EDU20001 Developing Literacy Emma-Rose Chalak

Assignment 3: Folio – Early Primary 103321199

Introduction

In a student’s first years of learning, literacy and reading proficiency are incredibly important
since they will be practised daily within the classroom. The teacher plays a critical role in
helping students develop these skills in the classroom. As a result of the effective use of
teaching strategies, including combined reading, guided reading, guided writing, and
modelled writing, students develop academic skills (Fellowes & Oakley, 2014). As shown in
the reading and writing samples, this document will depict the four main scenarios.
Additionally, teachers may implement and plan lessons based on the interest and restrictions
of the year one students by linking it to the information from the Australian Curriculum to
give the students a fair chance to develop their learning skills

Part A

Acquiring the skill of reading is a crucial detail for those in the first year of school to achieve
their academic goals (Kiuru et al., 2017). The concept of reading proficiency may be used in
a variety of strategies and approaches to develop students’ skills. Reading ability, as an
example, can be divided into decoding and language comprehension (Fellowes & Oakley,
2014).

Riley

Riley’s reading proficiency has significant developmental and learning delays. Since she was
reading more quickly than she should have, she missed some words or misread words and
was unfamiliar with a term. This left her to guess or skip it because of her lack of
literacy. Riley read ‘beach’ instead of ‘seaside’ in this example. Fellowes & Oakley (2014)
defined fluency as the ability to read with speed and accuracy at an appropriate speed (p.
333). Riley is likely to need sight words to understand and recognize words as she makes
connections between them as she develops reading fluency (Fellowes & Oakley, 2014).

Teaching Strategy

Shared reading is an effective teaching strategy to help develop Riley’s reading fluency.
Using this technique, teachers begin reading aloud with the class, giving the book at least two
reads and using facial expressions while they do so (Fellowes & Oakley, 2014). When a
teacher reads aloud, it encourages the students to listen actively, participate, or even take
turns reading the text (Department of Education and Training, 2019).

Learning Outcome

Phonic Hero corresponds to the English: Literacy, Year 1 level content descriptor “Use
elements in screen text, for example, illustrations, sound, and movement, to support reading”
(Australian Curriculum, Assessment and Reporting Authority (ACARA), 2018,
ACELY1660, v.8.4).
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Assignment 3: Folio – Early Primary 103321199

Learning experience

Phonics Hero is an online information technology (ICT) resource designed to help students
improve their reading skills. Having been placed into small groups by the teacher, the
students will be able to log on to the program using their username and password. As they use
the program, they will be able to listen to different sounds and learn how to relate each sound
to a letter. They will locate the corresponding letter as they read words by combining sounds
and listening to each one. The use of this program will boost Riley’s confidence, which will
boost her interest in reading. If the student mispronounces words during reading, the teacher
will provide supportive feedback (Fellowes & Oakley, 2014).

The benefits and limitations

Including shared reading in daily teaching is beneficial for students since it is an effective and
engaging strategy for developing students’ skills (Fellowes & Oakley, 2014). If this activity
is limited, it will not benefit students. When all students are reading aloud alongside the
teacher, some may be left behind as they do not understand the strategy, which can negatively
impact the students during the lesson (Kalyani, 2020).
Mia

Mia’s reading indicates that she will need to improve her decoding ability. For instance, Mia
rereads words a couple of times, such as “could” and “explores.” Fellowships & Oakley
(2014) explain that “automaticity” occurs when a student understands many words as well as
how to decode a text. As Mia develops her skills, she will achieve automaticity and will be
able to read a text without paying attention.

Teaching Strategy

With guided reading in small groups, the students read the text aloud to each other when a
word is too difficult. Once they understand the word, they can read the text independently
with the teacher’s assistance. Vygotsky formulated a Zone of Proximal Development to
describe when students learn to read independently when assisted by teachers. Mia can
improve her reading skills with guided reading (Fellowes & Oakley, 2014).

Learning experience

To make sure Mia is improving her reading, the teachers can introduce a new word or text to
Mia each day in small groups. The teacher will place each student in the appropriate category
based on his or her literacy level. For example, the book “BE KIND” (Zietlow.M 2020) will
be used and discussed by showing the front page and the different illustrations throughout the
book. Once this has been done, the teacher will ask each child to read a passage in silence
from the book. At the end of the reading, the teacher will discuss the meaning of the text.
Following this, the teacher may ask the students to sum up the main idea and discuss what
they thought of the story and the situations in the book. As Mia learns, the teacher may
continue to develop different activities, such as art or writing, while extending each activity
as Mia grows and becomes a fluent reader. (Fellowes & Oakley, 2014).
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Assignment 3: Folio – Early Primary 103321199

The benefits and limitations

There is a significant benefit to using guided reading. By enabling students to practice their
reading skills, they can become active and effective learners (Ciuffetelli, 2018).

Content descriptor

This activity links to the English: Literacy, Year 1 level content descriptor “retelling the
events or key information in the text orally, in writing, and through digital or art media”
(ACAR, 2018, ACELY1660, v.8.4).

Part B

The learning program is based on student understanding and what knowledge is needed to
create academic content, language structures, and texts. When a student learns how to write,
for instance, he or she can be taught academic writing skills, where the student learns how to
generate and adapt the most effective communication style as the student expresses both
formal and informal writing formats (Department of Education and Training, 2019).

Harper

Harper was unaware that the capital letters, punctuation, and paragraph sentence structure
were incorrect during the lesson. For example, errors may include “ouny,” “fond.” It is very
important that Harper learns how to spell correctly in the future to develop their writing skills
(Fellowes & Oakley, 2014).

Teaching Strategy

Guided writing is one of Harper’s essential strategies. While using this strategy, a teacher will
be able to organize the room into small groups of students within the classroom and help
them with their work. Students can then write independently and improve their writing skills
(Primary National Strategy, 2007).
 
Lesson experience
 
The teacher can use a story mapping activity with a clip from YouTube about “Chicken
Little” to help Harper develop her writing skills. The teacher will explain and map out the
story so that the students can write it from beginning to end. The students will then have the
opportunity to appraise each other’s work after completing their own work (Primary National
Strategy, 2007).

The benefits and limitations

Guided writing is a technique that teachers can employ to get students involved and
encourage them to communicate their writing during lessons (Primary National Strategy,
2007). There is, however, a downside to this, as the student may develop anxiety and become
anxious about completing the assignment on time (Lan et al., 2011).
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Assignment 3: Folio – Early Primary 103321199

Content descriptor

The English: Literacy, Year one level content descriptor states, “Create short imaginative and
informative texts that show emerging use of appropriate text structure, sentence-level
grammar, word choice, spelling, punctuation, and appropriate multimodal elements, for
example, illustrations and diagrams” (ACARA, 2018, ACELY1661, v.8.4).

Madison

Madison demonstrates a lack of writing skills, including spelling, punctuation, and grammar.
Madison, for instance, forgot to punctuate after “Once upon a time” and has errors such as
“allaway” and “precios.” Writing conventions is a significant skill for students since they are
technical aspects of writing texts. As Madison learns to write patterns, students will also learn
how to place and locate punctuation correctly within writing texts (Fellowes & Oakley,
2014).

Teaching Strategy

A teaching strategy that could be used is Modelled writing, whether in the whole class or in
small groups where the teacher can use different actions to create a text. Using this strategy,
the students will start to understand and use proficient writing skills to put their ideas into
writing. A teacher may also focus on different or main elements of learning and writing, such
as correct punctuation, spelling strategies, and word choice (Department of Education and
Training, 2019).

Lesson plan

The teacher may use a worksheet or an intelligent whiteboard to display 2-3 texts of writing
errors within this activity. Then, as the students look over it, the teacher may read out loudly,
find each mistake, and give them a reminder like “We should remember to place a full stop at
the end of each sentence” (Fellowes & Oakley, 2014, p. 449). During writing, the teacher can
effectively develop knowledge by explaining the text aloud to the students (Fellowes &
Oakley, 2014). For example, allowing Madison to revise and edit her writing will help
develop the writing convention skills essential for academic writing (Fellowes & Oakley,
2014).

The benefits and limitations

Modelled writing is an excellent way to encourage and engage students as they pay attention
and observe the teacher’s actions. As a result of watching the actions of modelled writing, the
students could use and understand their writing actions. As a limitation of this strategy, the
teacher should ensure they display their writing process where the students can clearly view it
(Department of Education and Training, 2018).

Content descriptor

While using the activity, it shows an understanding of the English language.

EDU20001 Developing Literacy Emma-Rose Chalak
Assignment 3: Folio – Early Primary 103321199

Year one level content descriptor “Explore differences in words that represent people, places,
and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives)
and details such as when, where, and how (adverbs)” (ACARA, 2018, ACELA1452, v.8.4).

Conclusion

Throughout the portfolio, everything discussed concerning the students reading and writing
will be an essential part of their learning process as they develop their skills. A teacher can
use different teaching methods to meet and develop each student’s essential needs in the
learning process. The teacher considered each activity set to ensure that students’ skills were
improved with each lesson and linked to the content descriptor of the Australian Curriculum.

References:

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Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2018). Australian

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