english assignment literacy learning station

7/30/2019 English Assignment literacy learning station

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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.

english assignment literacy learning station

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