Literacy Planning Resource (picture Books)

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Learning activity 2

This activity involves students being provided with a list of vocabulary chosen from the text such as “forlorn”, “unicorn”, “surprise” and so on (Blabey, 2015). Each student will be provided with a ‘thinking mat’ where next to the words, there will be columns with four headings: “prediction”, “actual meaning”, “synonyms” and “rhyme”. The students are to reread the book and find the allocated words in the list and predict what it means using strategies such as using the images, reading on, using context and noting it in the prediction column. Any word(s) that rhyme with the vocabulary list found in the text should also be noted down in the rhyme column. Furthermore, resources such as dictionary, thesaurus or computer can be used to find actual meanings as well as look up synonyms. A formative assessment is used where students complete the task and check their answers by swapping with the student next to them.

Learning outcome(s) evident

2. Expand vocabulary and predict meaning from text

3. Identifying rhyming words.

Vocabulary development is important at each developmental level. Differences in vocabulary among children begin to have a significant impact not only on reading comprehension moreover it is reflected in their writing, ability to contribute in oral discussion and overall academic performance. The curriculum stresses the importance of extending a student’s vocabulary. It is also therefore critical to ensure that students learn strategies of predicting meaning to help their reading (Biemiller& Boote 2006, Winch et al., 2014). This learning activity enables the students to expand their vocabulary bank by teaching word prediction strategy and synonym search which enables them to learn new vocabulary by making connections to the word with known definitions. Identifying rhyming words also help in improving phonological awareness of the students.

Learning activity 3

The class will begin with a discussion on the concept of personification and modeling written dialogues. To further establish their understanding students will then be allocated into four groups each representing a character (Thelma, Otis, Fan, Horse). They are to then create a profile of the allocated character including specific details of the character with evidence from text. They are then separated into pairs with two different characters in each group. They are then given a scenario where they have to write a conversation that would occur between the characters in that scenario which they will then perform in front of the teacher and peers. Assessment will be done through observation of students performing the scenarios in pairs as well as annotation of their written dialogue.

Learning outcome(s) evident

4. Discuss characters in the text, share personal feelings and understanding of the characters

5. Introduce concept of personification and dialogue

AusVELS (2015) expects student’s in grade 3 to have an understanding of the way characters are portrayed and form opinions regarding the characters. Analysis of the character can lead to deeper text comprehension of the choices made by the character. It enables student’s to empathise with the character and understand the role of motivation within a character. It allows student’s to make connections with the story and understanding that a character’s motivation is crucial in creating a story (Bower, 2014).

Understanding the concept of personification allows children to explore the world of non-human objects, giving them human characteristics leads to expanding the scope of their creative writing, such as talking animals. Dialogues are a crucial part of story writing and serves a multitude of purposes therefore teaching students how to create dialogue can help further improve their writing skills.

Learning activity 4

They are to create a poster with a large concept map of the story. It should include the conflict, solution(s), setting, theme, main characters, main events, moral of the story. At the bottom there should be a main summary of the beginning, middle and end.

Learning outcome(s) evident

6. Identify key features of a story and retell events from the text.

It enables students to identify and understand the commonly identified elements of a story such as the plot (conflict and resolution), character, setting and theme. In-depth comprehension of text requires discernment of the way reading material is organized. With great comprehension of the elements of a story students can use the same layout in order to start creating their own stories, giving them a frame of reference. (Otto, 2008). Brown (2013) places emphasis on the "awareness of text structures" which he classifies as a crucial metacognitive skill (p. 125). A graphic organizer, such as a story map can help students visually organize a story's elements, increasing their ability to retell, summarize, and comprehend the story.

Response to text

During the third grade the focus is on encouraging the children’s interest in writing by emphasizing their role as authors. They are to produce a creative story regarding an endangered animals of their choice. It can be as creative as the student wishes it to be. The process of writing will take place first by planning, just like they did in the activity they are to create a concept map that explores the four areas of the story, characters, setting, theme and plot (conflict and resolution). They are to incorporate concepts learnt in previous activities such as dialogue, detailed description of characters and connection to real world issues. This story will be assessed and marked according to several criteria such as whether they have involved dialogues in the story, and inclusion of the four common elements in a story. Marks will also be allocated for correct grammar, spelling and punctuation as required by AusVELS at grade 3 level (AusVELS, 2015).

Knowledge of written language develops through children’s literacy related experiences in early childhood settings. Opportunities to engage in writing provide important experiences to apply and learn more about using written language to express meaning (Bower, 2014). Phonemic knowledge is involved in figuring out how to use alphabetic letters to encode