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Copy of EDN421 - Annie

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Chloe Hind

on 11 May 2014

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Transcript of Copy of EDN421 - Annie

Although my activities were quite open-ended, I did implement some intentional teaching strategies to foster Annie's oral language and reading development during the felt board experience. Questioning was my main strategy during this learning experience. I also set the book down in front of her, with the intent to have her explore and experiment with the illustrations in the book and the felt characters. I used questions and statements such as:

"Which fruit did the caterpillar eat first?"
"How did you know that was an egg on the leaf?" and
"I wonder who left all that food out"

in order to have Annie explain her reasoning and refer to the book to answer my questions.

Introduction to Annie
3 years old
Lives with mother and father
Awaiting arrival of baby sister
Attends Gymboree
Regularly socialises with other children and adults (family and unfamiliar adults such as children's parents).
Annie's Interests:
Developed an interest in babies & baby-related subjects
Animals (living on a farm)
Enjoys drawing with her Grandad and art/craft activities
Organisational activities (eg. setting up dolls' houses and creating stories with the toys she plays with)
Annie's Development:

Not yet reading written language
Able to read visual cues (illustrations) to make meaning
Understands the process of reading a book (ie. holds the book the correct way up, turns one page at a time, understands the left-to-right direction of English text).
First Steps (Department of Education, 2011) - Role Play Phase of reading development
Relies on adult reader, illustrations and own experiences to "read".

Able to construct appropriate simple sentences
Has good syntactical awareness when speaking
Uses subject-specific words for different purposes, for example, to explain something to another person.
Demonstrated increased vocabulary, practising new words in new situations, using them appropriately.
Has demonstrated an awareness of the relationships between oral and written representations, running finger along the words in the book while speaking, even though she is not reading the specific words (DEEWR, 2009).

chosen picture story book:
by Eric Carle
Eric Carle's
The Very Hungry Caterpillar (1969) is a critically acclaimed children's picture book. Fox (2012) regards this book as a "fail-safe" book for teaching reading. I chose to read this picture book because it explores topics that Annie is currently interested in such as life cycles (including concepts surrounding babies and growing up). I also chose this book due to the bright, patterned illustrations that are simple, yet vivid and aesthetic for young children like three-year-old Annie, who loves art. The story also involves a lot of repetition, which assists young readers as they can make predictions and relate the plot pattern to the spoken text on each page (Winch, et al., 2010). In addition, "repetitious reading reinforces memory skills, sequencing skills and increases vocabulary" (Schaper, 2014, p2) .The pictures also correspond exactly to the written text, which helps young readers to comprehend the story to an extent, even without someone reading to them.
Annie's Development:

Concrete Experiences:
The Very Hungry Caterpillar Felt Story Activity:
I found during my first assignment that Annie enjoys organisational activities and art and craft activities, where she has opportunities to manipulate objects to create different things.
For the first concrete activity, I decided to use my home-made Hungry Caterpillar felt story. I chose this activity because it would present Annie with opportunities to retell and recreate the story of the Hungry Caterpillar. It would also allow her to consolidate her understandings as she could play with the book and the board simultaneously. Felt boards offer children alternative ways of exploring stories in an interactive and playful way that foregrounds phonological development; literacy in the Australian Curriculum, Foundation Level, elaborates on listening to and responding orally “to texts and to the communication of others in informal and structured classroom situations” (Australian Curriculum, 2013). It states that children develop literacy skills in environments where they are able to “retell well known stories” and “with picture cues.” (Australian Curriculum, 2013, p. 23).
Here, Annie is matching the illustrations with the felt pieces.
Intentional teaching strategies implemented:
Why concrete experiences over template/worksheet activities?
Playful concrete experience benefits far outweigh the benefits of template ("cookie-cutter") or worksheet activities. Arthur et al. (2012) suggest that play enables children to extend and develop their current perspectives and transfer their understandings to new contexts and situations that extend their learning.

Furthermore, storytelling experiences and read aloud sessions can be enhanced with the use of props such as felt characters, which helps children to comprehend the story, maintain interest and engagement and experiment with the plot and the characters in a fun and interactive way (Fellowes and Oakley, 2010). These types of experiences also encourage reading behaviours and discussion about the book.
Template or worksheet activities are not authentic and provide little to no opportunities for children to "incorporate their own ideas or interpretations" (Dinham, 2011, p. 43).

At such a young age, worksheet experiences and any learning that happens during are not retained as they do not reflect the natural medium through which children learn best, which is play (that certain concrete experiences offer) (Arthur et al., 2012).
Why concrete experiences over template/worksheet activities?
Felt Board Play:
Organising and Creating Sensory Activity:
Intentional teaching strategies implemented:
Here, Annie has used felt, floam and water beads to create her own butterfly using the Very Hungry Caterpillar book as a reference for her creation.
Here, Annie has used floam, straws and yarn to create her own caterpillar. During this she layered the yarn over the caterpillar, describing it as a scarf because it was a cold day. Here she was linking the tactile experience of wool with her woolly clothing.
She has also created an egg on a leaf using the plastic crystal and floam.
Sensory Play:
Sensory Play:
Annie organises the food and pretends to feed it to the caterpillar.
3 readings of The Very Hungry Caterpillar
The first reading involved me reading
The Very Hungry Caterpillar
aloud to Annie. I discussed the pictures and events throughout the story. Annie remained relatively silent, listening intently and waiting to find out what happened next.
During the second reading, Annie made predictions about events. She memorised some of the subject-specific words from the first reading such as 'cocoon', however, she pronounced it 'cutoon'.
I switched to a larger book that had a toy caterpillar that Annie could actually push through the holes in the fruit on each page. She enjoyed this and we played around with the toy and the the illustrations. Annie recreated the story to include the caterpillar's mother (the toy caterpillar). She added her own sentences and role-played with the characters.
This activity was very open-ended. It allowed Annie to explore, organise, experiment and create using the materials. I had planned for her to organise the materials into different colours. To do this, I presented the materials to her along with transparent containers that had colour-coordinated labels. I also placed one object of each colour into its appropriate container to encourage Annie to continue to sort the colours. Throughout the activity, I continued to question Annie;

"What colour is this?"
"Did the caterpillar eat anything that was the same colour as this?"
"How does that feel?"
"Does this feel like anything you've felt before?"

These questions were used with the intent to have Annie recall prior experiences to describe the materials and to recall information from the story to recreate scenes and characters using the materials. I began to use and describe the materials to create a caterpillar, Annie then continued and made her own caterpillar, egg on a leaf, cocoon and cake.
Children retain the most information when their senses are engaged in an activity (Steinberg, 2014). I designed this activity to reflect Annie's interests. As she enjoys organising, sorting and creating, this activity would be engaging, interesting and fun for her as well as opportunistic for scaffolding her oral language development in particular. I collected different materials of varying textures and colours. These included: felt shapes, coloured yarn, foam dough (floam), twisted pipe cleaners, plastic crystals (from Christmas lights), cut up straws, and coloured water beads (non-toxic liquid beads for flower vases). The activity presents Annie with new materials and objects that she would need to sort into different colours and describe using subject specific language; "sensory play encourages children to use descriptive and expressive language, and to find meaning behind essentially meaningless words or gibberish" (Steinberg, 2014).
Literacies in the Early Years
Assignment 2
Annie's Literacies: A PechaKucha Presentation

By Chloe Hind - 31467903
Lesson Plan 1) Felt Story Activity
Lesson Plan 2) Sensory Play Activity
Department of Education. (2013). First Steps: Speaking and Listening Map of Development. Australia: Pearson Education Australia.
Department of Education. (2013). First Steps: Reading Map of Development. Australia: Pearson Education Australia.
Appendix 1
Appendix 2
This assignment presented opportunities to trial numerous teaching strategies to promote children's multiliteracies (questioning, modelling, co-playing, facilitating play).
I think with more time and opportunities, I will be able to use these techniques again when planning for my own classroom literacy lessons.
explored the ways in which concrete play experiences and different resources can foster children’s emerging literacies and why they are more effective than template activities.
I found that play provides multiple ways in which to communicate and a natural setting for assessment of children's learning.
Critical Reflections
Strategies to Monitor, Record and Assess Literacy Development:
Anecdotal records
Photos/videos and annotations
Running records
Facilitate play/co-playing
Rubrics/checklists/marking keys
First Steps Development Maps
Learning stories
Work samples
Strategies to Scaffold and Promote Literacy Development:
Model reading behaviour
Model spoken language
Daily Read aloud sessions
Facilitating play with children
Providing social experiences
Concrete play-based activities
Exposure to multimodal literacies
Opportunities to explore texts independently and with an adult

Thank you for watching!
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