1. Topic 5: Foundations of reading
1.1. Foundations for literacy learning
1.1.1. RESOURCE for week 5
1.1.1.1. Overview of the First Steps Reading Map of Development
1.1.1.1.1. Role Play Phase
1.1.1.2. EMERGENT LITERACY / FOUNDATIONAL LANGUAGE AND LITERACY
1.1.1.2.1. Emergent literacy refers to "the skills, knowledge, and attitudes that are developmental precursors to reading and writing” (Whitehurst & Lonigan, 1998). It is concerned with the stage of literacy development, leading up to children reading and writing conventionally.
1.1.1.3. shared reading resources: https://www.literacyhub.edu.au/plan-teach-and-assess/shared-reading-texts/
1.1.1.3.1. what is this about? This extensive shared reading resource contains rich reading material of different text types for you to read aloud to your students.
1.1.2. Laying the Foundations for reading:
1.1.2.1. Six Important Areas of Literacy Teaching and Learning
1.1.2.1.1. 1
1.1.2.1.2. 2
1.1.2.1.3. 3
1.1.3. LITERACY FOUNDATIONS DVD Building literacy competencies in early childhood
1.1.3.1. Underlying Cognitive Competencies:
1.1.3.1.1. • Oral language fluency • Fine motor coordination • Symbolic thought • One to one correspondence • Self regulation skills
1.1.3.2. Literacy Specific Competencies:
1.1.3.2.1. Communicative Aspects of Literacy
1.1.3.2.2. Literacy Skills
1.1.4. Kindergarten and Pre- Primary Literacy as an areas of learning and development
1.1.4.1. Early Years Learning Framework [K]
1.1.4.1.1. Five Learning Outcomes: 1. Children have a strong sense of identity 2. Children are connected with and contribute to their world 3. Children have a strong sense of wellbeing 4. Children are confident and involved learners 5. CHILDREN ARE EFFECTIVE COMMUNICATORS
1.1.4.2. The Kindergarten Curriculum Guidelines [K]
1.1.4.2.1. Five areas of learning and development (based on the five outcomes of the EYLF): 1.Identity : Children have a strong sense of identity. 2.Connecting and contributing: Children are connected with and contribute to their world. 3.Wellbeing: Children have a strong sense of wellbeing. 4.Learning and thinking: Children are confident and involved learners. 5.COMMUNICATING: CHILDREN ARE EFFECTIVE COMMUNICATORS (SCASA, 2014)
1.1.4.3. The Australian Curriculum - learning areas – (Foundation Level) [PP] English
1.1.5. Early Years learning Framework (EYLF) Outcome 5 “Children are effective communicators”
1.1.5.1. The WA Kindergarten Curriculum Guidelines
1.1.5.1.1. https://k10outline.scsa.wa.edu.au/media/documents/outline_downloads/Western-Australian-Kindergarten-Curriculum-Guidelines-pdf.pdf
1.2. Curriculum content (K/PP literacy)
1.2.1. The emergent stage of literacy is often referred to as ‘foundational literacy’. The EYLF and WA Kindergarten Curriculum Guidelines and the English learning area of The Australian Curriculum/ SCSA provide educators with information about what children need to learn (and what educators need to teach) to ensure their overall development and progression as literacy learners - the ‘curriculum content’. In the EYLF (and in the WA Kindergarten Curriculum Guidelines), English content is found predominantly under Outcome 5 (the 'what' rather than the 'how' of the Principles and Practices). In the Australian Curriculum (and in SCSA - WA's Curriculum for PP-10) it is set out one year level at a time beginning with what the Australian curriculum refers to as the ‘Foundation Year’ or Pre-Primary in SCSA. It is the content of this Foundation/Pre-primary year level of the curriculum that we need to focus on for Pre-Primary; other early childhood year levels will be dealt with later in your course. A quick reference to the Australian Curriculum English strands and substands is provided below. Take a few minutes to browse across the content. (NOTE - If you are in another state please have a look at your states English curriculum).
1.2.1.1. Diagram: Australian curriculum English strands and substrands
1.3. Viewing point: Strategies to support reading in Kindergarten
1.3.1. Laying the Foundations for reading: Six Important Areas of Literacy Teaching and Learning
1.3.1.1. Oral Language
1.3.1.2. Phonological and Phonemic Awareness
1.3.1.3. The Alphabetic Principle & Graphophonic Knowledge
1.3.1.4. Print and Text Concepts
1.3.1.5. Use of Texts and Comprehension
1.3.1.6. Motivation and Attitude
1.3.2. LITERACY FOUNDATIONS DVD Building literacy competencies in early childhood
1.3.3. Learning how texts work
1.3.3.1. • The communication of information, ideas, opinions and thoughts between people using written language (NOTE: Texts can also be created using spoken language, gestures and visuals / images) • Written texts can be printed, digital or multimodal • Texts can convey imaginative (fiction) or informative (non-fiction) meaning • Texts can be as short as one word (e.g. a stop sign is a text)
1.3.3.2. Emergent literacy learners need to develop an understanding of and ability with written texts; they need to: • Learn about how texts work and how they are used to communicate meaning • Learn about purposes (reasons) for reading and the concept of author (writer) and audience (reader) • Learn from, enjoy and comprehend written texts (involves hearing texts read aloud) • Think about and respond to texts (comprehension) • Experiment with writing for different communicative purposes
1.3.4. Emergent reading: Print and Text Concepts
1.3.4.1. Children require experiences with texts / print that allow them to learn about the nature and the consistencies of texts and print; they need to understand that:
1.3.4.1.1. • Print is what you read and write. • Print has meaning. It contains a message. • Print / written texts has different practical communicative purposes. • Print / books (and other types of texts) are sources of enjoyment and information • Print translates into spoken language. • What we read in a text stays the same when we re-read it. • There is a right side up to print.
1.3.4.1.2. • There is a left to right, top to bottom sequence to reading and writing. • When reading a book, we start at the front and go towards the back. • Written and spoken words correspond. • There are spaces left to separate individual words in a written text. • Title page and cover illustration suggest a texts general meaning. • Illustrations contain meaning. • The first word of each sentence is capitalised • Markers are used to mark the end of a sentence (full stops, question marks, exclamation marks).
1.3.5. Developing Print and Text Concepts
1.3.5.1. Intentional experiences in your kindergarten and pre-primary classroom should support children in learning print and text concepts. Important strategies include:
1.3.5.1.1. • Exposure to books and other texts • Reading aloud (modelled reading) to children and talking about books / texts; pointing out features of texts and print • Shared Reading (big books) – tracking the print as reading the text • Writing in front of children (modelled / shared writing) The use of techniques such as ‘emphasising,’ ‘pointing out’ or ‘thinking aloud’ as you write • A print-rich environment: classroom use of authentic written texts that serve practical classroom purposes e.g. labels, signs, explanations on wall displays, captions with children’s work displayed, posters wit hand washing instructions (visual and print)
1.3.6. More strategies to support emergent reading
1.3.6.1. • Language Experience Approach (experience – talk – draw – oral sentence – dictated written sentence – teacher/child reads - explore features) • Encourage children to ‘read’ texts - ‘role play’ reading (availability of books) - children explore texts • Literacy enriched play: Incorporate texts in relevant ways into learning centres (e.g. reading corner) • Storytelling centre: children retell stories • Teacher’s ‘print referencing’ behaviours – pointing to and explaining print features when using, referring to texts
1.4. Concepts of print and text
1.4.1. Print is what you read and write. Print has meaning. It contains a message. Print / written texts has different practical communicative purposes. Print / books (and other types of texts) are sources of enjoyment and information Print translates into spoken language. What we read in a text stays the same when we re-read it. There is a right side up to print. There is a left to right, top to bottom sequence to reading and writing. When reading a book, we start at the front and go towards the back. Written and spoken words correspond. There are spaces left to separate individual words in a written text. Title page and cover illustration suggest a texts general meaning. Illustrations contain meaning. The first word of each sentence is capitalised Markers are used to mark the end of a sentence (full stops, question marks, exclamation marks).
1.4.1.1. answer
1.4.1.1.1. Print is what you read and write. A pplies to all written texts Pri nt has meaning. It contains a mes sage. Applies to all written tex ts Pri nt / written texts has different pra ctical communicative purposes. Pur pose is to invite the audience on an adventure! Pri nt / books (and other types of tex ts) are sources of enjoyment and inf ormation This text is written to ent ertain Pri nt translates into spoken lan guage. You can model this by poi nting to the words as you read Wha t we read in a text stays the sam e when we re-read it. You can mod el this through repeated rea dings and using metalanguage - "Th at's what it said last time we rea d it! The words still say the same thi ng!" The re is a right side up to print. You can 'play' with the book - hold it the wrong way first and have the chi ldren correct you. The re is a left to right, top to bot tom sequence to reading and wri ting. You can 'track' the text to sho w the children 'directionality' of the text. Whe n reading a book, we start at the front and go towards the back. You can highlight this by starting at the back and inviting the children to correct and use metalanguage to draw attention to 'turning to the nex t page'. Wri tten and spoken words cor respond. Model this through poi nting to a word - especially if bol d or highlighted - to emphasise tha t you are saying what the word tel ls you to say. There are spaces left to separate in dividual words in a written text. Yo u can emphasise this by lifting yo ur pointer/finger off the page af ter each word and emphasising th is. Ti tle page and cover illustration su ggest a texts general meaning. Look for clues on the title page a nd front cover - invite the children t o suggest the 'big idea' of the b ook I llustrations contain meaning. Invite t he children to 'check' that the text l ines up with what they see. If it d oesn't - what was the illustrator trying to tell us that the words don't! (Inferring) The first word of each sentence is capitalised. This page is great for teaching this one! Look at all those capital Ws! Markers are used to mark the end of a sentence (full stops, question marks, exclamation marks). Draw attention to full stops with a big breath to pause!
1.5. Shared Reading and the Simple View of Reading
1.5.1. How does Shared Reading align with the "Simple View of Reading"?
1.5.1.1. Shared reading is an important strategy for modelling and demonstrating the reading process to emergent readers through 'thinking aloud' as a 'big book' text is read. It's purpose is to support children to develop skills for reading comprehension with emphasis on linguistic comprehension of the text (What do the words and sentences mean? How is the text organised? How do texts work?) When looking at the Simple View of Reading (Gough & Tunmer, 1986), we can get a better idea of where Shared Reading needs to fit in our program. While decoding may be taught incidentally in the Shared Reading strategy, this is not the purpose of this strategy. Rather, decoding is taught separately in very intentional directed lessons to explain the written code of English and to gain experience and practice blending and segmenting letters/sounds to encode and decode words. But reading is not just decoding. Reading also requires comprehension which is a complex reflexive cognitive process drawing from sources well beyond the letters in the words.
1.5.1.1.1. Shared Reading is a valuable strategy for :
1.6. Emergent literacy and text comprehension
1.6.1. Reading comprehension is a complex meaning making activity that involves thinking” (Fellowes & Oakley, 2014). The ability to obtain meaning from written text for some purpose (Vellutino, 2003) Comprehension is the process of simultaneously extracting and constructing meaning through interaction and involvement with written language (Sweet & Snow, 2002).
1.6.1.1. “Emergent comprehension is the period when young children, prior to conventional reading, engage in meaningful experiences that stimulate the development and use of meaning-making strategies with potential to affect later reading comprehension.” McMunn Dooley & Mathews, 2009
1.6.2. Text Comprehension
1.6.2.1. Development begins in the context of children listening to texts being read aloud - Reading aloud to children (teachers reading stories and other texts to children) - modelled -Shared Reading (use of big book) - instructional
1.6.2.1.1. Children need to be assisted to think about and gain meaning from the text the teacher is reading Activities such as: -retelling the story or paraphrasing what they learned from the informational text. -being asked questions about a text that focus on different levels of meaning. -Application of meaning-making strategies while being read to orally.
1.6.3. Levels or types of comprehension
1.6.4. Keeping it simple…
2. Topic 6: Strategies to support the emergence of reading in Kindergarten
2.1. Theory or reading and core teaching content
2.1.1. Phonics
2.1.1.1. • Phonics is about teaching children the ‘code’ of language. • Children need to understand the Alphabetic Principle to become literate. • To apply the alphabetic principle, children need graphophonic knowledge to decode to read and encode to write. • Reading requires automaticity of graphophonic knowledge to become fluent and facilitate reading comprehension.
2.1.1.2. Important elements include: • Phonological Awareness • Phonemic awareness • Alphabet Knowledge • The Alphabet Principle • Graphophonic Knowledge • Decoding and encoding words
2.1.2. Phonological Awareness
2.1.2.1. The ability to discriminate and attend to the phonological or sound structure of language as distinct from its meaning.
2.1.2.2. e.g.
2.1.3. Strategies for supporting phonological awareness
2.1.3.1. Phonemic Awareness & explicit teaching
2.1.3.1.1. • An important skill in learning to read and write • Blend words when decoding (reading words) • Segment words when encoding (writing words) • A powerful predictor of reading success • Best predictor of ease of early reading acquisition • Explicit and structured phonemic awareness teaching is necessary, but not sufficient, for growth in alphabetic reading skills
2.1.4. Phonemic Awareness
2.1.4.1. The ability to hear an manipulate the individual sounds (phonemes) in spoken words Phoneme: smallest sound unit in a word; consonant & vowel (short / long)
2.1.5. Alphabetic Knowledge
2.1.5.1. The concept of a letter / understand what a letter looks like • talk about letters in words / stories • play with plastic letters / letter shapes • practise writing, tracing letters • Find letters in the environment
2.2. RESOURCES
2.2.1. Stairway to Reading Success
2.2.2. Graphemes = Sound Letter Patterns
2.2.3. Literacy teaching toolkit for early childhood Practical advice for educators on learning and teaching language and literacy skills from birth to five years. https://www.vic.gov.au/literacy-teaching-toolkit-early-childhood?Redirect=1#link21
2.3. Viewing point: Theoretical positions on teaching reading and core content
2.3.1. The 44 Sounds
2.3.2. Phonics in Kindy?
2.3.2.1. • Phonics is about teaching children the ‘code’ of language. • Children need to understand the Alphabetic Principle to become literate. • To apply the alphabetic principle, children need graphophonic knowledge to decode to read and encode to write. • Reading requires automaticity of graphophonic knowledge to become fluent and facilitate reading comprehension.
2.3.2.2. Important elements include: • Phonological Awareness • Phonemic awareness • Alphabet Knowledge • The Alphabet Principle • Graphophonic Knowledge • Decoding and encoding wording
2.3.3. Phonological Awareness
2.3.3.1. “Involves the understanding that speech can be broken down into smaller parts. That is, a stream of speech can be broken down into words, and words can be broken down into syllables, onset-rime, and phonemes” (Fellowes & Oakley, 2010) The ability to discriminate and attend to the phonological or sound structure of language as distinct from its meaning.
2.3.4. Phonemic Awareness
2.3.4.1. The ability to hear an manipulate the individual sounds (phonemes) in spoken words Phoneme: smallest sound unit in a word; consonant & vowel (short / long)
2.3.4.1.1. Phonemic Isolation Identify one phoneme in a word
2.3.4.1.2. Phoneme Identity Listen to identifythe phoneme that is common to 2 words
2.3.4.1.3. Phoneme Categories Listen to identify the phoneme that is different in 2 words
2.3.4.1.4. Phoneme Blending Listen to separately spoken phonemes and then blend them to pronounce the word
2.3.4.1.5. Phoneme Segmenting Break a word into separate phonemes
2.3.4.1.6. Phoneme Substitution Change one phoneme to another phoneme to make a new word
2.3.5. Alphabetic Knowledge
2.3.5.1. The concept of a letter / understand what a letter looks like • talk about letters in words / stories • play with plastic letters / letter shapes • practise writing, tracing letters • Find letters in the environment
2.3.5.2. Recognise and name letters of the alphabet; form letters of the alphabet both upper and lower case. Children need to be able to: • distinguish the shape of a letter from other letter shapes • Recall and recognise the shape of a letter from a letter name • write the shape of the letter with the correct movement
2.3.5.3. Recognise and articulate a sound (phoneme) associated with a letter shape
2.4. Understanding the content: Phonics
2.4.1. Graphophonic correspondences (GPCs) are taught gradually over the early childhood years Kindergarten - Year 3. In the next module we will look more specifically at the teaching of phonics as well as other areas of literacy learning but for now it is important that you have a clear understanding of the terms and the skills involved. The chart below clarifies what aspects of phonics are taught in kindergarten and pre-primary. The grey boxes highlight was is covered in each year level.
2.4.1.1. Phonological Awareness including levels of phonological awareness (rhyme, sentence segmentation, syllables, onset-rime, phonemes) Phoneme manipulation (phoneme isolation, phoneme identity, phoneme categorisation, phoneme blending, phoneme segmenting, phoneme substitution) Alphabet knowledge (knowledge of letter shapes and most common sound they represent) Letter recognition (lower and upper case, growing recognition of fonts used in the child's immediate learning environment) Graphophonic correspondences (GPCs) (correspondence between letters or groups of letters - graphemes - and the sounds - phonemes- of spoken language) The alphabetic principle (that letters represent sounds in words and can be used as a code to encode and decode words in spoken language) Encoding (to write) and Decoding (to read)
2.5. Phonics self-assessment (answers).docx
2.6. Phonological awareness
2.6.1. Phonemic Awareness & explicit teaching
2.6.1.1. • An important skill in learning to read and write • Blend words when decoding (reading words) • Segment words when encoding (writing words) • A powerful predictor of reading success • Best predictor of ease of early reading acquisition • Explicit and structured phonemic awareness teaching is necessary, but not sufficient, for growth in alphabetic reading skills
2.6.1.1.1. phonological awareness
2.6.2. Literacy specific learning centres
2.6.2.1. Playful, ‘Hands-on’ Experiences
2.6.2.1.1. - Alphabet picture books - Word play through objects and images (matching, sorting) - Writing materials outside - Writing centre (letter charts, different writing instruments, different paper types)
2.6.2.1.2. - ABC learning centre (play); manipulating materials - Multi – sensory activities - Examples (re: alphabet knowledge) Trace letters create letters with paint, yarn, pipe cleaners, play dough, shaving cream, markers, crayons and pencils write letters in the sand, trace over textured letters with finger, glue string or ribbon on letter shapes thread letter beads experiment with letter tiles / plastic letters / magnetic letters, alphabet blocks, rubber stamps alphabet puzzles and games
2.6.2.2. Environmental print (exposure to printed materials)
2.6.2.2.1. -Alphabet chart -Varied forms of printed materials and props in learning centres (e.g., calendars, menus, labels, photographs with captions, envelopes with printed words) -signs, charts, lists, labels
2.7. Viewing point: Assessing alphabet knowledge and phonological awareness in Kindergarten
2.8. Assessment of literacy in Kindergarten
2.8.1. Assessment: Foundational Literacy Skills and Concepts K / PP
2.8.1.1. Letters and Sounds Program
2.8.1.1.1. Overview of Letters and Sounds
2.8.1.2. Kindergarten 'screeners'
2.8.1.2.1. There are numerous 'screeners' available for purchase for conducting assessments of underlying cognitive competencies and foundation literacy competencies. These screeners typically also include health and development based criteria (assessing hearing, vision, speech and movement). The screeners can be conducted by the class teacher, or in some schools, may be outsourced to a paraprofessional who will provide reports on each child.
2.8.1.3. Phonological awareness specific screeners
2.8.1.3.1. The West Coast Language Development Centre (LDC) website (Perth based centre for children with speech, language and communication differences) recommends the Rainbow Assessment Tool–Revised (RAT-R) for teachers to gather data about students’ phonological and phonemic awareness skills. The tool allows teachers to evaluate what early pre-literacy skills students have, and what skills need to be further taught prior to phonics instruction. The tool can be used K-1 primarily, but the older age (year 2+) tasks can be useful to identify what underlying phonological and phonemic skills may be missing for older struggling students.
3. Topic 7: Strategies to support the emergence of reading in Pre-primary
3.1. before start:
3.1.1. Understanding Learning Disabilities
3.1.1.1. What does Synthetic Phonics actually mean? (合成拼读法)
3.1.1.1.1. In a synthetic phonics program, children learn sounds within spoken words, recognizing words, rhymes, and sound similarities. They also learn letters corresponding to sounds, reinforcing through matching games, rhyming, and alliteration. Explicitly connecting sounds to letters is crucial for effective learning.
3.1.1.2. What should I do if a child cannot learn the sounds that quickly?
3.1.1.2.1. If a child struggles to learn sounds quickly, it's essential to be patient and avoid introducing new sounds until they have mastered the ones they know. Revisiting known sound-letter relationships and gradually introducing new sounds at a manageable pace is advisable. Understanding that English is not entirely regular, with many words borrowed from other languages, helps contextualize the complexity of learning. While English has numerous spelling variations, recognizing and learning patterns can be more effective than memorizing individual words.
3.1.1.3. Does this mean children taught using a synthetic phonics approach will spell phonetically?
3.1.1.3.1. Children taught using a synthetic phonics approach typically begin by spelling phonetically, using the letter or letters that represent the sound they hear. For instance, they may write "eet" instead of "eat" for the /ee/ sound. However, as they learn alternative spellings and word families, and as they read more, their spelling skills improve, and they start to recognize and use correct spelling patterns.
3.1.1.4. Is it ever too late to teach Synthetic Phonics?
3.1.1.4.1. It's never too late to teach Synthetic Phonics. Whether it's a child or an adult learning to read, the process remains the same. While the approach may differ for younger and older learners, many individuals, including children who have struggled with other methods, experience significant improvements in reading ability and confidence through Synthetic Phonics instruction.
3.1.1.5. The 44 Sounds of English with one spelling pattern for each sound
3.1.1.5.1. continued
3.1.1.6. Tricky Graphemes
3.1.2. Literacy teaching toolkit for early childhood Practical advice for educators on learning and teaching language and literacy skills from birth to five years. https://www.vic.gov.au/literacy-teaching-toolkit-early-childhood
3.1.3. Improving literacy in lower primary
3.1.3.1. Summary of recommendations
3.1.3.2. Summary of recommendations
3.2. Teaching phonics in Pre-primary
3.2.1. Components of phonics
3.2.1.1. Word Level Teaching: a focus on sounds, letters and words
3.2.1.1.1. It includes developing children’s: • Phonological awareness (week 6) • Phonemic awareness (week 6) • Understanding of the alphabetic principle (week 7) • Graphophonic Knowledge – grapheme / phoneme correspondence (week 7) • Blending and segmenting of words (week 7) • Sight word knowledge (instantly recognisable words) • Ability to structurally analyse words • Spelling rules and patterns
3.2.2. Graphophonic Knowledge
3.2.2.1. Important to being able to: Encode speech sounds into written symbols Decode written symbols to form speech sounds
3.2.2.2. Begins with learning grapheme-phoneme correspondences (GPC) to encode and decode VC words (at, in) and CVC words (cat, dog, pin) As digraphs are learned, children expand their repertoire to encode and decode words containing digraphs. E.g. DVC, CVD, CDC.
3.2.2.2.1. vowel - consonant - vowel words
3.2.2.3. inked to: • Phonemic awareness: words are made up of individual sounds (phonemes) • The alphabetic principle: alphabet letters are used to represent sounds (phonemes) in words • Recognising and naming letters
3.2.2.4. The alphabetic principle
3.2.2.4.1. Understanding the relationship between the spoken sounds in English and the symbols (letters) that are used to represent them.
3.2.3. Components of Graphophonics
3.2.3.1. 1. Consonant single letters and phoneme - A single consonant can represent more than one sound (cat, city)
3.2.3.1.1. 2. Vowel single letters and phoneme
3.2.3.2. Short vowels
3.2.3.2.1. Long vowels
3.2.4. Why all the fuss about Phonics?
3.2.4.1. In the Skills-based phonics-first approach, they only use the synthetic approaches (合成法), they only use the decodable reading They use explicit direct instructions and methodologies. So it is a quite constrained approach to teaching children how to read
3.2.4.2. The Balanced approach, includes the Daily, systematic intentional teaching of phonics in the phonics-first approach as well as Learning is embedded throughout the literacy block (and day) – embedded phonics, in the context of text-level experience such as shared reading. Therefore, in the Balanced approach, you need both nice and clear Phonics instructions alongside other literary learning experiences as well such as modelled and shared reading.
3.2.4.3. Balanced means different things to different teachers.
3.2.4.3.1. Be careful with the term Balanced, when you hear the word balanced, people talk about balanced, and if they are in the Skilled-based Phonics-first approach group, they believe that Blanaced means Phonics are Not been taught. So be nice and clear and if we are going to use the word Balanced to describe the approach we are using, we are basically saying that we are including Phonics in our program.
3.2.5. When we talk about balanced we mean . . .
3.2.5.1. Campbell (2020) :
3.2.5.1.1. Differentiating literacy instruction to meet the individual needs of children. Teaching and using both constrained and unconstrained skills. Drawing on a wide range of evidence-based teaching and learning strategies. Balancing explicit phonics instruction with the facilitation of experiences that allow children to explore letters and sounds in meaningful, contextual and playful ways. Simultaneously drawing on all of the puzzle pieces (Konza’s Big 6) needed for becoming a successful reader.
3.2.5.1.2. By balance, we are thinking about teaching what children really need. So we are teaching both constrained and unconstrained skills of phonics of developing text and understanding reading for meaning and comprehension.
3.2.6. Phonics in Pre-primary
3.2.6.1. The teaching of phonics begins at emergent level and is extended through the early years of school. Pre-Primary marks the beginning of systematic, high quality phonic work. Formal phonics teaching usually begins when children are able to orally blend and segment CVC words. Short discrete daily sessions. Integrated with other opportunities to use and apply phonic knowledge across the daily program.
3.2.6.1.1. In PP, there is a sequence we follow when teaching that can best equip children to be able to start blending, segmenting encoding and decoding letters and sounds together as soon as possible. We start with: s a t p i n because these letters are the most highly used letters and we can make the most combinations of different words with them. So by introducing such a sequence rather than a b c d e we are supporting children to get on with the alphabetic principle and learn to encode and decode as quickly as we can.
3.2.6.1.2. Short discrete daily sessions 10-15 minutes long They are equipped, fun, and highly engaging, and children are participating and there is a routine for it, we do it every day.
3.2.7. 4 contexts for phonics learning
3.2.7.1. Gradual release of responsibility as new content is introduced, differentiated, consolidated and practised - moving along a scaffolded continuum from teacher-directed to child-directed.
3.2.7.1.1. FOR YOUR EXAM - you will write teacher-directed lessons for contexts 1 and 2. These lessons need to be engaging for 4-5 year olds and will incorporate a number of strategies, often supported by useful resources. In your planning, you will have the opportunity to evidence your knowledge of age appropriate strategies and resources for teaching phonics in Pre-primary. BB thread provides links to a number of clips and resources to give you practical examples and ideas for your planning and future practice. As you watch the videos, watch for... • What context the lesson is being taught in (whole class or small group) • Which part of the lesson are you seeing (intro, revise/review, teach, practice or apply) • What phonics skill/s were the specific learning goals for the lesson?
3.2.7.2. In small groups, it is still teacher-directed, but we are there as the support, and teacher working with these children to differentiate and consolidate what we have just learned in the previous whole class lesson. Or to extend, when we have children have already got that and need to move on. Or to support, when we have children who need to go back for a second wave of teaching things that they might missed previously and have not quite consolidated yet. So the small groups are very critical to make sure we are differentiating and meeting the needs of our children in the class.
3.2.7.3. The play-based experiences in small groups are child-directed and we set them alongside the first 2 and they can all be happening at the same time. They are often the experiences we have just used in small groups, so the children know how to use it, and they are now giving it a go at doing it all independently or with a partner. The 4 Independent or small groups is here for us to practice practice and practice.
3.3. Explicit phonics teaching
3.3.1. In Pre-Primary, when children are developing Theory of Mind [ToM] (no longer as egocentric), and language skills are more developed, they are better placed to begin thinking about how their language works using an abstract written code. The ALPHABETIC PRINCIPLE is that the English language is made up using a code - the alphabetic code. The code consists of 26 graphemes (letters) used to represent the 44 phonemes (sounds) of the English language. By applying the code, children can ENCODE to write and DECODE to read.
3.3.2. To apply the alphabetic principle, children must be able to HEAR and DISCRIMINATE between all of the 44 phonemes. They must be able to ISOLATE those sounds, BLEND them together orally to make words and SEGMENT them to 'sound them out' orally. The capacity to hear, discriminate, isolate, blend and segment individual phonemes aurally/orally is referred to as PHONEMIC AWARENESS. Children also need to recognise the 26 graphemes and know all of the ways the 26 graphemes are configured (individually and in groups) to represent those 44 phonemes. These configurations of letter/s to represent phonemes are called PHONOGRAMS. Each phoneme is represented by one or more phonogram (e.g. 'f' as in fish, 'ph' as in phone, 'gh' as in rough). In English, which borrows spellings and pronunciations of words from many languages, this is not straight forward and requires EXPLICIT TEACHING.
3.3.3. Listen, Practice and Master All the Sounds! Explore audio and visual references for the 75 most common phonograms. https://phonograms.logicofenglish.com/chart/
3.3.4. Phonograms can also referred to as GRAPHOPHONIC CORRESPONDENCES (GPC) in the phonics programs used in schools.
3.3.4.1. Phonogram - Phono (derivative of greek word phōnḗ - voice/sound) + Gram (derivative of greek word graphien - to write)
3.3.4.1.1. 音标
3.3.4.2. Graphophonic - Grapho (derivative of greek word graphien - to write) + Phonic (derivative of greek word phōnḗ - voice/sound)
3.3.4.2.1. 图形（视觉线索）-语音（音韵学）
3.3.5. Learning to read and write
3.3.5.1. As children learn the phonograms that represent the phonemes, they can begin to blend the sounds represented by the phonograms to DECODE for reading. Simultaneously, children also begin to segment the sounds of oral words and represent these sounds in written phonograms to ENCODE to write.
3.3.5.2. Encoding and decoding are demanding cognitive tasks that do not develop naturally.
3.3.5.2.1. They require explicit teaching of the alphabetic principle and the GPCs used in the code. Due to the sheer volume and diversity of GPCs used in English, children need these introduced systematically in a logical sequence that builds upon prior knowledge and draws attention to the patterns that exist in English spelling.
3.3.6. Explicit, systematic phonics teaching
3.3.6.1. To make the process of learning to encode and decode smooth and logical for children, teachers need to follow a sequence that maximises the children's opportunity to practice blending and segmenting to make words orally and then apply this skill to the reading and writing these words using alphabetic code.
3.3.6.1.1. Logically, introducing a small group of the simplest GPCs (e.g. the letter 's' represents the sound 'ssss') first, give the children the tools they need to begin practicing the process of encoding and decoding.
3.4. The explicit phonics lesson
3.4.1. An explicit phonics lesson follows a format that is familiar, predictable and routine.
3.4.1.1. Lesson Structure
3.4.1.1.1. Demonstration 1: Introduce, revisit and review
3.4.1.1.2. Demonstrations 2: Teach
3.4.1.1.3. Demonstration 3: Practice and apply
3.4.1.1.4. Demonstration 4: Irregular Words
3.5. Assessing, planning and teaching
3.5.1. Getting started
3.5.1.1. At all levels…
3.5.1.1.1. Begins with assessment - children will have different levels of ability with phonological awareness, phonemic manipulation, letter knowledge and sound / symbol association (graphophonics).
3.5.2. Choosing a program
3.5.2.1. we are looking at the first column
3.5.2.1.1. cont.
3.5.3. Daily, Systematic and Explicit Phonics Teaching
3.5.3.1. • Daily explicit instruction linking phonemic awareness to letter knowledge - which letters represent which sounds? (graphophonic knowledge). • Ten to fifteen minutes a day – building automaticity. • Clear specific learning goals - systematically works through phonics knowledge in a logical sequence. • Introduction of the letter-sound relationships in a logical instructional sequence to maximise blending/segmenting and manipulation opportunities.
3.5.3.1.1. Jolly Phonics (Jolly Learning, 1992)
3.5.3.2. Typically this phonics learning happens the first thing in the morning, lasting about 10-15 minutes, so they are short sharp very predictable and routined, and we tend to use a lot of similar kinds of resources that children are all familiar with, so this involves a lot of repetitions. It is strongly worded as a behaviourist approach to teaching. Through shared repetition and high exposure to the graphophonic relationship, we are trying to build automaticity. We want automatic recognition and automatic association of phonics and graphemes.
3.5.3.3. Explicit instruction: we are going to tell the children directly, the children do not have to discover this, not going to be surprised along the way, we are going to simply say: we are going to learn this letter, and this letter says this..and this is the sound it makes. We use terminologies like phonics and graphemes at an early age, and these terminologies become part of the language and routines of these sections. So this way we build a common language that everybody in the class shares, and teachers in the school also share. We are reinforcing the alphabetical principle, in other words, we are giving the children ongoing explicit examples and instructions in encoding and decoding to build and deconstruct words for writing.
3.5.4. Letters and Sounds
3.5.4.1. An example Phonics Program for Years K-2 Synthetic approach – children are taught to sound out individual phonemes to decode words
3.5.4.1.1. How does it match AUS-UK? (approximately – take lead from children’s knowledge) • Phase 1 – K/PP • Phase 2, 3 & 4 – PP/1 • Phase 5 & 6 – Yr 2/3 Spelling & Word Study Yrs 3 and beyond
3.5.4.1.2. In phase 1 of letter and sound, we are looking at encouraging children to tone into the sounds in their environment and the sound of their language. Here is where we do a lot of rhyme, alliteration, sentence segmenting and even a little bit of syllable work, and we start to move toward phonics awareness and remember everything in phase 1 is about oral (speaking and listening). In phase 2, we formally introduce the graphophonic knowledge. Basically phases 2,3 and 4 are happening across pre-primary to year 1 and it is somewhat fluid depending on where we are, what skills the children are developing and how much the second and third wave teaching we have to do to make sure children have got letter and sound consolidated. When we get to years 2 and 3, we are to do more complex spelling and words study work. (in LAN 6130)
3.5.5. Systematic, Synthetic Phonics – Letters and Sounds Phases
3.5.5.1. Appendix 3 Overview of phonic knowledge and skills to be covered in Phases One to Six
3.5.5.1.1. Lesson Structure
3.5.6. Whole class planning
3.5.6.1. Determine peaks and troughs based on whole class assessment (horizontal data) Align peaks and troughs with program scope and sequence
3.5.6.1.1. Write specific learning goals • What knowledge will you consolidate? • What will be the ‘new’ thing(s) you will teach? • Will this cater to the majority of the children? Write lesson • Be explicit – write key phrases and questions for explicit teaching • Plan the ‘micro’ strategies you will embed to support engagement/participation • List/describe the resources you have described using in your plan
3.5.7. Small group planning
3.6. Traffic lights Class Literacy Profile (whole class teaching analysis)
3.6.1. X = demonstrated - = still developing Green – got it; Red – needs reteaching; Orange – needs consolidation
3.6.1.1. Class Literacy Profile
4. Topic 9 - Beginning and foundational literacy: Writing
4.1. resources
4.2. Viewing point: Emergent writing development and assessment
4.2.1. The emergence of writing
4.2.1.1. Role-play
4.2.1.1.1. Experimental
4.2.1.2. Role-play
4.2.1.2.1. by drawing and reading their drawings as if they are written texts
4.2.1.3. Experimental
4.2.1.3.1. By using correct letter / sound matches but representing only 1 or 2 phonemes with a letter; uses invented spellings
4.2.2. The emergence of spelling Role Play Writing / Spelling (Pre-phonetic前语音 前音标)
4.2.2.1. • Write using random numerals, invented shapes and some known letters • Letter / sound correspondence still developing • Early stages of phonological awareness
4.2.3. Emergence of Spelling Experimental Writing / Spelling (Semi-phonetic 半语音 半音标)
4.2.3.1. • Write using the letters of the alphabet • Single letter / sound correspondence evident when writing • May use some simple common letter patterns e.g. ch • Don’t represent all sounds in a word – just the most obvious ones (phonemic awareness still developing) • Uses ‘sounding out’ strategy to spell (phonemic awareness) – referred to as temporary invented spelling. • When writing may copy whole words from environmental print • Shows interest in spelling and may ask how to spell words.
4.2.3.1.1. we can see there are more uses of letters of their own names, and the children start to apply them in a logical way to the simple skims they are producing you can also see some other letters in their writing at this stage those letters are normally the beginnings of sounds in the words, so it is a single-letter & sound-corresponding not too many digraphs at this semi-phonic stage yet, but some frequently used ones, like sh long s when they are using the sounding-out strategy, referred to as the invented spelling, the children are going through the process of practising the encoding process with success without having too much correction during this developmental semi-phonic stage we see invented spelling as a sign of progress, not a sign of a problem
4.2.4. Emergence of spelling Early Writing / Spelling (Phonetic)
4.2.4.1. • Writing shows that they can spell a small bank of words correctly (often simple sight words / high frequency words) • Uses some simple letter patterns – knows the sounds they represent e.g. ch, th, ee, sh. • When writing uses ‘sounding out’ and ‘chunking’ as the main strategies for spelling unknown words. • Matches sounds to letters but little application of conventional spelling patterns. • Use his/her knowledge of phonics to piece a word together
4.2.4.1.1. Getting the phonic right becomes more important for children at this Phonetic stage otherwise, it will lead to miscommunication you might find children who get to year 3 are still using invented spelling, this can be seen as a sign that they haven't been explicitly teaching conventional spelling during junior-primary years, or not enough so it's a tide rope of building confidence and bringing in the conventional elements as we track through junior primary years
4.2.5. Why is writing challenging for children?
4.2.5.1. Sounds like fun – so why do children become ‘reluctant’ to write?
4.2.6. Children want to write
4.2.6.1. Ruscoe & Barratt-Pugh, (2020): When 109 emergent writers were interviewed about learning to write, they said:
4.2.6.1.1. • We are excited about learning to write • We like to write the words for things that are useful to us (eg names of people, objects and places close to us) • Sometimes we write for cathartic reasons – the pleasure that comes from achievement • We like to have a go at writing things for real purposes • We become independent when a teacher or parent prompts us to think for ourselves – to sound words out or find environmental print. • We become passive when a teacher or parent does the thinking for us (eg ‘copy this’)
4.2.6.1.2. Do you like having a go at writing things?
4.2.7. The challenges of writing:
4.2.7.1. 1. Imagine/ visualise an idea (visual abstraction) 2. Transfer that idea into words 3. Adapt those words into a sentence that could be written down. 4. Make adjustments to the words and length to simplify to a level I can manage. 5. Hold a pencil in a way that I can manipulate it. 6. Sit up at the desk in a way that I can see what I am writing 7. Put one hand on the paper to hold it steady. 8. Think about what the first word is.
4.2.7.1.1. 9. What does the first word start with? Is it a word I know? Is the word somewhere in the room that I could copy? 10. Start at the top left-hand corner 11. Write the first sound. 12. Stretch out the word to hear the next sound and write it down. 13. And the next and the next 14. Leave a finger space in between words. 15. Say the sentence again and work out what the next word is…. 16. Hang on… what was I writing again?
4.2.8. What children need to know to ‘have a go’ Concepts of print - applied
4.2.8.1. • Print has meaning. It contains a message. • Writing should have a practical communicative purpose. • Writing needs to translate into spoken language to be understood. • What we write stays the same when we re-read it. • There is a ‘right side up’ to print and letters change their meaning when reversed.
4.2.8.2. • Writing goes from left to right, top to bottom. • Written and spoken words correspond. • There are spaces left to separate individual words in a written text. • The first word of each sentence is capitalised. • A sentence is one complete thought. • Markers are used to mark the end of a sentence (full stops, question marks, exclamation marks).
4.2.9. What children need to know to ‘have a go’ Phonics - applied
4.2.9.1. To write, children need: • Phonological Awareness • Phonemic awareness • Alphabet Knowledge • The Alphabet Principle • Graphophonic Knowledge • Encoding skills
4.2.9.1.1. Phonological Awareness
4.2.10. What about fine motor?
4.2.10.1. To write, children need to have • muscle strength • Dexterity and flexibility • Hand-eye coordination
4.2.10.1.1. Dexterity敏捷灵巧 and flexibility： the ability to manipulate and be able to move in tiny fine movements; to be able to move the pencil across the page; the ability to apply the right amount of pressure to the page;
4.3. Role-play writing: 2-5 years
4.3.1. Prior to young children being able to pick up a pencil and write letters to create words, there are a number of underlying cognitive competencies they will develop which will support them in becoming successful writers. It begins well before they even pick up a writing instrument and begin to make marks on a page.
4.3.1.1. Summary of the Pre-cursor skills and experiences:
4.3.1.1.1. • Fine and gross motor control • Learning to focus • Multi-sensory opportunities - capitalising on both indoor and outdoor • "A sea of talk" including immersion in serve and return conversations • Opporunities to represent ideas and 'make marks' in a multitude of ways (act of expression) • 'writing' (mark making) for a purpose and for a specific audience • Opportunity to be 'in role' to encourage perspective taking
4.4. Owen's writing
4.4.1. Mid year in PP is a critical point of reflection upon whether there may be other 'hidden' reasons why a child may not be progressing typically.
4.4.2. Teachers are faced with making ethical decisions about when to intervene and when to give time and space for development to occur.
4.4.3. To assist with these decisions, knowing what it typical development is helpful. To do this, we again refer to developmental milestones.
4.4.4. Writing First Steps map of development
4.4.4.1. Role Play Phase
4.4.4.1.1. Experimental Phase
4.5. Viewing point: Strategies for supporting emergent writers
4.5.1. Three strategies you need to know: 1. Drawing for writing 2. Language experience approach (LEA) 3. Shared writing
4.5.1.1. Scaffolding writing From ‘mark-making’ to conventional text
4.5.1.1.1. • Mark-making is used to describe the emergence of marks produced by a child for the purposes of communication. • Mark-making is part of a child’s repertoire of ways to make meaning in a way that is permanent (evidence remains and can be returned to – unlike oral language) • Drawing is a critical scaffold for writing meaningful texts. • Drawings become important reference points for children to explain, describe, imagine and convey feelings that cannot be expressed through words alone. • Drawings are a platform for generating ideas for writing (Language Experience Approach) • Encouraging children to write their own texts in whatever way they can (initially ‘role play’ writing)– children begin using emergent forms of text to write e.g. draw, scribble, letter like symbols, some letters (exploring)
4.5.1.2. Getting started with writing
4.5.1.2.1. Children need concepts of print, phonics knowledge and skills and IDEAS.
4.5.1.3. Strategies for teaching writing
4.5.1.3.1. Language Experience Approach • teacher scribes and models meta-language 1:1 Modelled writing • Teacher models writing and metalanguage to whole class Shared writing/ interactive writing • Teacher co-constructs writing with whole class, and may ‘share the pen’ • Used to explore text types and become familiar with their structure Guided writing • Small group where children write themselves with scaffolded guidance from the teacher • Teacher supports children to generate ideas to write orally first • May model text prompts Opportunities for experiment and practice in play
4.5.1.4. Drawing, mark-making and writing in play
4.5.1.4.1. Variety of tools and surfaces -Water and paintbrushes -Felt-tipped pens -Fine tipped black markers -Paint and fingers -Charcoal -Pencils -Different shaped paper -Envelopes -Tickets and forms -Speech bubbles -Chalk/white boards -Bark, slate, sand, glitter!
4.5.1.5. Language Experience Approach
4.5.1.5.1. 1. Support the child to describe what their picture represents • You are aiming for one sentence to write here. • You may have to clarify meaning, prompt and support the child to provide a suitable sentence • AGREE on the sentence with the child by restating and having them repeat it.
4.5.1.5.2. 2. Model the process of writing the sentence using ‘think aloud’ and metalanguage to describe. • Where do I start writing? • What was the first word/sound etc OR is that a word we know? Can you find it in the room somewhere?
4.5.1.5.3. 3. Reread the sentence together and encourage the child to read the sentence by themselves after repeating a few times together. • Point to the words one at a time as reading – then let the child point. • Take your time!
4.5.1.6. To finish – Encouraging emergent writers
4.6. Strategy 2: Language Experience Approach (LEA)
4.6.1. The Language Experience Approach (LEA) is a critical strategy for explicitly modelling the connection between reading to writing for children.
4.6.1.1. The teacher is the scribe in this process, and works one-on-one with individual children to create captions and simple sentences to describe something they have represented through drawing, painting or other from representation.
4.6.1.1.1. It is a powerful strategy for:
4.6.2. This strategy is important as it builds children's literacy specific competencies across both:
4.6.2.1. The communicative aspects of literacy
4.6.2.1.1. • gives a purpose for reading (their own work), • applies concepts of print (as their own ideas are scribed - letters representing words, words into sentences, left to right etc.) • is based on supporting the comprehension of a text through constructing and representing a meaningful idea of their own.
4.6.2.2. Literacy Skills
4.6.2.2.1. • phonological awareness (as the child listens for sounds in the words of their own sentence) • letter recognition and encoding (as they view their teacher scribe sounds into letters) • alphabetic principle and sound symbol correspondence (as they make direct connections between sounds and the letters that represent them) • decoding (as they track their text as their teacher reads and then track their text as they read)
4.6.3. There are also the strong links between this strategy and the underlying cognitive competences (E.g. Oral language, one-to-one correspondence etc.)
4.7. Using language and literacy to bridge the gap - LEA at its best
4.8. Strategy 3: Shared Writing (Pre-primary)
4.8.1. Several writing strategies:
4.8.1.1. • Modelled Writing • Shared Writing • Interactive Writing • Language Experience Approach • Guided Writing • Independent Writing
4.8.1.1.1. Focus on: Shared Writing and Language Experience Approach