- Children were seated at their table in groups of 4-5.
- Children were asked to get out their own individual exercise book.
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they were now meant to
10:00 – 10:30am
- Children were seated at their table in groups of 4-5
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10:30 – 11:00am
- Children were seated at their table in groups of 4-5
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each student. Glue and scissors were provided on each table.
- The teacher explained to the students that this activity was testing your memory (comprehension) from the text read earlier. The five excerpts from the story were to be stuck into your work book in order of when they happened in the book. The teacher and I then went to around to each table to see whether they had them in the correct order before sticking them in the book. Once this was completed the children were invited to draw pictures relating to the excerpts.
Portfolio Assessment A: Engagement with an early year’s literacy learner
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to use theirthe child's real namesname throughout this
1b. The appropriate texts chosen were;-
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appendices for fromtfront cover of
“My Dinner”, by Rosalind Cumming. This was the book that Ben chose to read.
2. I conducted the interview with Ben. The interview included the Reading and Writing interest surveys.
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4. I introduced a new text for Ben (Honest Bubbles). We discussed what he thought the book might be about and then Ben read the story to me. We then discussed the events in the story and what the outcome of the story was.
5. Instead of asking Ben to talk, draw and write about the story I just asked him write some words that he already knows. Ben had mentioned to me that he didn’t know too many words and was quite nervous about writing anything knew. As you can see in the sample provided however, once he became comfortable with the idea, I was able to say some sentences for him which he attempted to write.
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particularly high. (Please see in appendices the sample of Ben's writing)
Written Language
4. Simple sentence – In looking at the sample given by Ben, he is able to write more than two word phrases but not yet using punctuation.
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Text Conventions
3. Spaces between words and lines – This best represents the way in which Ben designs his writing on a page. He clearly spaces his words and leaves an appropriate gap between lines. Not yet to include punctuation or much correction of errors. A ReflectionBelow is a reflection on Ben’s
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icy pole. I first ask the question and then describe what his answer was.
Literal –
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not actually thata simple a question though,question, as the
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figure it out.out is was the money from his money box. As this
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times his Interpretationinterpretation of the
Inferential – What do you think about what Bubbles spent his money on? Ben thought spending his money on an icy pole was a pretty good idea actually. The moral of the story suggests that perhaps he might like to save his money (or at least look after it better) but Ben was happy with him spending it on an icy pole. Ben did still struggle to comprehend actually what occurred in the story, so I prompted him again by re-reading some pages and looking at some of the pictures.
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Rubric, (Hill p190)
Ratep170)
I have used the Reading Fluency Rubric to determine Ben's current reading capabilities.
Rate – Level
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of rate. Ben
Ben is still
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between words. As
As with his
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of punctuation. I
I did actually
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the text. Ben
Ben has quite
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expressive interpretation. From
From the evidence
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Once this increasesincreases, his expression
7. From the results collected, below is a report on Ben’s knowledge and abilities. I will refer to his ‘funds of knowledge’, the phase of literary development and which VELS level Ben might be.
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adverse effect I could detecton Ben's education was that
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ensures Ben is in an
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He does have a lack of friends of a similar age and ability however.ability. This being
Phase of Literacy Development (Hill, p 6)
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as he ishas none or
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understanding of phonicsphonics, or that
Reading – Using the evidence in Ben’s reading of the book he chose and the book I chose for him to read he is somewhere between Early-emergent and Emergent. He certainly chooses his favourite books, memorizes rhymes and predictable books but is also beginning to grasp the concept of words. He reads left to right, top to bottom but cannot properly retell a simple story. Ben is very nearly at the Emergent stage.
Writing – From the evidence provided in Ben’s writing sample, he fits in the Emergent stage. He is able to write letters and words with spaces, he understand a sentence and some punctuation and understand that another person can read their written words.
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Reading – According to the VELS website, Ben’s reading standard would be 1.0 working towards 1.25. Ben recognizes how sounds are represented alphabetically and identifies some sound-letter relationships. Ben is able to read aloud and include some frequently used words and predominantly oral language structures. Ben is also able to read from left to right with return sweep, and from top to bottom. Ben also uses context and information about words, letters, combinations of letters and the sounds associated with them to make meaning, and especially uses illustrations to extend meaning. He is beginning to shows signs of the 1.25 standard but is not yet there.
Writing – According the VELS website Ben sits between Standard 1.0 and 1.25. The evidence in his writing shows he can write personal recounts about familiar topics to convey ideas or messages. Ben uses conventional letters, groups of letters, and simple punctuation such as full stops and capital letters (although this does need some prompting). Ben forms letters correctly, and uses a range of writing implements and software. Please see in appendices the sample of Ben's writing.
After this activity, it was back into reading with everyone participating in some independent reading time. During this time, some of the children participated in guided reading time with the teacher. This was where 3 students at a time went forward to the teacher and were assisted through some guided reading. After some time, another 3 students went forward and the same occurred a little later. Having asked the teacher about this, she mentioned that these 9 children were behind the other students in the class with their reading, so guided reading for them was essential. After this independent and guided reading time, a couple of students were asked to read in front of the class. The teacher informed me that this out loud reading from the students occurs most days, with different students reading each time. Having witnessed this time, I could see that the children thoroughly enjoyed reading. It was fun, challenging and interesting.
Writing
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time of guidedGuided writing, ‘where
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88) or sharedShared and interactiveInteractive writing although
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when we get stuck?don't know how to? One child
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also agreed). Children were often made to feel that they already knew the answers during this session which was quite empowring to them. They weren't just told how to do something, but asked if they already knew.
The teacher
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in which everyever way they
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experimenting. The main thing the teacher expressed was the importancemost important part of writingthis exercise was to try to write correctly. The
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might say. This time was an example of Independent writing.
Apart from
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and writing the students described above,
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child participated in.in during this session. One exercise
Spending time in this classroom was a wonderful opportunity. It opened my eyes to how much pre-planning goes into each day for a teacher. =
The class began with the teacher asking all the children to come and sit together down the front of the room. The teacher then chose one of the large children’s books from their class selection. This book may have been ‘beyond what some of the children can read themselves’ Hill (p. 72) but the opportunity to have their teacher read this book to them will ‘provide rich vocabulary and syntax patterns that children may use later’ Hill (p. 72). The teacher read this story aloud, pointing out pictures and asking key questions throughout. Upon completing the story, the teacher then moved into a Shared Reading time. The children had not moved from before and it was still the same book to be read. There was no pressure for the children to participate, but all were encouraged to read with the teacher where possible. It was evident that each child was very excited at this opportunity. During this time of shared reading, the teacher used a pointer to point to the word they were up to. This may have helped the children on two levels; 1. To remind the students which word they are up to, but most importantly 2. To show which word everyone is currently saying. This may sound like an unusual observation, but this book has many repeated phrases throughout e.g. “The big Cat is going to…..” “The little Cat is going to….” So much of what the children read is actually from memory rather than reading. So pointing out where everyone is up to may help the child to actually learn the word. Shared reading is an opportunity to introduce texts that ‘are above the children’s independent reading level’ Hill (p. 73) because there is the support of the group around them.
Once this shared reading time was completed, the children participated in a separate activity apart from reading. This may have been to avoid the children getting bored of reading or just to break up the session as to keep it interesting.
After this activity though,activity, it was
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with their readingreading, so guided
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witnessed this timetime, I could
Writing
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spent on writing,writing. Firstly modeled
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87). Then a time of guided writing, ‘where small groups write a range of text types’ Hill (p. 88), and a time
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to build fluency and motivation….
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time of Sharedguided writing, ‘where small groups write a range of text types’ Hill (p. 88) or shared and Interactive Writinginteractive writing although the
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to do this.both of these.
The teacher began this writing time by re-iterating some points she has previously made throughout the year to the students with regards punctuation and spelling. She asked questions to the students about the meaning of full stops, question marks and commas. The teacher also asked the students what are some good ways we can try to spell a word when we get stuck? One child suggested sounding the word out (which the teacher agreed), another suggested asking the teacher or a friend for help (which the teacher also agreed).
The teacher then wrote a sentence on the board using correct punctuation and spelling. This is an example of modeled writing. She wrote slowly and described everything she wrote. The sentence on the board said ‘If I had a pet cat that could talk, it would say….’ The teacher then explained that the class now had an opportunity to finish the sentence in which every way they desired. This was to encourage the expression of ideas and experimenting. The main thing the teacher expressed was the importance of writing correctly. The letters were to all be written correctly on the lines, and you are to try and spell all your words correctly. Each child had to start by writing the sentence from the board and then finish it themselves. The students loved this opportunity and shared with each other at their tables what they thought their pet cat might say.
=
Portfolio Assessment B
Connecting with an early years teacher and their teaching program
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my sister wasis the teacher inof this class
In referring to ‘Developing Early Literacy’, Hill (Chapters 4 and 5) I will make comparisons from what I witnessed in the classroom to what is suggested in Hill’s textbook in relation to good reading and writing practices. <뵤Ţ>Reading
FromReading
During my experience
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of literacy, thereI witnessed what was an
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at this possibility.opportunity. During this
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reading. So by pointing out
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it interesting.
After
After this activity
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and interesting.
Writing
Writing
During this 2 hour literacy session, there was also time spent on writing, Firstly modeled writing, ‘where the teacher writes on a whiteboard or chart showing how a writer uses words, sentences and text types to record ideas’ Hill (p. 87). Then a time of guided writing, ‘where small groups write a range of text types’ Hill (p. 88), and a time of Independent writing where the ‘purpose is to build and motivation…. to express ideas and experiment’ Hill (p. 88). During this session there wasn’t a time of Shared and Interactive Writing although the teacher informs me that during the week there is time set aside to do this.
The teacher began this writing time by re-iterating some points she has previously made throughout the year to the students with regards punctuation and spelling. She asked questions to the students about the meaning of full stops, question marks and commas. The teacher also asked the students what are some good ways we can try to spell a word when we get stuck? One child suggested sounding the word out (which the teacher agreed), another suggested asking the teacher or a friend for help (which the teacher also agreed).
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Portfolio assessment B: ConnectingAssessment B
Connecting with an
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teaching program
Analyses
I contacted a primary school and sought permission to observe the literacy program of a Grade 1/2 composite class. This was made reasonably easy as my sister was the teacher in this class and was only so happy to have another helper in the room.
In referring to ‘Developing Early Literacy’, Hill (Chapters 4 and 5) I will make comparisons from what I witnessed in the classroom to what is suggested in Hill’s textbook in relation to good reading and writing practices.
<뵤Ţ>Reading
From my experience of entering the classroom for 2 hours of literacy, there was an excellent example of a teacher moving the students through a process of the ‘teacher providing maximum support’ right through to the ‘child taking full control’, Hill (p. 73)
The class began with the teacher asking all the children to come and sit together down the front of the room. The teacher then chose one of the large children’s books from their class selection. This book may have been ‘beyond what some of the children can read themselves’ Hill (p. 72) but the opportunity to have their teacher read this book to them will ‘provide rich vocabulary and syntax patterns that children may use later’ Hill (p. 72). The teacher read this story aloud, pointing out pictures and asking key questions throughout. Upon completing the story, the teacher then moved into a Shared Reading time. The children had not moved from before and it was still the same book to be includedread. There was no pressure for the children to participate, but all were encouraged to read with the teacher where possible. It was evident that each child was very excited at this possibility. During this time of shared reading, the teacher used a pointer to point to the word they were up to. This may have helped the children on two levels; 1. To remind the students which word they are up to, but most importantly 2. To show which word everyone is currently saying. This may sound like an unusual observation, but this book has many repeated phrases throughout e.g. “The big Cat is going to…..” “The little Cat is going to….” So much of what the children read is actually from memory rather than reading. So by pointing out where everyone is up to may help the child to actually learn the word. Shared reading is an opportunity to introduce texts that ‘are above the children’s independent reading level’ Hill (p. 73) because there is the support of the group around them.
Once this shared reading time was completed, the children participated in your wiki
Apply developing theoretical understandingsa separate activity apart from reading. This may have been to avoid the children getting bored of teaching approachesreading or just to classroom literacy program observations.
analysibreak up the session as to keep it interesting.
After this activity though, it was back into reading with everyone participating in some independent reading time. During this time, some of observed wholethe children participated in guided reading time with the teacher. This was where 3 students at a time went forward to the teacher and were assisted through some guided reading. After some time, another 3 students went forward and the same occurred a little later. Having asked the teacher about this, she mentioned that these 9 children were behind the other students in the class teaching approacheswith their reading so guided reading for them was essential. After this independent and guided reading time, a couple of students were asked to read in termsfront of theoreticalthe class. The teacher informed me that this out loud reading from the students occurs most days, with different students reading each time. Having witnessed this time I could see that the children thoroughly enjoyed reading. It was fun, challenging and lecture/tutorial discussions.
Itinteresting.
Writing
During this 2 hour literacy session, there was also time spent on writing, Firstly modeled writing, ‘where the teacher writes on a whiteboard or chart showing how a writer uses words, sentences and text types to record ideas’ Hill (p. 87). Then a time of guided writing, ‘where small groups write a range of text types’ Hill (p. 88), and a time of Independent writing where the ‘purpose is expectedto build and motivation…. to express ideas and experiment’ Hill (p. 88). During this session there wasn’t a time of Shared and Interactive Writing although the teacher informs me that during the week there is time set aside to do this.
The teacher began this writing time by re-iterating some points she has previously made throughout the year to the students with regards punctuation and spelling. She asked questions to the students about the meaning of full stops, question marks and commas. The teacher also asked the students what are some good ways we can try to spell a word when we get stuck? One child suggested sounding the word out (which the teacher agreed), another suggested asking the teacher or a friend for help (which the teacher also agreed).
The teacher then wrote a sentence on the board using correct punctuation and spelling. This is an example of modeled writing. She wrote slowly and described everything she wrote. The sentence on the board said ‘If I had a pet cat that could talk, it would say….’ The teacher then explained that the class now had an opportunity to finish the sentence in which every way they desired. This was to encourage the expression of ideas and experimenting. The main thing the teacher expressed was the importance of writing correctly. The letters were to all be written correctly on the lines, and you will make referenceare to try and spell all your text (Hill, 2006)words correctly. Each child had to start by writing the sentence from the board and then finish it themselves. The students loved this opportunity and shared with each other readings (referat their tables what they thought their pet cat might say.
Apart from the reading and writing the students described above, there were two other exercises each child participated in. One exercise being a worksheet which was designed around finding words amongst letters. This exercise was done independently (with assistance from teachers and helpers). The other exercise completed was where each student was given 5 little sheets of paper with 5 different sentences from the book read at the beginning of the session about cats. The students were to Library resources as outlinedput these in order of when they occurred in the library tutorial) book. This was testing each child’s memory and whether they had comprehended what had happened during the book. Both exercises were effective and meaningful.
Spending time in this classroom was a wonderful opportunity. It opened my eyes to how much pre-planning goes into each day for a teacher.
=
- Children were seated at their table in groups of 4-5.
- Each child was given a sheet of paper (with writing lines on it). Pens, textas etc were already on the tables.
...
pet cat that could talk, it would”…..would say”….. and the
9:40 – 10:00am
- Children were seated at their table in groups of 4-5.
- Children were seated at their table in groups of 4-5.
- Each child was given a sheet of paper (with writing lines on it). Pens, textas etc were already on the tables.
...
creative writing. Before they were to begin writing the teacher displayed some modelled writing on the board first. The teacher then wrote on
...
board the first linesentence “If I
9:40 – 10:00am
- Children were seated at their table in groups of 4-5.
