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Bronwen Lisle 5845246EDU20001: Developing LiteracyAssessment 2

Week 2: Support for Emerging Literacy

Resource title Sign on Sheet for Children (Ages 3 – 7 years)

What is the resource? This is a register of children names, with space to

practice representing their name using scribble,

invented or conventional spelling.

Sign in sheet, (2014)

http://www.highscope.org/Content.asp?ContentId=516

How is this resource used in

children’s literacy

development?

This resource could be used on arrival at the setting or

to sign on for activities.

This experience provides a meaningful and purposeful

opportunity for children to make marks and begin

writing. By tapping into children’s desire to imitate the

literate behaviours of significant adults, it encourages

children to understand literacy’s applicability to

everyday life and allows them to begin forming their

literate identities (Whitehead & Whitehead, 2009).

What are the benefits and

limitations of the resource?

Benefits:

Can provide evidence of the gradual

development of writing

Provides a way for children to understand that

symbols such as letters can communicate

meaning and serve a useful purpose (DEEWR,

1



2009).

Capitalises on the familiar and motivating

context of using children’s names to explore

the alphabetic principle and other conventions

of writing (Connor, 2011).

Limitations

If not appropriately scaffolded by educators,

this experience can become meaningless.

Parents and/or children can make unfair

comparisons about individual children’s skill

level

What academic links support

the resource being useful?

Links to The Australian Curriculum

“Know that spoken sounds and words can be written

down using letters of the alphabet and how to write

some high-frequency sight words and known words

(ACELA1758)”

“Produce some lower case and upper case letters

using learned letter formations (ACELY1653)”

(ACARA, n.d.)

Links to the Early Years Learning Framework (EYLF)

Outcome 5. 4 - Children begin to understand how

symbols and pattern systems work (DEEWR, 2009,

p.42).

Outcome 5.2 - Children engage with a range of texts

and gain meaning from these texts (DEEWR, 2009,

p.41)

Becoming Literate Newsletter (Connor, 2011) http://www.earlychildhoodaustralia.org.au/nqsplp/wp-

2

http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/EYLFPLP_E-Newsletter_No18.pdf


content/uploads/2012/05/EYLFPLP_E-

Newsletter_No18.pdf

Stars are Made of Glass Resource (Arthur et al., 2010)

http://www.earlychildhoodaustralia.org.au/nqsplp/wp-

content/uploads/2012/05/RIP1002_EYLFsample.pdf

Children develop literacy skills as they engage in play

and through interactions with others. At this stage,

everyday routines and exposure to literacy materials is

beneficial – especially if an adult is available to

interact.

Emerging Literacy (Whitehead & Whitehead, 2009)

Week 2: Contemporary Resource

Resource title ABC Reading Eggs (Ages 4-11years)

What is the

resource?

Reading Eggs is an online program/app of play-based literacy

lessons

http://readingeggs.com.au/

How is this

resource used in


development?

The program can be used for individual children/pairs on a

computer or iPad or used as part of a whole class lesson on an

interactive whiteboard.

Reading Eggs is a fun way for children to work on areas essential

for learning to read: phonemic awareness and phonics, sight

words, vocabulary, fluency and comprehension (McLachlan et al.,

2012; Reading Eggs, 2014).

What are the

benefits and

Benefits:

3

http://readingeggs.com.au/

http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/RIP1002_EYLFsample.pdf





limitations of the

resource?

Interactive, ICT and play based format are engaging and

motivate literacy learning (Passey et al., 2003).

Could provide connections with home literacy experiences

which increases feelings of belonging in the educational

setting (Gee, 2004 as cited in McLachlan et al, 2012 &

DEEWR, 2009).

Limitations:

Cost and availability of setting resources may be an issue

Educator, families’ and setting’s attitudes and values

regarding the use of ICT for young children needs to be

considered (Yelland, 2008).

Can be used inappropriately – it must be balanced with other

authentic literacy experiences (Waugh & Joliffe, 2013)

What academic

links support the

resource being

useful?


Recognise rhymes, syllables and sounds (phonemes) in

spoken words (ACELA1439)

Recognise the letters of the alphabet and know there are

lower and upper case letters (ACELA1440)

Australian Curriculum: General Capabilities – ICT capabilities

“Students develop ICT capability as they learn to use ICT

effectively and appropriately to access, create and communicate

information and ideas, solve problems and work collaboratively in

all learning areas at school, and in their lives beyond school”.

http://www.australiancurriculum.edu.au/english/general-

capabilities

Links to the EYLF

4

http://www.australiancurriculum.edu.au/english/general-capabilities



Outcome 5: Children are Effective Communicators.

“Children use information and communication technologies to

access information, investigate ideas and represent their thinking”

(DEEWR, 2009, p.44).

“Children begin to understand how symbols and pattern systems

work” (DEEWR, 2009, p.43).

The Motivational Effect of ICT on Pupils (Passey et al., 2003) http://www.canterbury.ac.uk/education/protected/spss/docs/motiv

ational-effect-ict-brief.pdf

Literacy in Early Childhood and Primary Education: Issues, challenges, solutions (McLachlan et al., 2012)

Rethinking learning in early childhood education (Yelland, 2008)

The pedagogy of teaching English in the primary school (Waugh & Joliffe, 2003)

Week 3: Teaching Practices/Pedagogy

Resource title Provision of Literacy Rich Environments (All ages)

What is the

resource?

Literacy rich environments immerse children in meaningful

opportunities to read, write, view, speak and listen, through

natural interaction with the physical environment, routines and

play experiences.

5

http://www.canterbury.ac.uk/education/protected/spss/docs/motivational-effect-ict-brief.pdf

http://www.canterbury.ac.uk/education/protected/spss/docs/motivational-effect-ict-brief.pdf


http://www.earlychildhoodnews.com/earlychildhood/

article_view.aspx?ArticleID=481

How is this

resource used in


development?

Literacy rich environments incorporate print and the need to use

language and writing into all areas of the environment and

program. These environments emphasise literacy as a natural

process that evolves without the need for explicit instruction

(Snow, 2008). The meaningful and in context literacy skills learnt

in these kind of environments foster understandings of

multiliteracies, the alphabetic principle, and the uses of print

(Snow, 2008 & Arthur et al. 2010).

What are the

benefits and

limitations of the

resource?

Benefits

These environments communicate to children that

literacy is a crucial part of everyday life (Neuman, 2004)

Assists children to develop understandings of the use

and purpose of print (Scholastic, 2013).

Limitations

Literacy rich environments are not enough on their own.

They require the careful scaffolding of an educator to

make concepts more explicit (Scholastic, 2013).

What academic

links support the

resource being

useful?

EYLF Links

Outcome 5.2: Children engage with a range of texts and gain meaning from these texts

“Provide a literacy-enriched environment including display print

in home languages and Standard Australian English”

(DEEWR, 2009, p.41)


“Know that spoken sounds and words can be written down using

6

http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=481

http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=481


letters of the alphabet and how to write some high-frequency

sight words and known words (ACELA1758)”

(ACARA, n.d.)

The effect of print-rich classroom environments on early literacy growth. (Neuman, 2004)

http://web.ebscohost.com.ezproxy.lib.swin.edu.au/ehost/

pdfviewer/pdfviewer?sid=63cf9eaa-2e7c-41f9-b225-

8a0a76a06ab1%40sessionmgr4003&vid=4&hid=4107

Staff workshop teacher handout: Integrating a print-rich environment in Early Childhood programming. (Scholastic, 2013)

http://www.scholastic.com/teachers/article/staff-workshop-

teacher-handout-integrating-print-rich-environment-early-

childhood-programmin

What Counts as Literacy in Early Childhood (Snow, 2008)

Stars are Made of Glass Resource (Arthur et al., 2010)

http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/

uploads/2012/05/RIP1002_EYLFsample.pdf

Above two sources link to literacy in the early years being

embedded in play, interactions with the environment and

relationships.

Week 3: Teaching Practices/Pedagogy

Resource title Reciprocal Teaching (6 years +)

What is the

resource?

Reciprocal teaching is a teaching practice that utilises the four

strategies: predicting, clarifying, predicting and summarising to

develop students’ comprehension skills.

7



http://www.scholastic.com/teachers/article/staff-workshop-teacher-handout-integrating-print-rich-environment-early-childhood-programmin



http://web.ebscohost.com.ezproxy.lib.swin.edu.au/ehost/pdfviewer/pdfviewer?sid=63cf9eaa-2e7c-41f9-b225-8a0a76a06ab1@sessionmgr4003&vid=4&hid=4107




Reciprocal Teaching Comprehension Strategies cue Card/Poster (n.d.)

https://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/

student/reciprocalmore.pdf

How is this

resource used in


development?

Reciprocal teaching usually involves a small group of children

working with a teacher to practice using the strategies of reading

comprehension. The group reads a short passage of text, and

then the teacher models how to lead a discussion using the four

strategies. Then the process is repeated with the teacher

stepping back and the role of the ‘teacher’ rotated around the

group (Williams, 2010). Once students are familiar with the use

of the strategies in the group context, they will over time move to

using these strategies in independent reading tasks. The

principles of reciprocal teaching are linked to Vygotsky’s Zone of

Proximal Development (ZPD) and Wood, Bruner and Ross’

theory of scaffolding (Seymour & Osana, 2003).

What are the

benefits and

limitations of the

resource?

Benefits

Using the four strategies allows students to become

more aware of their own comprehension and increases

their understanding of texts

The scaffolding aspect of reciprocal teaching allows

8

https://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/reciprocalmore.pdf



students to gain confidence and understanding in a

supportive environment (WA Department of Education,

2013b).

Comprehension leads to greater motivation and

confidence with reading (Victorian Department of

Education, 2007).

Reciprocal teaching can be adapted to use with younger

children who are not yet reading by teaching the

strategies in engaging and tangible ways, often during

whole class read-aloud sessions (Myers, 2005; Stricklin,

2011).

Limitations

Also requires reflective discussion of what strategies

were most helpful in certain situations to make it clear to

students that proficient readers do not use all of these

strategies every time they read (Stricklin, 2011).

This teaching practice requires a lot of initial modeling

and explicit teaching of strategies

What academic

links support the

resource being

useful?


“Read supportive texts using developing phrasing, fluency,

contextual, semantic, grammatical and phonic knowledge and

emerging text processing strategies, for example prediction,

monitoring meaning and rereading (ACELY1659)”

“Use comprehension strategies to build literal and inferred

meaning about key events, ideas and information in texts that

they listen to, view and read by drawing on growing knowledge

of context, text structures and language features (ACELY1660)”

(ACARA, n.d.)

Links to the EYLF

9


Outcome 5.2 – Children engage with a range of texts and gain

meaning from these texts

“explore texts from a range of perspectives and begin to analyse

the meanings”

(DEEWR, 2009, p.41)

Reciprocal Teaching procedures and principles: two teachers’ developing understanding (Seymour & Osana, 2003).

http://www.sciencedirect.com.ezproxy.lib.swin.edu.au/science/

article/pii/S0742051X03000180

Links to theory – Vygotsky’s ZPD and Bruner’s scaffolding

Hands-On Reciprocal Teaching: A Comprehension Technique (Stricklin, 2011).

The Princess Storyteller, Clara Clarifier, Quincy Questioner, and the Wizard: Reciprocal teaching adapted for kindergarten students, (Myers, 2005).

The above two sources provide ideas about how to make

reciprocal teaching engaging and more appropriate for younger

children.

More about reciprocal teaching (Victorian Department of Education, 2007)

https://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/

student/reciprocalmore.pdf

WA First Steps Reading Resource Book

http://www.det.wa.edu.au/stepsresources/detcms/navigation/

first-steps-literacy/?oid=MultiPartArticle-id-13602018

Taking on the Role of Questioner: Revisiting Reciprocal Teaching. (Williams, 2010).

10

http://www.det.wa.edu.au/stepsresources/detcms/navigation/first-steps-literacy/?oid=MultiPartArticle-id-13602018




http://www.sciencedirect.com.ezproxy.lib.swin.edu.au/science/article/pii/S0742051X03000180

http://www.sciencedirect.com.ezproxy.lib.swin.edu.au/science/article/pii/S0742051X03000180


Week 4: Literacy Assessment Instrument # 1

Resource title Literacy Portfolio (Ages 3years +)

What is the

resource?

A portfolio is a collaborative collection of individual children’s

work samples that demonstrate their literacy learning. It is added

to over time, with a balance of finished products, such as

narratives and drawings and samples that reflect the process of

learning, such as writing plans and photographs (WA

Department of Education, 2013a). Teachers also add

observational information, and evaluative notes are included for

all samples, with the input and reflection of the students, families

and peers used.

http://www.eduplace.com/rdg/res/literacy/assess6.html

How is this

resource used in


development?

The literacy portfolio can be used as formative assessment and

as a valuable tool for student’s self -assessment. The portfolio

can also act as a springboard for conferences between students,

teachers and families (McLachlan et al., 2012).

What are the

benefits and

limitations of the

resource?

Benefits:

This is an authentic assessment tool that situates literacy

learning in meaningful and social contexts

Provides a powerful and graphic way to document

children’s learning (DEEWR, 2009).

Limitations

Truly successful implementation of portfolios relies on

the teacher having a congruent understanding of literacy

11



as co-constructive (Roe & Vukelich, 1998).

Has the potential to become an unproductive collection

of material if samples are not selected to demonstrate

change, progress or new information and learning (Fleet

& Torr, 2007)

Can be quite time consuming for teachers

What academic

links support the

resource being

useful?


Achievement Standards and work samples provide teachers

with guidance for assessment.

http://www.australiancurriculum.edu.au/english/achievement-

standards

“Reread student's own texts and discuss possible changes to

improve meaning, spelling and punctuation (ACELY1662)”

(ACARA, n.d.)

EYLF Links:

Outcome 4.4 Children resource their own learning through

connecting with people, place, technologies and natural and

processed materials

“ Use feedback from themselves and others to revise and build

on an idea” (DEEWR, 2009, p.37)”

Literacy Assessment: Understanding and Recording Meaningful Data (Fleet & Torr, 2007)

Highlights importance of collecting focused and meaningful

information

Literacy in Early Childhood and Primary Education: Issues, challenges, solutions (McLachlan et al., 2012)

WA First Steps Linking Assessment, Teaching and Learning

12

http://www.australiancurriculum.edu.au/english/achievement-standards

http://www.australiancurriculum.edu.au/english/achievement-standards




Literacy portfolios: challenges that affect change (Roe & Vukelich, 1998)

http://go.galegroup.com.ezproxy.lib.swin.edu.au/ps/i.do?

action=interpret&id=GALE|

A20586802&v=2.1&u=swinburne1&it=r&p=AONE&sw=w&authC

ount=1

This source discusses some challenges in implementing

portfolio assessment – particularly in relation to making sure it is

meaningful and purposeful.

Week 5 – Oral Language – Encouraging Vocalisations and Talk in Early Childhood Settings

Resource title Sustained Shared Conversations (All ages)

What is the

resource?

Sustained shared conversations are extended interactions

between educators and children that enhance children’s thinking

and allow opportunities to work together collaboratively on

challenges (Touhill, 2012).


uploads/2012/09/NQS_PLP_E-Newsletter_No43.pdf

How is this

resource used in


development?

Educators need to be able to harness opportunities for sustained

shared conversations during play and routines. Educators assist

children to extend on conversations using strategies such as

asking open-ended questions, displaying genuine interest and

clarifying ideas (ECA, n.d. & Siraj-Blatchford, 2009). Sustained

shared conversations reflect a Vygotskian perspective to

extending on children’s talk and understandings (Siraj-

Blatchford, 2009).

13

http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/09/NQS_PLP_E-Newsletter_No43.pdf


http://go.galegroup.com.ezproxy.lib.swin.edu.au/ps/i.do?action=interpret&id=GALE%7CA20586802&v=2.1&u=swinburne1&it=r&p=AONE&sw=w&authCount=1






What are the

benefits and

limitations of the

resource?

Benefits

Encourages children to use a wider vocabulary and more

complex sentence and grammatical structures (Tassoni

& Hucker, 2005).

Encourages children to use talk to express their ideas

and hypotheses

Sustained shared conversations and thinking have been

linked to improved cognitive outcomes for children

(Touhill, 2012)

Limitations

Without careful planning and thought, it can be difficult

to ensure that all children have regular opportunities to

engage in this type of conversation (Touhill, 2012)

What academic

links support the

resource being

useful?

Links to the EYLF

“Early childhood educators…engage in sustained shared

conversations with children to extend their thinking” (DEEWR,

2009, p.15)

Outcome 5.2 Children interact verbally and non-verbally with

others for a range of purposes

“Engage in sustained communication with children about ideas

and experiences, and extend their vocabulary” (DEEWR, 2009,

p.40)

Links to ACECQA

http://files.acecqa.gov.au/files/National-Quality-Framework-

Resources-Kit/NQF03-Guide-to-NQS-130902.pdf

“Educators are actively engaged in children’s learning and share

decision making with them. They use everyday interactions with

children during play, routines and ongoing projects to stimulate

children’s thinking and to enrich their learning” (ACECQA, 2011,

14

http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF03-Guide-to-NQS-130902.pdf

http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF03-Guide-to-NQS-130902.pdf


p. 124).


“Engage in conversations and discussions, using active listening

behaviours, showing interest, and contributing ideas, information

and questions (ACELY1656)”

“Listen for specific purposes and information, including

instructions, and extend students’ own and others' ideas in

discussions (ACELY1666)”

(ACARA, n.d.)

This study found that educator/child verbal interactions were a crucial indicator of quality early childhood settings:

http://www.ioe.ac.uk/research/153.html

The value of sustained shared conversations is carried through

into the primary school environment as evidenced in the First

Steps Speaking and Listening Resource Book:



Planning play and the early years (Tassoni & Hucker , 2005).

Sustained shared thinking (Touhill, 2012)


uploads/2012/09/NQS_PLP_E-Newsletter_No43.pdf

Siraj-Blatchford (2009)

http://eprints.ioe.ac.uk/6091/1/Siraj-

Blatchford2009Conceptualising77.pdf

Links to theory – sustained conversations use a Vygotskian

perspective (ZPD, scaffolding)

15

http://eprints.ioe.ac.uk/6091/1/Siraj-Blatchford2009Conceptualising77.pdf








How do we support children’s sustained shared thinking? (Early Childhood Australia, n.d.). http://www.earlychildhoodaustralia.org.au/pdf/shared_thinking.p

df

Week 6 – Speaking and Listening (Primary)

Resource title Story Stones

What is the

resource?

Story stones are stones painted with pictures to stimulate ideas

for story-telling.

Story stones (n.d.)

http://childrensbooksdaily.com/story-starters-story-stones/

How is this

resource used in


development?

Story stones can be used in a variety of ways to stimulate

speaking and listening. For example, a small group of primary

aged children could use story stones in a bag to tell a

progressive story. Each student would pull out a stone and use

the picture to stimulate their contribution to the story, before

passing it onto the next student.

What are the

benefits and

limitations of the

resource?

Benefits

Assists children to practice active listening skills so that

their contribution is a logical addition to the story

16

http://childrensbooksdaily.com/story-starters-story-stones/

http://www.earlychildhoodaustralia.org.au/pdf/shared_thinking.pdf

http://www.earlychildhoodaustralia.org.au/pdf/shared_thinking.pdf


(Department of Education WA, 2013c; Kirkland &

Patterson, 2005)

Builds students’ knowledge of narrative structure

(Department of Education WA, 2013c)

The concrete nature of the resource provides children

with a tangible stimulus for developing ideas, reflecting

the theory of Bruner (ref needed)

Recorded stories could be used to stimulate discussions

and the explicit teaching of skills such as active listening,

structuring sentences etc. (Department of Education WA,

2013c).

Limitations

Provision of the resource needs to be supplemented with

scaffolding from the teacher to reap full benefits

(Gelmini-Hornsby, 2012).

What academic

links support the

resource being

useful?


“Make short presentations using some introduced text structures

and language, for example opening statements (ACELY1657)”

“Listen for specific purposes and information, including

instructions, and extend students’ own and others' ideas in

discussions (ACELY1666)”

(ACARA, n.d.)

Links to the EYLF

Outcome 5.3 – Children express ideas and make meaning using

a range of media

“ Use the creative arts such as…storytelling to express ideas

and make meaning” (DEEWR, 2009, p.42)

WA First Steps Speaking and Listening Resource Book

17




Developing oral language in primary classrooms. (Kirkland & Patterson, 2005).

Scaffolding children's collaborative story-telling through constructive and interactive story-making (Gelmini-Hornsby, 2012).

http://etheses.nottingham.ac.uk/3911/

Week 6: Speaking and Listening (Primary)

Resource title Class Meetings (Primary)

What is the

resource?

Class meetings are a regular opportunity for students to discuss

issues of importance in a whole group situation.

Class Meeting (2012)

http://walkerlearning.com.au/info/sites/default/files/Strategies

%20and%20Tips%20For%20a%20Successful%20Class

%20Meeting.pdf

How is this

resource used in


development?

Regular class meetings would be held, in which children would

have an active role in using speaking, listening and other literacy

skills. Children would all have opportunities to contribute, with a

roster for roles such as chairperson and recorder. When children

discuss issues and ideas in a group setting it allows them to

articulate and extend on partially formed ideas and function at a

higher level than what they would achieve independently, which

18

http://walkerlearning.com.au/info/sites/default/files/Strategies%20and%20Tips%20For%20a%20Successful%20Class%20Meeting.pdf



http://etheses.nottingham.ac.uk/3911/




is a reflection of Vygotsky’s theories regarding peer learning

(Hubbard et al, 2012).

What are the

benefits and

limitations of the

resource?

Benefits

All students have opportunities to contribute and are

motivated to do so because of the relevance to everyday

life and interests

Provides opportunities to develop and practice speaking

and listening skills such as using appropriate tone and

volume; indicating desire to contribute; taking turns;

active listening; extending on others’ ideas etc. (Early

Life Foundations, n.d.; Department of Education WA,

2013c)

Provides opportunities for both planned speaking and

unplanned discussion (Department of Education WA,

2013c).

Limitations

Requires a lot of modeling and scaffolding from the

teacher when first introducing this experience to

students

What academic

links support the

resource being

useful?


“Use interaction skills including listening while others speak,

using appropriate voice levels, articulation and body language,

gestures and eye contact (ACELY1784)”

“Make short presentations using some introduced text structures

and language, for example opening statements (ACELY1657)”

“Engage in conversations and discussions, using active listening

behaviours, showing interest, and contributing ideas, information

19


and questions (ACELY1656)”

“Use interaction skills including initiating topics, making positive

statements and voicing disagreement in an appropriate manner,

speaking clearly and varying tone, volume and pace

appropriately (ACELY1789)”

(ACARA, n.d.)

Links to the EYLF

Outcome 5.1 – Children interact verbally and non-verbally with others for a range of purposes

“express ideas and feelings and understand and respect the

perspectives of others” (DEEWR, 2009, p.40)

Outcome 5.3 Children express ideas and make meaning using a range of media

“teach children skills and techniques that will enhance their

capacity for self-expression and communication.” (DEEWR,

2009, p.42)

WA First Steps Speaking and Listening Resource Book



Teaching speaking and listening in the primary school (Hubbard et al., 2012)

Strategies and Tips for a Successful Class Meeting (Early Life Foundations, n.d.). http://walkerlearning.com.au/info/sites/default/files/Strategies

%20and%20Tips%20For%20a%20Successful%20Class

%20Meeting.pdf

20







References

ACARA. (2013). Australian Curriculum: Foundation to Year 10 Curriculum: English.

Retrieved from: http://www.australiancurriculum.edu.au/english/Curriculum/F-10

21


ACARA. (2013). Australian Curriculum: General Capabilities. Retrieved from:


Arthur, L., McArdle, F. & Papic, M., (2010). Stars are made of glass: Children as capable

and creative communicators, Supporting the Early Years Learning Framework.

Retrieved from:

http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/

RIP1002_EYLFsample.pdf

Australian Children’s Education and Care Quality Authority (ACECQA) (2011). Guide to the

National Quality Standard. Sydney: ACECQA. Retrieved from:

http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF03-

Guide-to-NQS-130902.pdf

Blake e-Learning (2014). ABC Reading Eggs. Retrieved from: http://readingeggs.com.au/

Connor, J., (2011). Becoming Literate. The Early Years Learning Framework Professional

Learning Program e-Newsletter No. 18 2011. Retrieved from:


EYLFPLP_E-Newsletter_No18.pdf

Cowdy, T. (2012). Class Meeting [online image]. Retrieved from:

http://www.tashacowdy.com/2012/05/27/the-importance-of-class-meetings/

Department of Education, Employment and Workplace Relations (2009). Belonging, being

and becoming: the early years learning framework for Australia. Canberra: DEEWR

Early Childhood Australia. (n.d.). How do we support children’s sustained shared thinking?

Retrieved from: http://www.earlychildhoodaustralia.org.au/pdf/shared_thinking.pdf

Early Life Foundations, (n.d.). Strategies and Tips for a Successful Class Meeting. Retrieved

from: http://walkerlearning.com.au/info/sites/default/files/Strategies%20and%20Tips

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