This experience may be an addition to existing areas, highlighting where educators can incorporate concepts of print and phonological awareness within already developed reading areas.
This experience should be differentiated depending on the individual child/group level.
This learning experience plan relates to:
- emergent literacy
- language and emergent literacy learner (36-60 months)
- learning foci: concepts of print, phonological awareness
- teaching practices: reading with children, literacy rich environment.
What information has been gathered as evidence to inform this experience?
Links to VEYLDF
Outcome 5: communication
Children interact verbally and non-verbally with others for a range of purposes:
- Children engage in enjoyable reciprocal interactions using verbal and nonverbal language.
Children begin to understand how symbols and pattern systems work:
- Children begin to be aware of the relationships between oral, written and visual representations.
- Children listen and respond to sounds and patterns in speech, stories and rhyme.
Children engage with a range of texts and get meaning from these texts:
- Children view and listen to printed, visual and multimedia texts and respond with relevant gestures actions, comments and/or questions.
- Children begin to understanding key literacy and numeracy concepts and processes, such as the sounds of language, letter-sound relationships, concepts of print and the ways that texts are structured.
- Children actively use, engage with and share the enjoyment of language and texts in a range of ways.
Victorian Curriculum levels F-2: literacy
- Read texts with familiar structures and features, practising phrasing and fluency, and monitor meaning using concepts about print and emerging phonic, semantic, contextual and grammatical knowledge.
- Use comprehension strategies to understand and discuss texts listened to, viewed or read independently.
- For children to engage with text.
- For children to identify features of text (including concepts of print and phonological awareness).
Assessment of learning
Learning is demonstrated when children:
- engage with the texts
- respond to questions about letters, symbols, rhyming and alliteration.
- cosy area with couch, cushions, blankets, stuffed toys (this can be set up indoors or outdoors)
- books for different age groups (see section Reading with Children).
Small group (two-five children).
Differentiation should be based on prior assessment of the child/children’s communication skills. Examples of differentiation, educators can model:
- and support children to follow text from left to right.
- and support children to turn pages in the correct order.
- how to identify the front and back covers of books.
- Set up, observe and monitor the reading area:
- when appropriate, join children who are engaged in the reading area
- point out features of text to children, providing prompts such as, “I wonder if we can find the first letter of our names on this page”
- draw children’s attention to any alliteration or rhyming within the text
- if children know the story well they may be able to find some other alliteration or rhyming, if not, continue reading with the children and ask them to look out for rhyming/alliteration
Children could create their own texts to add to the reading area.
Reflective questions for educators may include:
- What learning has occurred? How do you know?
- What have you realised about the child’s interests, knowledge, and capabilities?
- In discussion with colleagues, what would you plan next to consolidate or extend children’s learning?
Additional/alternate resources for this learning experience
Educators could set up a listening post where children can listen to an audio book while they explore the written book. This allows multiple children to listen to a story while following on with the book.
Related learning experience plans
- Chia seed sprouts
- Print in sociodramatic play
- Print in other languages
- Over in the meadow
- Hop on pop
Links to sections