EDLA 204 Kassy Schramm S00122161

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Assessment 1: Planning for Literacy
Learning using Multimodal Resources

Part A: Teaching Plan

Lesson Topic/Focus: Rhyming Words
Aspect of Literacy: Speaking and Listening
Grade/Level Year: Grade 1 and 2
VELS Domain: English
VELS Level: 2
Duration of Lesson: 60 minutes

Learning Outcomes/Standards
Students practice the skills of being attentive listeners in a wider range of contexts.
They demonstrate, usually in informal situations, that they are able to speak clearly
using simple utterances and basic vocabulary. They vary volume and intonation
patterns to add emphasis. They contribute to group activities by making relevant
comments and asking clarifying questions to facilitate communication. They listen to
others and respond appropriately to what has been said.

Indicators
Students will be able to:
Understand rhyming words
Recognize and identify words that rhyme
Think and devise own rhyming words

Assessment Criteria
Whole Group
Students can:
Understand rhyming words
Identify words that rhyme through verbal discussion
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Devise own rhyming words in small groups

Focus Group:
Students can:
Understand rhyming words through rhyming picture cards
Understand, recognize and identify rhyming words
Devise own rhyming words

Background to the pupils learning
Would be able to see who and how much the students know about rhyming words
through the second reading of the book where students are asked to touch their
nose if they can recognize any rhyming words.

Teaching Strategies
Read book once and listen carefully
Read book again, touch nose when they recognize rhyming words
Group work, discussion and present to class
Questioning students
Rhyme picture cards for focus group

Lesson Resources
Book
Interactive whiteboard and markers
Internet access
Rhyming picture cards
Butcher paper
Textas





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Content of Lesson
Introduction 10 minutes
Read aloud Giraffes Cant Dance by Gile Andraes.
Ask students what is interesting about this book and why they liked it. Talk
about the rhyming words in the book.
Show students Rhyming Glogster to recap rhyming words

Lesson Body 40 minutes
Read book again and get students to touch their nose when they hear 2 or 3
rhyming words
Get students to come up and write the rhyming words up on the whiteboard
(Ensure they are grouped)
Split students in to groups according to the level of understanding from this
exercise

Whole Group
These are the students who understand what rhyming words are
On butchers paper, get group to write as many rhyming words as they can
Present this to class at end of lesson
Focus Group
This group of students hasnt grasped what rhyming words are
Explanation of rhyming words
Get students to match picture rhyming cards into pairs (Eg. A picture of a
mouse paired with a picture of a house.) This to be done with cards or on
interactive whiteboard.

Early finishers Extension activity
To create their own rhyming story using the words from the previous activity

Closure 10 minutes
Students to sit on floor
Discussion of whole group activity and what they have learnt
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Get 2-3 students to discuss how they got their rhyming words
Any one who got up to extension - choose 2-3 to read their rhyme

427 words

Part B: Rationale for your plan
I chose to focus on rhyming words as I believe it to be an important milestone in the
development of early literacy. Children as early as four years old are developing the
skills to understand, recite and produce rhymes. The recognition of rhyme can help
the ability to break words into smaller parts and recognize smaller parts in words
(Hill, 2006). Below is justification why the lesson I have chosen is appropriate for
students in the early years of schooling in the area of literacy.

Phonological awareness is an important aspect in a childs literacy development.
Trehearne (2003) discusses that in order for children to understand rhyming words,
they must understand the onset and rime of a word. An example would be the word
dance, the onset is d as it refers to any sound before the vowel and the rime is
ance as it is any sound from the vowel to the end of the word. Once students
understand this, they are able to think of other words that could rhyme with this as
they are looking for words that end in ance, such as prance.

A read aloud of Giraffes Cant Dance allows students to participate in a shared
experience, which then has become the basis for further discussion and learning
(Holliday, Johnston, Ljungdahl, March & Winch, 2010). Giraffes Cant Dance is an
appealing book to children, as it contains alliteration, repetition and rhyme. In order
to see whether the students understand rhyming words, in the second reading
students are to touch their nose when they can recognize two or more rhyming
words. By assessing the students that are consistently answering correctly and
putting their hands up we are able to see who has an understanding of what
rhyming words are. From this informal assessment we are able to group students
into the correct small working groups for the activity (McMillan, 2011).
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Using a Glogster on rhyming words with interactive pictures of the book can get the
students really interested in learning about the topic. Technology allows the
teacher and students to teach and learn in enriching ways (Holliday et al., 2010).
Having the Glogster and all its features is a new and exciting way to stimulate the
children.

By working in smaller groups that share the same learning needs, it will promote
and enhance students learning (Holliday et al., 2010). Students can work together in
order to produce rhyming words from the book. The students in the focus group that
havent grasped rhyming words are able to get extra assistance and a further
explanation on the topic. This can be done through an activity of identifying rhyming
words through matching cards (Fellowes and Oakley, 2010). The teacher could either
use the cards or an application on the interactive whiteboard to play this game. By
observing this game and seeing whether students get the cards correct will
determine their understanding of rhyming words.

During closure of the lesson Learning is enhanced by listening to the answers of
other students because these answers may represent a way of expressing ideas that
make more sense to the student than the way the teacher explains things
(McMillan, 2011). I have used McMillians approach by having a group discussion
with the students on the floor on what they have learnt and getting two or three
students to discuss how they got the rhymes they made when completing the
activity. An example of this is the words feel and reel. A student could explain that
the ending is the same and both end in eel. By the students explaining it their own
way, this might make another students understanding more clearer.

608 words





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Part C: Reflection on your learning

During week 3 tutorial, I was able to get constructive feedback from my peers on
how to improve my lesson and my Glogster website. I was told that I had some great
ideas and that my Glogster was interactive enough to catch a childs attention and to
get them excited on the topic but needed more educational information on it. From
this feedback, I changed the site and ensured that I had definitions, examples,
explanations, and activities available for children that view the Glogster.
I have learnt that most students have been exposed to rhymes especially if they have
had nursery rhymes read to them or know particular jingles. But students need to
understand what a rhyme is in order to understand all the aspects of phonological
awareness.

Through the tutorial online forum activities where we were asked to read and
discuss different literacy learning objects, I was able to see that there is a range of
free resources out there that teachers can use to teach literacy. There are games
that students would enjoy and learn from. These could be used as extended
activities or literacy rotations and can be easily assessed as most of them have
different levels. By wandering around the room and taking notes you would be able
to assess the child and note where they are up to and what they are struggling on.
This could be good as a pre-test to see how much the students already know, so the
teacher knows what they students need to learn.

By completing this assessment, I have realized that students firstly need to be
excited about the topic. This can be done by using storybooks and multimodal
resources to engage the students. Once the child is engaged in the topic, they are
more inclined to understand and learn, as they are stimulated. Working in groups
with similar learning needs can also enhance a childs learning as they can bounce off
each other and motivate one another. Literacy is a fun area where teachers and
students can use their imagination and learn at the same time.
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References

Fellows, J., & Oakley, G. (2010). Language, Literacy and Early Childhood Education.
South Melbourne, VIC: Oxford University Press.


Holliday,M., Johnston, R M., Ljungdahl, L., March, P., & Winch, G (2010). Literacy (4
th

ed.). South Melbourne, VIC: Oxford University Press.


McMillian, J H. (2011). Classroom Assessment: Principles and practice for effective
standards-based instruction (5
th
ed.). Boston, MA: Pearson.


Miriam P. Trehearne, M P. (2003). Comprehensive literacy resource for kindergarten
teachers: Phonological awareness. Available from
http://www.etacuisenaire.com/pdf/kindergarten/chapter_2.pdf


Hill, S. (2006). Developing early literacy: Assessment and teaching. Prahran, VIC:
Eleanor Curtain Publishing.