
    9:44 pm
  3. page Referances and Resources edited Referances References and resources Hill, S 2006 , Developing early literacy: Assessment Ba…
    ReferancesReferences and resources
    Hill, S 2006 , Developing early literacy: Assessment

    Baker, E. A 2010, New Literacies: Multiple Perspectives on Research
    and teaching.Eleanor Curtain Publishing, Prahan.Practice, Guilford Press, 2nd May 2011, http://reader.eblib.com.au.ezproxy-f.deakin.edu.au/%28S%28pbf2c5u01g2et5o2tqtxpg0j%29%29/Reader.aspx?p=515881&o=154&u=Mo%2f7og6a6mh%2bUjnIwuq18w%3d%3d&t=1304314828&h=21EF11B02055120DB388366BEC0A6E0D0D5ECF5E&s=4211143&ut=484&pg=1&r=img&c=-1&pat=n#.
    DEEC. (2010, August 10). Literacy and numeracy statement. retreived April 10th, 2011, from Department of education and early childhood
    developement: www.education.vic.gov.au/studentlearning/litnum/default.htm
    Fewster, M. (2005). THRASS works now. Reterived April 10th, 2011, www.acea.org.au/Content/2005%20papers/Paper%20Fewster.pdf
    Hill, S 2006 , Developing early literacy: Assessment and teaching.Eleanor Curtain Publishing, Prahan.
    Moll, L & Amanti, C & Neff, D & Gonzalez N, 2001 Funds of Knowledge for Teaching :Using Qualitive Approach to Connect Homes and Classrooms.
    Victorian Curriculum and Assessment Authority, 2007, Victorian Essential Learning Standards, retrieved 25 March 2011, <http://vels.vcaa.vic.edu.au/vels/english.html>
    Paatch, L. (2011, March 29th). Matching Teaching Approaches to Learners needs. Lecture 4. Geelong, Deakin Univeristy.
    Victorian Curriculum and Assessment Authority, 2007, Victorian Essential Learning Standards, retrieved 25 March 2011, <http://vels.vcaa.vic.edu.au/vels/english.html>

    (view changes)
    9:41 pm
  4. page Early Years Readers edited ... Student E : very little variation of rate Student A ,Student C & Student D showed variati…
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    Student E : very little variation of rate
    Student A ,Student C & Student D showed variation of rate to suit the text.
    Student B pays attention to rate to suit the text.
    Phrasing: reads in meaningful chunks or phrases
    Student E
    Student D reads mostly words by word but some 2 word phrases and perhaps 3 or 4 word phrases.
    Student AA, Student B & Student C student read a
    Pausing: reflects punctuation
    Student C & Student E showed very little awareness
    of punctuation.
    Student D
    Student A has& Student B
    has
    some awareness
    Stress: places emphasis on appropriate words
    Student C showed no emphasis on appropriate words.
    Student D
    Student A has& Student B has some awareness
    ...
    the text
    Intonation and expression: varies the voice in tone, pitch and volume
    Student C showed no change of voice in tone, pitch or volume.
    Student D& studentStudent E
    Student A & Student B uses some expressive interpretation
    Reading Comprehension :
    Reading comprehension is the ability to read a never before seen text and understand the meaning of the text. Hill describes reading comprehension as the act of " simultaneously extracting and constructing meaning from the text" (Hill,2006). There are three key dynamics that make up comprehension: the reader, the text and the activity.
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    Teaching Implications
    Student A
    Very well student B answered the literal questions quickly and with confidence
    Student A was able to answer literal questions based on the text. Student A was able to answer interpretive questions and showed they understood the text by answering the question "why cant Russell the sleep while all the other sheep do?"
    
    For
    Student A struggled to answer any inferential questions. student A kept saying "i dont know, i dont know"
    With
    student A we would need to focus on getting the student used to think creatively and using his imagination. Encourage the student to think less logically.
    Student B
    Very well student B answered the literal questions quickly and with confidence.
    Student B was able to answer some interpretive questions, sturggled a little and usure for some questions.
    Student B answered inferential questions easily with confidence and references to the text.
    With student B the focus needs to be on interpretive questions and getting them to think more between the lines with text.

    Student C
    Very well student C answered the literal questions quickly and with confidence.
    Student C wasn’t as confident in this area of questioning, taking a little longer to answer but did answer the interpretive questions.
    Student C wasn’t able to answer any inferential questions and struggled with telling me another way the story could have ended. Student C was quoted as saying “he doesn’t like to imagine”
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    student C the teacherwe would need
    Student D
    Student D answered vaguely to literal questions
    ...
    The text for student D was too hard, so the first thing is selecting an appropriate text and then assessing their comprehension.
    Student E
    Student E was able to easily answer literal questions as it was done as a running record.
    Student E struggled with interpretive questions , took long pauses in answering some questions and didnt answer others.

    Student E was able to write a different ending to the story that showed a good comprehension on the story.
    With student E the focus needs to be on interpretive questions and getting them to think more between the lines with text.
    (view changes)
    9:40 pm
  5. page Early Years Learners & Funds of Knowledge edited ... Hill (2006) says that this knowledge gained is not just a ‘bank of ideas’ but comes from the c…
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    Hill (2006) says that this knowledge gained is not just a ‘bank of ideas’ but comes from the child’s life experiences - things that they enjoy doing and things that make a impact on who they are and what they like - and it can make curriculum meaningful for children by relating it to the individual (eg. family, sports, culture, etc.
    The use of children’s funds of knowledge in education helps the teacher to construct their teaching methods to expand this knowledge whilst keeping them interested and willing to participate.
    In order to find out about each individual child's personal funds of knowledge, a series of reading and writing questions were asked, such as:
    what do you like to read/write about?
    why do you think people read/write?
    how do you chose what you are going to read or write about?
    what technologies do you use?
    That information then assisted us in exploring how that child will learn best.

    Sex
    Year
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    9:40 pm
  6. page New Literacy Practice edited ... N/A Child A has a learning difficulty called Dyspraxia which affects her speech and fine moto…
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    N/A
    Child A has a learning difficulty called Dyspraxia which affects her speech and fine motor skills. The use of technology e.g. a computer, may greatly increase Child E's ability to express what they are feeling, have access to a wide variety of information through the use of the internet along with engaging in activities based on their interests.
    ...
    not yet important to others.present in some of their funds of knowledge. The lack
    ...
    lack of opportunity.opportunity or they may have just forgotten to mention it at the time. Literacy skills are very important to use all of these forms of technology, particularly picture/word recognition, so as time goes on students are given varied opportunities to experience new things.
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    9:37 pm
  7. page Early Years Writers edited ... Regarding activities and planning, Child A and E need more focus for punctuation in order to m…
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    Regarding activities and planning, Child A and E need more focus for punctuation in order to move to the early phase of literacy, as well as begin to write about meaningful topics such as ‘on the weekend I..’ where they will be asked to explore their own thoughts and draw information from themselves.
    Due to Child E’s dyspraxia it will also be important not to make them feel left out when planning activities, so ensuring they can contribute on their own for some part will be a consideration.
    ...
    them both. Activities to suit children B and D would be puppets and making books in which they can include their creativity. Child A
    ...
    lack of oral narrative skills. Activities such as Readers Theatre would encourage oral narrative
    (view changes)
    9:35 pm

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