There are two parts to this assignment: Part A and Part B. You are required to complete both parts.
Part A (approximately 1000 words)
Read the following scenario:
You are a newly appointed room leader for a pre-kindergarten class. In this room, you have 10 children aged from 3 to 4 years. Five out of ten students come from culturally and linguistically diverse backgrounds with the English language as either the second or third language spoken at home. Furthermore, two out of ten students have limited spoken English language.
Requirements
Using the scenario presented, develop and evaluate a learning experience that could encourage and support children’s emergent reading comprehension. This should include:
1. A description of the importance of developing children’s emergent reading comprehension.
2. A description of the learning experience which includes:
• a) the aim of the learning experience
• b) the expected learning outcome of the learning experience which includes a link to a specific sub-outcome under Outcome Children are effective communicators from the Early Years Learning Framework or a relevant learning framework (e.g. Victorian Early Years Learning and Development Framework)
• c) a description of a teaching strategy that will support the development of children’s emergent reading comprehension within this learning experience
• d) a description of a teaching strategy that will support teaching children from culturally and linguistically diverse backgrounds within this learning experience
• e) the inclusion of ICT either as a teaching tool or as a tool that children can use to help aid their learning and development
• f) a description of how you would assess children’s learning
3. An Assessment of the learning experience
Note: You must justify your work by making links to a learning framework – such as the Early Years Learning Framework (EYLF) or Victorian Early Years Learning and Development Framework, scholarly sources and other relevant sources. All references must be cited using the APA 7th edition style. Please note that there is a minimum of 10 references across both parts of this folio.
Part B (approximately 1000 words)
Read the following scenario:
You are an early childhood educator within a kindergarten room at an early learning centre. Through your observations, five children in your room have displayed excellent emergent writing behaviours, which include combinations of multimodal communication systems, including speech, drawing, music, and dance. More specifically, the group of children have confidently displayed the following:
• They are aware of the relationships between oral, written and visual representations.
• They use symbols in play to represent and make meaning.
• They use creative arts (e.g. drawing, painting and storytelling) to express ideas and make meaning.
Requirements
Using the scenario presented, develop and evaluate a learning experience that could support and extend children’s emergent writing development. This should include:
1. A description of the importance of supporting and extending children’s emergent writing development.
2. A description of the learning experience which includes:
• a) the aim of the learning experience
• b) a description of how this learning experience will build on what children already know and what they have demonstrated
• c) the expected learning outcome of the learning experience which includes a link to a specific sub-outcome under Outcome Children are effective communicators from the Early Years Learning Framework or a relevant learning framework (e.g. Victorian Early Years Learning and Development Framework)
• d) a description of a teaching strategy that will support the development of children’s emergent writing development within this learning experience
• e) the inclusion of ICT either as a teaching tool or as a tool that children can use to help aid their learning and development
• f) a description of how you would assess children’s learning
3. An Assessment of the learning experience
Note: You must justify your work by making links to a learning framework – such as the Early Years Learning Framework (EYLF) or Victorian Early Years Learning and Development Framework, scholarly sources and other relevant sources. All references must be cited using the APA 7th edition style. Please note that there is a minimum of 10 references required across both parts of this folio.
Please ensure that Part A and Part B of your folio are clearly labelled using headings. In following, you can organise your responses under each section using sub-headings. All scholarly sources and other relevant sources referred to in your folio must be included in a reference list. Your reference list should start on a new page and it should be appropriately formatted in APA 7th edition style. Note that the reference list will not be included in the word count.
Part A: Supporting Emergent Reading Comprehension in a Culturally and Linguistically Diverse Pre-Kindergarten Classroom
Importance of Developing Emergent Reading Comprehension
Emergent reading comprehension refers to the development of skills that enable children to understand and make meaning from printed and written language. This is an important foundation for later reading and academic success. Research indicates that early literacy skills are a strong predictor of future reading ability and academic achievement (National Early Literacy Panel, 2008). Therefore, it is essential to provide opportunities for children to develop these skills in the early years.
Learning Experience
Aim of the Learning Experience
The aim of the learning experience is to support children’s emergent reading comprehension by providing opportunities for them to engage in meaningful and authentic literacy experiences.
Expected Learning Outcome
The expected learning outcome is for children to demonstrate emergent reading comprehension skills by using pictures and context clues to predict text, retelling familiar stories, and asking and answering questions about texts. This aligns with sub-outcome 5.4 of the Early Years Learning Framework (EYLF) in Australia, which states that children “use language to investigate, imagine and explore their worlds” (Department of Education and Training [DET], 2017, p. 32).
Teaching Strategy to Support Emergent Reading Comprehension
Shared Reading is a teaching strategy that can support the development of children’s emergent reading comprehension. This strategy involves the teacher and children reading a text together, with the teacher modeling how to use context clues and pictures to predict what might happen next in the story. The teacher can also ask questions about the text and encourage children to share their own ideas and interpretations. This can help children to develop their vocabulary, comprehension, and critical thinking skills.
Teaching Strategy to Support Culturally and Linguistically Diverse Children
To support children from culturally and linguistically diverse backgrounds, it is important to provide materials that reflect their cultures and languages. This can help to build their confidence and promote positive attitudes towards literacy (August & Shanahan, 2006). In this learning experience, the teacher can include books that represent diverse cultures and languages. The teacher can also use visual aids such as pictures and videos to help children understand unfamiliar words and concepts.
Inclusion of ICT
ICT can be used as a tool to support children’s emergent reading comprehension. For example, the teacher can use a digital storybook or an interactive whiteboard to engage children in shared reading. This can provide opportunities for children to interact with the text in a different way and can also be a fun and engaging way to learn.
Assessment of Learning
Assessment of learning can be done through observation, anecdotal notes, and formative assessment. The teacher can observe children during shared reading and take notes on their participation, engagement, and comprehension. The teacher can also ask children questions about the text and use their responses to inform future teaching and learning.
Assessment of the Learning Experience
Overall, this learning experience provides opportunities for children to engage in authentic and meaningful literacy experiences that can support the development of emergent reading comprehension. The use of shared reading as a teaching strategy, inclusion of diverse materials, and use of ICT can enhance children’s learning and engagement. Assessment strategies can be used to inform future teaching and learning and ensure that children are making progress towards the expected learning outcome.
Part B: Supporting and Extending Emergent Writing Development in a Kindergarten Room
Importance of Supporting and Extending Emergent Writing Development
Emergent writing refers to the development of skills that enable children to use written language to communicate and express ideas. This is an important foundation for later writing and academic success. Research indicates that early writing skills are a strong predictor of future writing ability and academic achievement (Berninger & Abbott, 2013
