Transcript My magic Beach By Stacey Price_s251045_ECU204_Assignment 1

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
What is Reading?
What is Reading continued
What is reading continued
Magic Beach
Unit description
Curriculum Links
Lesson Plan 1
Lesson Plan 2
Lesson Plan 3
Lesson Plan 4
Lesson Plan 5
References
Reading is the process of constructing meaning from text, whether
written or graphic, paper based or digital as defined by Winch,
Johnston March Ljuugdahl and Holliday (2010)p4. As we read we
search for meaning, in turn readers combine prior literacy knowledge
with what the reader understands about the world drawing from their
experiences. Reading is also described as a purposeful act that brings
meaning to and takes meaning from the text.
Whilst discussing the definition of reading, it is important to understand
the key elements in learning to read, these include oral language, word
recognition, comprehension and the reader of the text. According to
Winch etal (2010)p5, historically there have been disagreements on
how reading should be taught , Mason, Peterman, Stewart and
Dunning (2007) discuss the different developmental models on a
basis tha This model addresses stages and phases of student
development. Secondly the cognitive processing model is taught
interactively with letters, words and phonemes, they state the use of
letter and sound enables early reading and focuses on individual
processing of comprehension and recognition. t beginning readers
process information differently.
Thirdly the social constructivist model is based on Vygotsky’s theory of
social cognitive development, ’Vygotsky based his theory on the notion
that cognitive development occurs through the use of language in
social community’. This model relies heavily on parental assistance
with the student’s learning.
When addressing the Oral language element it is important to consider
language as a social practice as discussed By Winch etal (2010)p 50
which also supports Maryanne Wolfs ideals form her Science of the
reading Brain (2012) lecture, as she considers cultural back ground,
relationships and exposure to texts before school age. Winch etal
considers oral language to have four components, these are
phonology, which refers to the sounds in words we hear when
someone speaks, second is morphology defining the meanings of
words, thirdly syntax entails the structure of sentences and finally is the
pragmatics which refers to the language we use. It is suggested by
Winch etal (2010)p 59 that when children learn to read they use their
knowledge of oral language, which is also supported by Maryanne Wolf
in her (2012) lecture.
The second key element in teaching students to read is word recognition, which refers
to student’s ability to decode words. Winch etal (2010)p 63. This element is achieved
through phonics, phonemes and phonemic awareness which are all essential whilst
learning to read. Site words are taught with words that cannot be decoded. Skills need
to be taught explicitly and systematically taking each child’s abilities into account.
The third key element is comprehension referring to the meaning of the text. As
mentioned by Winch etal (2010)p89 comprehension is the aim of reading and
comprehension strategies must be taught. It is important that students are using and
building on prior knowledge. Students need opportunities to generate and answer
questions, predict texts, monitor their comprehension, inferring and expanding their
understanding of texts, visualize the txt, identify and summerise the information and
finally respond to the text.
The fourth key element is the reader and the text, this is where students bring their own
social and cultural understanding to the task of reading and understanding a text
according to Winch etal (2010). Students should engage in many types of texts, factual
texts and their structure and purpose, texts from reading programs, shared reading
texts, guided reading texts and finally independent reading. Teachers need to be aware
of the student’s cognitive ability, language ability and perceptual ability as these will vary
in students within the classroom.
Unit Description:
Students will explore the wonders of the beach whilst
achieving outcomes for both English and Science elements
of the curriculum. Students are given the opportunity to visit
the beach and record their experience by collaboratively
producing of a class book. The children’s book ’Magic Beach’
written by Alison Lester, will be analysed throughout the
following four, two hour lessons, extending the students
knowledge in reference to the semantic information, the
grammatical information, phonological information and the
visual information which will address the outcomes across
the English and Science elements of the curriculum. As
supported by Winch etal (2010)p40.
Whilst teaching explicitly, the teacher will request parental
assistance, with home readers, group reading and
excursions. Parents are given resources to enhance optimal
learning for each student, ‘Ten Read Aloud Commandments’.
written by Mem Fox http://memfox.com/for-parents/ This
involvement supports Vygotskys theory of social cognitive
development. (Mason etal, 2007)
Curriculum Links:
http://www.australiancurriculum.edu.au/English/Curricul
um/F-10?y=1&s=LA&s=LT&s=LY&layout=1
http://www.australiancurriculum.edu.au/Science/Curricul
um/F-10?y=1&s=SU&s=HE&s=IS&layout=1
Curriculum Outcomes link
Lesson Plan 1: Excursion to the Beach
Excursion Requirements Link:
•
Students will participate in a guided investigation of how
many footprints it takes to get to the shore line from the
path.
•
•
Students will observe and discuss the signs in the area
Students will record their feeling and features of the
beach through drawing their observations.
Lesson Plan 1 Link:
Lesson Plan 2: Reflections
• Student will complete reading rotations
• The teacher will have transformed an area of the
classroom into a beach setting, including the foot print
cutouts and any artifacts brought back from the excursion.
• The teacher will display photos from the previous lesson
the white board.
• The Class will discuss the excursion to the beach.
Recording words for the word wall on the board. Students
will be given a shell cut out and copy one of the words
from the white board.
• Students will produce an illustrated recount of the
excursion. Over the lesson the teacher will discuss with
each student the recount and together write a paragraph
featuring their favorite event from the excursion.
• Finally students will complete a picture word match
worksheet.
Lesson Plan 2 Link:
Lesson Plan 3: Introduce the Book
• Complete reading rotations
• The Teacher will have laminated and bound the previous
lessons recount for this lesson.
• Discuss the children's Book ‘Magic Beach’ written by
Alison Lester.
• Have the students make up the story by looking at the
pictures
• Read the story
• Look at the animals in the pictures and have students
record the visual similarities in their literacy books.
• The teacher will conduct a discussion comparing the class
book with the Magic Beach, students will compare people
and events in a Venn diagram.
Lesson Plan 3 Link:
Lesson Plan 4: Words
•
•
•
•
•
Complete reading rotations
Have the class lay on the floor and play beach music.
Re Read the ‘Magic Beach’ by Alison Lester.
With the class look at reoccurring words.
Begin addressing grammar rules.
Lesson Plan 4 Link:
Lesson Plan 5: Class story
• Students will complete reading rotations
• Students will look at final grammar rules and complete
tasks.
• The class will create a story using the photos from the
excursion. Each student will be given a picture and
asked to write two sentences about the picture in their
English books.
• These photos will be saved on the teachers Ipad and
down loaded into book creator.
• Each student will have an opportunity to type their
sentences into the Ipad. To be viewed at the end of the
lesson.
Lesson Plan 5 Link:
Assessment Rubric for “my Magic Beach” Link
References Link