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{IMG_0800.jpg} Children then moved into small groups where they focused on a particular literacy based activity. The teacher explained these activities; there were five activities that were rotated daily, but with a new focus every week. As described in Chapter 4 of Hill this is a form of a scaffolded approach to literacy. Scaffolding is a method in which students receive support until they can apply new skills and strategies self-sufficiently.These groups included; the listening post, children would listen to a CD twice then were asked to identify and mark familiar words on copied, laminated pages from this book. Sorting activities, children had a piece of paper with different letters marked on it, they would then have to sort through pictures, say what they were and listen to the beginning sound placing it on the correct letter. Memory games, this was cards placed with their pictures downwards, two cards were turned up at a time and the child would say what they were using cued articulation to identify the beginning sound. These activities were basically self-tutored by the children, with the class aide overviewing. While these activities were taking place, the teacher would take a focus group for guided reading. Guided reading is where a teacher takes a group of 5-6 children ‘reading individual copies of the same text.’ (Hill, S 2012 p. 95) Children receive ‘problem solving strategies’ (Hill, S 2012, p. 95) and guidance while reading these texts. Texts usually progress in difficulty as the students improve with their ability to read. Towards the end of this first hour, children are gathered back into a whole group where a few children will be selected to share what they had been doing with their peers.
The second hour of the literacy block was centred on writing. On this day the teacher used shared reading to read a big book about going to Grandmas, this book coincided with the focus on letter ‘g’. Hill discusses shared reading on page 83. ‘It is usually a whole-group activity… children can participate in the reading in various ways.’ (Hill, S 2012 p. 83) Children were asked why they liked going to their grandmothers and ideas where written on the white board. Children moved back to their tables where they were instructed to paste into their story writing books a sentence starter, which used channeled writing. Channeled writing is where the letters are formed in a tubular way and children can be guided to form the letters correctly (see appendix 1). The sentence starter began with, I like going to Grandmas because… children were then asked to write their own ending to the sentence or use words from the white board as a guide. Once finished this task, children completed some photocopied handouts on the letter ‘g’. (See appendix 1, 2, 3, 4 for examples) On completion of these activities children were once again recalled as a group to share what they had done.
devised by Victorian Speech Pathologist
Cued Articulation works well with numerous literacy schemes presently used at this school. Including THRASS, where, for each phoneme, there is a corresponding cue and M100W Magic Words, cues importantly improve the ability to pronounce certain words. Instruction in phonics, phonological awareness and phonemic awareness are fundamental parts of a classroom literacy program. ‘Phonological awareness refers to the ability to mentally manipulate words, syllables and sounds in spoken language.’ (Hill, S 2012, p. 133) Phonemic awareness is the ability to hear, identify and manipulate individual sounds. It helps improve a students reading of words and comprehension as well as their ability to spell words.
The children responded exceptionally well to this method, which the teacher used in every aspect of her teaching. It was used while identifying letters, in reading books and when teaching the children to try to read a word on their own. During story writing, the children were encouraged to sound out a word and figure out what sounds they could hear within the word. As the children identified a sound they would then find the corresponding letter and the spelling of a word then began. I found this a fascinating technique to watch in progress and the children responded extremely well to.

{IMG_0800.jpg} Children then moved into small groups where they focused on a particular literacy based activity. The teacher explained these activities; there were five activities that were rotated daily, but with a new focus every week. As described in Chapter 4 of Hill this is a form of a scaffolded approach to literacy. Scaffolding is a method in which students receive support until they can apply new skills and strategies self-sufficiently.These groups included; the listening post, children would listen to a CD twice then were asked to identify and mark familiar words on copied, laminated pages from this book. Sorting activities, children had a piece of paper with different letters marked on it, they would then have to sort through pictures, say what they were and listen to the beginning sound placing it on the correct letter. Memory games, this was cards placed with their pictures downwards, two cards were turned up at a time and the child would say what they were using cued articulation to identify the beginning sound. These activities were basically self-tutored by the children, with the class aide overviewing. While these activities were taking place, the teacher would take a focus group for guided reading. Guided reading is where a teacher takes a group of 5-6 children ‘reading individual copies of the same text.’ (Hill, S 2012 p. 95) Children receive ‘problem solving strategies’ (Hill, S 2012, p. 95) and guidance while reading these texts. Texts usually progress in difficulty as the students improve with their ability to read. Towards the end of this first hour, children are gathered back into a whole group where a few children will be selected to share what they had been doing with their peers.
The second hour of the literacy block was centred on writing. On this day the teacher used shared reading to read a big book about going to Grandmas, this book coincided with the focus on letter ‘g’. Hill discusses shared reading on page 83. ‘It is usually a whole-group activity… children can participate in the reading in various ways.’ (Hill, S 2012 p. 83) Children were asked why they liked going to their grandmothers and ideas where written on the white board. Children moved back to their tables where they were instructed to paste into their story writing books a sentence starter, which used channeled writing. Channeled writing is where the letters are formed in a tubular way and children can be guided to form the letters correctly (see appendix 1). The sentence starter began with, I like going to Grandmas because… children were then asked to write their own ending to the sentence or use words from the white board as a guide. Once finished this task, children completed some photocopied handouts on the letter ‘g’. (See appendix 1, 2, 3, 4 for examples) On completion of these activities children were once again recalled as a group to share what they had done.
singular letter. Cued Articulation was devised by Speech Pathologist Jane Passy. In early school years it facilitates the development of Sound Awareness - now seen as basic to the acquisition of literacy skills. Cued Articulation is easy and fun to learn, when taught alongside an understanding of the patterns involved in normal speech development.
Cued Articulation works well with numerous literacy schemes presently used at this school. Including THRASS, where, for each phoneme, there is a corresponding cue and M100W Magic Words, cues importantly improve the ability to pronounce certain words. Instruction in phonics, phonological awareness and phonemic awareness are fundamental parts of a classroom literacy program. ‘Phonological awareness refers to the ability to mentally manipulate words, syllables and sounds in spoken language.’ (Hill, S 2012, p. 133) Phonemic awareness is the ability to hear, identify and manipulate individual sounds. It helps improve a students reading of words and comprehension as well as their ability to spell words.
The children responded exceptionally well to this method, which the teacher used in every aspect of her teaching. It was used while identifying letters, in reading books and when teaching the children to try to read a word on their own. During story writing, the children were encouraged to sound out a word and figure out what sounds they could hear within the word. As the children identified a sound they would then find the corresponding letter and the spelling of a word then began. I found this a fascinating technique to watch in progress and the children responded extremely well to.

While observing a literacy block it was interesting to watch a number of early years teaching practices put into place. It was evident that this teacher used a whole- small- whole approach. This was used in one-hour sessions. In both one-hour sessions the class started as a whole, then moved into smaller groups where they concentrated on focused areas or guided writing, then reconvened into the whole group where their work was often shared or reflected upon.
The whole group activity began with a brief revision of letters previously learnt, then with more of a focus on the letter of the week, which in this case was the letter ‘g’. Cued Articulation was the main method used in this classroom when introducing and learning a letter. This method gave children clear visual and sound recognition techniques in which to identify letters. The teacher next used smart board technology, Sunshine Online (http://sunshineonline.com.au) was the website used by this school. A short story based on the letter ‘g’ was shown, children individually were asked to come and identify the letter of focus. Activities on the smart board included letter recognition, forming the letter ‘g’ and recognizing the letters sound.
Children{IMG_0800.jpg} Children then moved
The second hour of the literacy block was centred on writing. On this day the teacher used shared reading to read a big book about going to Grandmas, this book coincided with the focus on letter ‘g’. Hill discusses shared reading on page 83. ‘It is usually a whole-group activity… children can participate in the reading in various ways.’ (Hill, S 2012 p. 83) Children were asked why they liked going to their grandmothers and ideas where written on the white board. Children moved back to their tables where they were instructed to paste into their story writing books a sentence starter, which used channeled writing. Channeled writing is where the letters are formed in a tubular way and children can be guided to form the letters correctly (see appendix 1). The sentence starter began with, I like going to Grandmas because… children were then asked to write their own ending to the sentence or use words from the white board as a guide. Once finished this task, children completed some photocopied handouts on the letter ‘g’. (See appendix 1, 2, 3, 4 for examples) On completion of these activities children were once again recalled as a group to share what they had done.
The one method, which I will reflect on, that was widely used in all aspects of this classroom is the use of Cued Articulation. Cued Articulation is a collection of hand signals each letter of the alphabet. Each hand signal represents one letter and the cue provides indications as to how and where the sound is created. Though very similar to sign language it only represents a singular letter.

Integrating Theory and Practice
New Literacies Practices
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The following page will explore the new literacies and practices that we need to consider as teachers in the 21st century.
Prior to the 21st century Literate defined a persons ability to read and write, separating the educated from the uneducated, in the 21st century one must possess the skills and digital competencies necessary to navigate a multidimensional and fast digital environment. (Jones and Flannigan, 2006) Thus Literacy teaching and learning in early childhood education is changing alongside improvements in and new technologies being introduced in the 21st century. And its becoming increasingly important that as teachers we are aware of and adapt to the needs of a 21st century learner.Lankshear and Knobel (2003, p59-82) conducted a review of research into new technologies being used within an early childhood setting. They noted that most children's learning of new literacies was occuring in out of school settings and in the home rather than in classroom settings.The Australian early childhood research project titled 'Children of the New Millenium', (Hill 2010), involved teachers undertaking a tour of 4-8 year old children's homes to gain an idea of the sorts of technologies they were using at home, it was found that a level of technology was being used by children that was far in advance of the equipment that existed in many schools and preschools.
Through studies such as mentioned above teachers can begin to understand just how developed early years learners are with multiliteracies and plan classes accordingly, remembering to factor in skills students may already possess from their interaction with technologies used at home. The Multiliteracies Map taken from the text 'Developing Early Literacy' (Hill, 2006, p 364) is an excellent framework for identifying what children are already capable of and it is outlined below.

LiteracyThe following page will explore the new literacies and practices that we need to consider as teachers in the 21st century.
Prior to the 21st century Literate defined a persons ability to read and write, separating the educated from the uneducated, in the 21st century one must possess the skills and digital competencies necessary to navigate a multidimensional and fast digital environment. (Jones and Flannigan, 2006) Thus Literacy teaching and in the 21st century. And its becoming increasingly important that as teachers we are aware of and adapt to the needs of a 21st century
Integrating Theory learner.Lankshear and Practice
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(Source: http://www.teacher.co.in/wp-content/uploads/2012/02/Teachers-Are-born-but-Good-Teachers-are-made.jpg)
Running records wereKnobel (2003, p59-82) conducted throughout teacher focus groups to asses a students progress and determine whether the level they were at was still the desired 'instructional level' (Hill, 2012).
Teachers prompted students to think both phonologically and grapho-phonically by referring toreview of research into new technologies being used within an ear and eye symbolearly childhood setting. They noted that most children's learning of new literacies was frequently displayed through writing time. By referring to these symbols students would stop and asses their work and ask themselves and each other, "does it sound right? does it look right" (Hill, 2012)
Students' wroteoccuring in their journal about their weekend, engaging them intrinsically by allowing students to explore their own fundsout of knowledgeschool settings and allowingin the teacher clear access to this valuable resource (Moll et.al, 1992).
The teacher would read aloud tohome rather than in classroom settings.The Australian early childhood research project titled 'Children of the students'New Millenium', (Hill 2010), involved teachers undertaking a text that was outsidetour of the students zone of proximal development and provided syntax models and use of semantics4-8 year old children's homes to convey meaning that may otherwise not be achieved (Hill, 2012).
The teacher would read the book aloud ingain an effort to extendidea of the children's vocabulary. First the booksorts of technologies they were using at home, it was found that a level of technology was read to the students with the word being contextualised which right after being highlighted for further questioning when the page had been finished reading then, the word was then attempted to be definedused by the students which shortly followed by the teachers definition. the sentence was often read again for better understanding (Hill, 2012).
Modelled Writing was heavily used as some children were unable to plan out their own writing before a task began and the teacherthat was able to assist allfar in advance of the students needs at once, while expressing the basic ideas of the writing to the class (hill, 2012).
This page will explore the different waysequipment that weexisted in many schools and preschools.
Through studies such as mentioned above teachers can integrate theory into practice. I think it importantbegin to view what we have been taught from a holistic approach to start with. The following video is a great description of most of what we have been taught so far.
Emergent Literacy Theory.
This theory is predicated on the theories of earlier thinkers. The two dominant names in literacy theoryunderstand just how developed early years learners are Piagetwith multiliteracies and Vygotsky. Piaget's theories relateplan classes accordingly, remembering to the different stages of development that a child passes through. Vygotsky's theories included scaffolding and Zone of Proximal Development. The following two videos give a clear outline of how these theories work.
Piaget's stages of development.
Vygotskyfactor in the classroom.
So now we have two theories what do we doskills students may already possess from their interaction with them? One oftechnologies used at home. The Multiliteracies Map taken from the first things to realizetext 'Developing Early Literacy' (Hill, 2006, p 364) is that these two theories are not in opposition to each other but can be complementary to each other. This next video explains how.
Piaget and Vygotsky.
So now we have two complementary theoriesan excellent framework for identifying what do we do with them? Well the challenge is implementing them into the classroom environment.Luckily there is a lot of programs within schools thatchildren are already doing this successfully. Twocapable of the most widely used programs at the moment are the 'Daily 5' and the 'Literacy CAFE Menu'. The Daily 5 reading program consistsit is outlined below.
FUNCTIONAL USER
- Locating, code breaking, using signs and icons
- selecting and operating equipment
-Moving between mediums: cameras, videos, computers
MEANING MAKER
- Understanding Multi-modal meanings
- Purpose of
Listen text and text form
-Connecting to reading.
Read to self.
Read to other.
Work on spelling.
Work on writing.
They work as an excellent example of Vygotsky's theories of scaffoldingprior knowledge
CRITICAL ANALYSER
- Discourse analysis
-equity
-power and the Zone of Proximal Development. The following video is an example of how this worksposition
-appropriate software/hardware
TRANSFORMER
-Using skills and knowledge in the classroom. It allows allnew ways
-Designing texts
-producing new texts
Through our own exploration during our Early years learner profiles in Assignment 1, it was indeed found that students did already have access to work at there own pace on 'good fit' books. The teacher is then freed up to go aroundmany different technologies including but not limited to:- Ipads- Iphones -Ipod touches-Mac computers-Laptops- Video-game consoles- Pcs-Digital Cameras(Internet access was possible for many of the class assessingchildren using these technologies)
Through the competenciesuse of some or all of these technologies within the studentshome, evidence was found that children were developing their media literacy skills as functional users, meaning makers and critical analysers.A child's interest in video-games for instance allowed them to make adjustments todevelop the resources as required.
Daily 5 and CAFE at Dodgeland.
The Literacy Cafe Menu consistsidea of learning objectives for children afterdirectionality, reading any text that they have. Under the learning objectives are different strategies that the students can employsigns and symbols related to help them achieve their goal. The following menu works well as a large wall chart inspecific goal, understanding multimodal meanings eg./ the roomuse of music to prompt children to help themselves, especially inconvey a Daily five style of class. I think it also helps as a great prompt formood/setting, and understanding the less experienced teacher.
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{http://beautiesandthebeast.wikispaces.com/site/embedthumbnail/placeholder?w=200&h=50} CAFE_Menu_New.pdf
Copyidea of the Cafe Literacy Menu.
The following video, although dated explains how we can use Piaget's theories of cognitive development in the classroom. These theories seempower and position eg. (A child told me he used to be usedcome last in creating the correct classroom atmospheregame but now he comes first and preparation rather than specific teaching strategies.
Using what we know: Applying Piaget's developmental theory in primary classrooms
Ithe think's coming first is interesting to notegood).
REFERENCES:
Jones.B and Flannigan.S 2006, 'Connecting the emphasis on assessment indigital dots: Literacy of the applications of both theories.
user-1338342796
<h2>Javascript Required</h2> <p>You need to enable Javascript21st century', Educause quarterly, vol 29, issue 2, page 1
Lankshear. C and Knoebel. M 2003, 'New technologies in your browser to edit pages.</p>

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. Assignment Criteria
. Early Years Learners and Fundsearly childhood literacy research', Journal of Knowledge
. Early Years Readers
. Early Years Teaching Practices
. Early Years Writers
. Integrating Theoryearly childhood literacy, vol 3, iss 1, p 59-82
Hill, S 2010. 'The millenium generation: teacher researchers exploring new forms of literacy', Journal of early childhood literacy', vol 10, iss 3, p 314-340
Hill, A 2006, Developing early literacy: assessment and Practice
. New Literacies Practices
. References.
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