english assignment literacy learning station
TRANSCRIPT
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Language and Literacy in Early Childhood
EDUC 8504
Assignment 1:
Major Assignment: Literacy Learning Stations
Sarah Anne Dandridge
20501616
Unit Coordinator: Monday, May
28
Grace Oakley 2012
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Discussion with my mentor teacher:
Within the first week of my practicum placement I had a meeting with my mentor to
discuss the importance of placing my literacy stations in the classroom for one week.
Unfortunately to my disappear the mentor teacher allowed only one of the two
literacy stations to be set up, her reasons being that the children had never been
exposed to these types of stations and having two stations would therefore become a
distraction rather than a learning tool.
So in determining which of the two stations would be used as a station and which one
would be made into a whole class discussion I prepared four lesson plans, two whole
class and two mini lesson plans for my mentor to have a look at. Upon anotherthorough discussion with my mentor teacher it was deemed that I was to place my
second literacy station in the classroom for one week commencing on the 14th of may
2012. Within this one-week block the children would be allocated onto the station at
least every second day. This allowed the children multiple chances to explore and
learn from the station.
This meant that the electronic book literacy station was to become a whole classactivity.
Within this assignment I have included what I would have liked as my ideal situation,
that being two literacy stations. I felt that I had done so much work to prepare and try
and convince my mentor to allow me to do the two literacy stations, that I seemed
only fitting for me to write my assignment based on what I had prepared, and what
should have happened. Therefore my Rationales, lessons and descriptions are allbased on the allowance of two literacy stations, with my reflections depicting what
actually happened.
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Literacy Learning Station
Name of Station: Electronic book.
Illustrations of Station
/
Description of children using the learning station:
Students:
This literacy station was designed for twenty-three Year three students
attending an independent public school in the Western Suburbs of Perth. None
of the children have learning difficulties and range between the ages of eight
and nine. The students were of a multicultural background, with two students
having only arrived in Australia at the start of the year.
Learning needs:
Five children follow an extension program. The extension program consists of
these students leaving the main classroom for higher learning Maths. Within
the classroom extension actives were implemented throughout the school day.
Two students follow an extra help program. The extra help program consist of
volunteers taking the students for one hour a week to work on reading fluency
and comprehension. Furthermore throughout the school day there were
specifically assigned activities for these students.
Prior knowledge:
Figure 2: Planned layout for literacy stations within the classroom
Figure 1: Planned layout for Literacy station 1
Figure 3: Electronic -Book front cover
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A sound understanding of text structures, in particular conventions of text
types (specifically narratives and persuasive writing)
A sound understating of the use of PowerPoint.
Basic understandings of technology namely Laptops and PowerPoint.
Learning experiences:
Understanding how language features are used for different effects.
Ability to comprehend and draw deeper understandings from texts.
Deepen experiences and knowledge of technology namely computers and
PowerPoint.
Brief description of station
Composed of:
This station is composed of a PowerPoint presentation that acts as the education
tool and the activity. The PowerPoint presentation is an electronic book made
up of a 14 page digital childrens story that poses as an example of a
persuasive text. The PowerPoint storybook entitled Clack, Clack, Eee- ore
Donkeys that Email features a farmer who has unruly farm animals. These
animals try and persuade the farmer for items of luxury, in return for their
continued hard work in producing the milk and labour needed to run the farm.
The PowerPoint storybook aims to increase the sight words of the children
whilst using an interactive, fun teaching aid.
This station also comprises one worksheet that acts as an extension activity.
The worksheet is made up of four questions that reiterate essential knowledge
about persuasive texts. The first question aims to recap and recall vital
information that the children have previously learnt about persuasive texts.
The last three questions allow the children to gain skills in extracting
information from a story, with all three questions focusing on the meaning and
the words used throughout the story. These questions require the children to
use lateral thinking and problem solving.
Resources:
One laptop with updated PowerPoint software, the PowerPoint electronic book,
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24 copies of the focus questions worksheet and two trays labeled INBOX
and OUTBOX respectively (see figure 1).
Instructional goals
By the end of the session children would have:
o Revised the structure of a persuasive text.
o Revised the type of language appropriate for persuasive texts.
o Identified and listed examples of persuasive language.
o Learnt additional persuasive language appropriate for replication in the
their writing.
o Revisited identifying the main idea and supporting ideas from a text.
How will the station be used by children?
This station is a self sufficient, meaning that it requires no input from the teacher
following the initial introduction session. Initially the introduction session will
require a teacher demonstration: entailing, how to use the book and how to
respond to the Focus Questions worksheet.
Upon allocation to the station the children will read the story through twice, the first
time for enjoyment, the second for analysis. Within the analysis stage the children
will be required to take one worksheet each from the OUTBOX tray and in
collaboration they will complete the worksheet at the same time as the second
read through. Upon completion of the worksheet the children will place their Focus
Questions worksheet into the INBOX tray, and will return to their desks and wait
for further instructions.
For the extension children, it is expected that they will develop a deeper, more
comprehensive understanding of the book, which will be depicted through their
sophisticated answers on the worksheet.
For the extra help children, it is expected that at least the first two questions will be
answered on the Focus Questions worksheet with the final three questions being
semi optional in the sense that they will be required to have a go but nothing more.
Assessment strategies:
What to assess:
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Discuss the structure of persuasive texts
Identify and list examples of persuasive language
Identify the main and supporting ideas in the text.
How to assess:
Collection of Focus Question worksheets
Questioning, discussions and observations in relation to learning objectives (with
small groups of children at a time)
General feedback and satisfaction with the activity
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Linking of the stations:
My two stations were designed to link and work in cohesion. Both stations aimed to
improve and focus on the childrens understanding of persuasive writing. Being a Year
three class the entire focus for the semester was persuasive writing. In looking at a
persuasive writing theme for both stations it allowed me to also aim to improve the
childrens sight words.
My stations links not only via the theme of persuasive writing, but also via the
underlining key words used in both stations. The words underlined in the electronic
book are words that are apart of the childrens spelling list words, and thus are apart
of the second literacy station.
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Literacy Learning Station
Name of Station Spelling Bee
Illustrations of Station:
Brief description of children who will be using the learning station
Students:
This literacy station was designed for twenty-three Year three students attending an independent
public school in the Western Suburbs of Perth. None of the children possess learning difficultiesand range between the ages of eight and nine. The students were of a multicultural background,
with two students having only arrived in Australia at the start of the year.
Learning needs:
Five children follow an extension program. The extension program consists of these students leaving
the main classroom for higher learning Maths. Within the classroom extension actives were
implemented throughout the school day. This activity implemented an extension aspect due to the
complex of the words chosen for these children.
Two students follow an extra help program. The Extra help program consist of volunteers taking the
students for one hour a week to work on reading fluency and comprehension. Furthermore
throughout the school day there are activities for these students, which are implemented into the
daily program of the school day. This activity suited their leaning need due to the simplicity of the
words chosen for these children.
Prior knowledge includes:
A sound understating in techniques used to spell words
Figure 2: Planned layout for literacy stations within the classroom
Figure 1: Planned layout for Literacy station 1
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Basic understandings of the use of timers.
Learning experiences:
Understanding how language features are used for different effects.
Ability to comprehend and draw deeper understandings from texts.
Deepen experiences and knowledge of technology namely computers and PowerPoint.
Brief description of station
What will it be composed of?
This station is composed of four coloured boxes that matched the corresponding colours of the
childrens assigned spelling groups.
Within each of the four coloured boxes were four instructional cards (again printed on the relevant
coloured paper in accordance to the spelling group colours). These four instructional cards
represented the list words from the past two weeks. Each coloured box was individualised in their
instructional cards as each spelling group was allocated different words. The word instructions
ranged from find as many TH words as possible to make as many CVCe words as you can
This station also composed of a worksheet that allowed the children to compose a list of as many
words as they could muster in accordance to their assigned instructional card.
Resources:
Four boxes matching the colour groups assigned to the children, three instructional cards per box
colour (twelve cards altogether) twenty- four worksheets and two trays labeled INBOX and
OUTBOX respectively.
Instructional goals
By the end of the session children would have:
o Identified and revised their spelling words from the past two weeks.
o Revised the correct spelling and punctuation associated with the assigned words.
o Draw connections between the words sort categories and the childrens sight words.
How will the station be used by children?
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The station is self sufficient, meaning that it requires no input form the teacher following the initial
introduction session. Initially the teacher will provide a detailed explanation as to the method and the rules
associated to this station. The teacher will then highlight that all the categories chosen are words sort
categories that the children have seen before and should know.
The children will be grouped in colour relevant pairs. Once seated at the station they will commence the set
up. This entails the retrial of one relevant coloured card, two worksheets (from the OUTBOX tray) and
the timer. On completion of the set up the children will commence the activity by hitting the timer. After
the timer is hit the children will work in collaboration to discover as many relevant words as they can
muster in the allocated time.
Upon completion of the first card, the activity will recommence with a second and third card selected
respectively.
Once all three rounds have been completed the children will place their worksheets into the INBOX tray,
and will return to their desks and wait for further instructions.
For the extension children, they are able to work in collaboration for the first two days,
on their specifically assigned words. On the last couple of days there is an added
option of creating a competition between students to see how many list words each
individual can muster.
For the extra help children, they have been assigned set lists words which are
appropriate for their learning level.
Assessment strategies:
What to assess:
o List sight words/spelling words
o Recognise how to use the literacy station
How to assess:
Collection of worksheets
Questioning, discussions and observations in relation to learning objectives (with small
groups of children at a time)
General feedback and satisfaction with the activity
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LESSON PLAN
Year
Level/s:
3Curriculum
Area:
English electronic -
book
Date: 14/05/2012 Time Period: 30 min
Link to curriculum:
Text structure and organisation
Understand how different types of texts vary in use of language choices,depending on their purpose and context (for example, tense and types ofsentences)
Specific Lesson Learning Goals (What will the students learn during thisparticular lesson?)
Discuss the structure of persuasive texts
Identify and list examples of persuasive language
Identify the main and supporting ideas in the text.
Students Prior Knowledge:
A sound understanding of text structures - in particular focusing onconventions of text types (persuasive writing)
Preparation: (classroom layout, resources, groupings)
Resources:
o Interactive whiteboard
o Laptop with the already downloaded storybook (donkeys that type)
Groupings/layout:
o Students are to remain in their desks
Time:
5 min
Lesson Progression
(Include: Introduction, Lesson Steps, Focus Questions and Conclusion)
Introduction:
Gain attention by playing the first slide of the digital book
Pose question: what do you remember about persuasive
http://www.australiancurriculum.edu.au/Glossary?a=E&t=types+of+textshttp://www.australiancurriculum.edu.au/Glossary?a=E&t=contexthttp://www.australiancurriculum.edu.au/Glossary?a=E&t=tensehttp://www.australiancurriculum.edu.au/Glossary?a=E&t=sentenceshttp://www.australiancurriculum.edu.au/Glossary?a=E&t=contexthttp://www.australiancurriculum.edu.au/Glossary?a=E&t=tensehttp://www.australiancurriculum.edu.au/Glossary?a=E&t=sentenceshttp://www.australiancurriculum.edu.au/Glossary?a=E&t=types+of+texts -
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10 min
10min
texts?
Allow a range of answers before moving on. Record these
answers on the white board.
Create a discussion about persuasive writing ask:
What is the structure of a persuasive text?
Introduction
Body (main reasons and evidence)
Conclusion
Discuss how to determine if the text is persuasive
Language: needs to be in present tense, first person,
uses action verbs.
Style of writing/ layout
Ask for some examples of persuasive language that they have
leant
Introduce the storybook, what they need to do when they read it:
It is a persuasive text that uses very subtle language to
persuade. It is about a farmer called Frank who has farm
animals that are very demanding.
What will happen when they get to the literacy stationStress:
They will all get a turn
They will work in pairs that have already been assigned
(alphabetically)
They will read the book twice
What they will do with the book
When you get a chance to get to this literacy station I want you
to work in pairs and read through the book two times. The first
time will be for enjoyment, the second time will be to analyse
it.
When you read it for the second time you will be answering this
sheet that I have given you. Show an example of it.
How to use the book/ what to do when finished
When you first get the station this is what you will see (the
first page is showing)
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5 min
Instructions:
You will need to make sure that you place the headphones on.
To change to the next slide you will press the mouse ONCE,
Then you will wait for the animation to start and the voice to tell
the story. Once the voice has finished you may press the mouse
ONCE again
Stress the importance of filling out the sheet and then placing it
on the teachers desk:
Once you have competed the activity you will put the paper on
the teachers desk and go back to your desk and continue with
the class activity
Conclusion:
Questions/ comments
Allow adequate time to clear any misunderstandings.
Informal Assessment of Student Outcomes
What will you assess?
Discuss the structure of persuasive
texts
Identify and list examples of
persuasive language
Identify the main and supporting
ideas in the text.
How will you assess? What evidence will
you collect?
Collection of sheets
Questioning, discussions and
observations in relation to learning
objectives (with small groups of
children at a time)
General feedback and satisfaction
with the activity
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LESSON PLAN
Year
Level/s:
3Curriculum
Area:
English:
writing/spelling
Date: 10/05/2012 Time Period: 35 min
Link to curriculum:
Expressing and developing ideas:
Understand how to use soundletter relationships and knowledge of spellingrules, compound words, prefixes, suffixes, morphemes and less commonletter combinations, for example tion
Recognise high frequency sight words
Specific Lesson Learning Goals (What will the students learn during this
particular lesson?)
List sight words/spelling words
Recognise how to use the literacy station
Students Prior Knowledge:
Knowledge and familiarity of the spelling/sight words used in this activity
Preparation: (classroom layout, resources, groupings)
Resources:
o Literacy station set up:
o 4 coloured boxes
o 1X timer
o 24 X blank paper
o INBOX and OUTBOX trays.
Groupings: As a whole class
Time: Lesson Progression
(Include: Introduction, Lesson Steps, Focus Questions and Conclusion)
http://www.australiancurriculum.edu.au/Glossary?a=E&t=prefixeshttp://www.australiancurriculum.edu.au/Glossary?a=E&t=suffixeshttp://www.australiancurriculum.edu.au/Glossary?a=E&t=morphemeshttp://www.australiancurriculum.edu.au/Glossary?a=E&t=prefixeshttp://www.australiancurriculum.edu.au/Glossary?a=E&t=suffixeshttp://www.australiancurriculum.edu.au/Glossary?a=E&t=morphemes -
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5 min
2 min
5 min
8min
Introduction:
Gain attention and introduce what we are doing:
o Looking at a literacy station today
o Looking at a station that will improve your spelling and writing
o Why does working on spelling improve your writing?
Allow a range of answers before moving on
Link between in class work, yesterdays literacy station and todays
literacy station.
o In class: persuasive texts, todays words: have been learning
to help improve your persuasive writing
o Yesterdays literacy station: looked at a persuasive text,
todays literacy station uses words seen yesterday
o Todays literacy station: allows improvement of
spelling/writing for persuasive texts, but also words that we
looked at the other day in class. They were the words that
we could use instead of said.
Introduce the literacy station
o This is the station
o 4 boxes, each colour box is linked to the colour-spelling group
that is on the wall.
How it works/ what they will do at the station
o You and a partner will come to the station.
o You will each take one black ruled piece of paper
o You will then get the timer and put it between you
o You will then (as a pair) pick one card from box that is the same
colour as your spelling group is. For example if I am apart of the
green spelling group I will take one card from the green box
o Once you and your partner have a card, you will turn over the
card and one of you will hit the timer
o On the card there is instructions as to which words I want
you to work on. For example the card might say CVC
words so you will have to think of as many words as you
can that follow the rule of constant, Vowel, Constant.
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10 min
5 min
o You and your partner will have 4 minutes to come up with as
many words as you can.
o Both of you will record the words you have come up with on the
paper.
o You will do this in your pair 3 times.
Once finished
o Write name on paper and put it in the inbox
Words likely to be seen in the station
o Show PowerPoint slide
o Make the children get out their lists words
o Link the list words on the instructions cards brainstorm on
board
o On the PowerPoint are the instruction cards. Each group
has different words, and different instruction cards. I want
you to take 2 minutes to come up with an example of
some words that fit with the instructions in your colour
group
o For example green group has an instruction card saying
list CVVC words can anyone in the green group give me
an example? Seem, Keep, Green.
o You have two minutes to find some examples for your own
groups instruction cards.
o Brainstorm some words for each group
Conclusion
Questions/ comments
Informal Assessment of Student Outcomes
What will you assess?
List sight words/spelling words
Recognise how to use the literacy
station
How will you assess? What evidence will
you collect?
Worksheets
Questioning throughout the mini
lesson
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General feedback and satisfaction
with the activity.