Literacy Resource Teaching Kit

This article discusses the importance of literacy resources in the overall development of a child. It explores various resources for different age groups and provides insights on how to use them effectively. The article also highlights the learning outcomes achieved through these resources.

Literacy Resource Teaching
Kit

TABLE OF CONTENTS
INTRODUCTION...........................................................................................................................3
Resource 1 Oral Language - Infants............................................................................................3
Resource 2 Story-telling - Toddlers.............................................................................................7
Resource 3 Digital Technology – Pre-schoolers.......................................................................10
Resource 4 Critical Literacy – Pre-schoolers............................................................................13
Resource 5 Writing – Foundational Year (Kindergarten in NSW – First year of school)........16
CONCLUSION..............................................................................................................................19
REFERENCES..............................................................................................................................20

INTRODUCTION
Literacy resources help in literacy development which is the most important part of the
overall development of the child. There are various activities which help in developing the
literacy of the child such as reading, singing, drawing, story-telling and writing. The resources
for literacy development for different age groups are different (Merrins, Kazmierczak-Murray
and Perkins, 2019). The report will shed light on the various resources for toddlers, preschoolers,
infants etc. to develop their various skills and literacy. It will also highlight the reason for
choosing the particular resource for the particular literacy. It will also explain the ways in which
resource can be used by implementing various teacher strategies. It will also mention the
learning outcomes which are achieved by the resource.
Resource 1 Oral Language - Infants
Name & Picture of resource:
Puppets for oral learning development of
the infants.
Rationale (Why is this, an
appropriate resource for
oral language?) –
Puppets can be the best
resource for teaching the
oral language to the infants.
This helps in making the
faces of the infants light up.
They are the things which
can be used by the children
to slide their hands inside
and also helps in bringing
them to life (Cavazos,
2017). Children also love
to express their feelings
and invent the dialogue and
conversations with the
puppet. These are used by
the parents, teachers and
Explain ways
resource can be
used & teaching
strategies that the
resource promotes –
The puppets can be
used by the parents
and teachers by
sliding the small
puppet in the tip of
the spoon of the
child so that they
can enjoy eating
and frankly
speaking (Awang,
2020). The teachers
can motivate them
to express their
feelings with puppet
3

caregivers of the infants
also.
so that they do not
get hesitated and
can become able to
remove the stage
fear. The teachers
can also role play
with children and
during conversation
making use of the
model effective
language. The
teachers must use
the complete
sentences by
making use of
sophisticated
vocabulary which
can help in giving
reference to the own
speaking of infants.
The teachers can
also arrange for the
moving as well as
speaking puppets as
after seeing them
the infants become
excited to express
their emotions and
excitement (Sanden,
2020). Puppet
shows can be
4

organised for
introducing new
concepts of
children.
Literacy Developmental Skills promoted
by the resource –
Emotional development, gaining the
confidence in speaking and reading, music
appreciation, motor skills, guidance,
capturing the attention, promoting the
dramatic play, encouraging creativity, lack
of loneliness can be removed.
How can Blank’s Levels
of Talk be used with this
resource–
1. Matching: Another
resource which can
be like puppet can
be the soft toy or
any cartoon. The
puppets can be
touched and even
their voice can be
heard (Grove,
2017). The
questions asked to
the infants can be
what they can hear,
what did they touch,
what is the object
etc. The infants can
point to the object
to answer.
2. Selective Analysis:
This describes the
details of the
objects along with
analysing its
EYLF Learning
Outcomes linked
to the resource –
Emotional
development,
learning etiquettes,
boosts the
confidence in
reading and
speaking, stimulates
imagination,
improves motor
skills, increases
group participation
etc.
5

functions. The
questions can be
what happened,
describe its
features, how is it
different etc.
3. Reordering
Perception: These
do not deal with
direct questions
instead the
predictions are used
by the listener.
These include what
will be happening
next, what is the
thing which can be
used with the
puppet, identifying
the similarities
between two objects
like puppet and soft
toy.
4. Reasoning: These
questions are to be
answered by
making use of the
past experiences.
These include why
6

did it happen, why
is the puppet made
of cotton, why did
you use it and many
more.
Resource 2 Story-telling - Toddlers
Name & Picture of resource:
Story bags for enhancing the story
telling in the toddlers.
Rationale (Why in this
an appropriate resource
for storytelling?) – Story
bags can be used as the
resource for promoting the
story telling in the
toddlers (who are the
children of age group 1-3
yrs) as it can help in
providing them with the
fun hands approach to
explore the interests and
extend the emerging
skills. The main aim of
this story bag is for
making the reading and
using the language as fun
and not complicated.
Explain ways resource
can be used & teaching
strategies that the
resource promotes –
The teachers can start
with the favourite story
by using few props.
These can be thrown into
a big basket or a bag.
Then, the teacher can sit
and make the toddlers sit
in a circle and then can
enjoy the story together.
In order to make it more
efficient, the teacher can
monitor the response of
the toddlers and must try
to engage them so that
they can enjoy the story
(Cavanaugh and et.al.,
2017). Certain themes
can also be set such as
zoo, forest, games,
vegetables etc. to
7

enhance their knowledge
as well as relating to the
real life.
Literacy Developmental Skills
promoted by the resource –
The story bags will help in enhancing
the toddler’s skills such as public
speaking, story sequencing, taking turns
in a conversation, problem solving,
boosting of confidence, and making the
situations easy to understand and many
more.
Explain how the
resource guides children
through the four
practices of Freebody &
Luke’s socio-cultural
perspective: –
Code Breaker: In this
part, the toddlers will be
able to establish
relationship between the
props used and their use in
the real life of the
toddlers. The toddlers will
be interpreting the
structure of the props and
their contexts of use
(Szente, 2020).
Text Participant: This
section will help in
knowing that whether the
toddlers have the prior
knowledge of the things
taught in the form of
stories or not. It will also
include knowing the
meaning patterns which
are operated in the props
EYLF Learning
Outcomes linked to the
resource –
Listening to the stories
with increasing recall and
attention, gaining the
confidence, making use
of new words in any
given context,
negotiating the roles,
using the language for
imagining and re-
creating the story roles,
imaginary and real life
experiences, becoming
able for sequencing and
clarifying their thinking,
feelings and ideas.
8

used to explain and
making the story fun.
Text Analyst: This part
ensures that the props and
the materials used are able
to make the learning of
the toddlers fun-loving
and also whether they are
according to the views,
values and the interests of
the toddlers or not. It must
be ensured that the props
or the story bags are made
for specific purpose and
not randomly. These know
that the story bags
position the readers
uniquely by constraining
and influencing them.
Text User: In this part,
the text users are aware of
using the cultural and
social functions of the
story-telling practices.
These also understand the
types of the props and
baskets used for specific
purposes which can help
in making the toddlers
9

understand about the uses
of the props and the
baskets (Ruiz Muñoz,
2019).
Resource 3 Digital Technology – Pre-schoolers
Name & Picture of resource:
Symbaloo is the resource which
can help in promoting the digital
technology to the pre-schoolers.
Rationale (Why is this
appropriate resource for
digital technology?) –
This is the visual bookmarking
tool which helps in scrolling
through the sites which the
teachers look for. This
especially helps the visual
learners especially the students.
The teachers used this for
gathering and organising the
websites which are commonly
used as the graphical tiles on
the computer desktops. The
main reason for using it is that
it is easier to use and helps in
collecting various resources
along with making them
accessible to not only the
students but also the students.
This is also used as the
students gain the opportunity to
customize their own space of
learning by creating the own
Explain ways resource can
be used & teaching
strategies that the
resource promotes –
The teachers can use
Symbaloo for curate the
resources for lesson plans
by developing a webmix for
specific subjects which are
taught which can be used
from the website of
symbaloo. This will help in
creating a game-style
learning path for the
students (Mourlam and
et.al., 2019). These will
help in blending the
resources in the custom
paths and the students can
also give the quizzes.
This can also be used in the
library which can be
considered as the symbaloo
educators. This can be
10

Symbaloo mixes by using their
own websites like personal
blog, classroom blog, school
website, school email account
etc.
accessible to all the
computer desktops of all the
students and their parents.
The teachers can also create
personal learning
environment for the
students. This will be done
by preparing the students by
teaching them digital
citizenship and also can
teach them the ways in
which they can organise
and navigate the resources
from different sources.
The teachers must also
share the website of the
classroom with the parents
and students so that they
also become aware of the
significance of digital
technology and also about
the new links in the Google
Docs, classroom website
etc.
Literacy Developmental Skills
promoted by the resource –
Using symbaloo will help in
enhancing the skills of the
preschoolers. It will encourage
the creativity of the students by
giving various opportunities. It
Describe how the resource
can be used to explore the
Multiliteracies map: –
Functional User: Under this,
the teachers select and operate
the equipments or the resources
EYLF Learning
Outcomes linked to the
resource –
Personalising learning
paths, real time statistics,
learning paths in
marketplace, easier to
11

will also help in developing the
digital literacy by using various
drawing programs and various
applications Various other
technologies can also be used by
the teachers which will make the
students aware of the pictures,
editing the videos, making of
short videos and also checking
the blogs in classroom and
performing the various activities
which requires technology
(Mantilla and Edwards, 2019).
This will also support the
collaborative learning
environment and also helps in
enriching the interactions of the
students with the peers thereby
enhancing the communicative
skills.
which can help in benefitting
the preschoolers by making use
of digital technology. They
also locate, breaks the code and
use the icons and signs of the
resource in order to benefit the
students and the parents. This
also involves moving between
the mediums such as videos,
cameras and computers. The
functions of the resource are
used.
Meaning Maker: Under this,
the educators analyse the
meaning of the platform so that
it can be used in appropriate
manner. Also, the purpose of
the resource which is
Symbaloo is examined by
connecting to the student’s and
parents’ prior knowledge and
according to the same the
various functions of the
resource is used for facilitating
the parents and the students by
making use of the digital
technology.
Critical Analyser: In this, the
analysis is discoursed by
access the platforms of
digital technology, deadline
is set which analyses the
value of time, personalized
teaching approach, making
use of different themes,
gaming style digital lesson
and many more.
12

creating a sense of equity
among all the students. It also
describes the power and
position of the teachers at the
initial level and then after the
teaching it also deals with the
position and power of the
students which is decided by
the knowledge they gained
regarding the digital
technology. Also, the
appropriate mode is decided
and selected to make it easy for
the parents and the students to
make use of the resource and
access the information from the
same.
Transformer: The teachers
make use of the skills and
knowledge in various ways
which also helps in making the
modifications in the existing
one. The platform is also
designed according to the new
ways and new changes are
produced.
Resource 4 Critical Literacy – Pre-schoolers
Name & Picture of resource: Rationale (Why is this Explain ways resource can
13

Audio video images and videos.
appropriate resource for
critical literacy?) -
It is one of the best mode of
developing critical literacy
among pre-school students. As
it is scientific fact that audio
and video put a more major
impact over thinking of a child
in comparison of oral
conversation Simonson,
Zvacek, & Smaldino, (2019).
Thus, using audio visual
images and videos through
electronic mode including
projectors or laptops or
electronic tablets will not only
help in developing learning
habit but it will also lead to the
development of critical literacy
or detailed analytical thinking
among children. It also raises
level of understanding with an
impact-full effect among per-
school students.
be used & teaching
strategies that the
resource promotes -
The resources can be used
in different ways enabling
students to learn the
concepts along with critical
understanding. It can also be
used for teaching complex
task in much easier form.
Teacher's can also use
various strategies in the
form of converting lessons
into visual form in order to
raise its impact. Teachers
instead of using oral
learning may adopt the
strategy of audio visual
concept to raise conceptual
understanding Negri,
(2017). Teacher's may also
use projectors in class in
order to execute this
resource and explain the
task through this mode so
that students will not only
learn but it will raise their
interest along-wise.
Literacy Developmental Skills
promoted by the resource –
Various skill can be developed
Describe how the resource
can teach the 3 critical
literacy approaches: –
EYLF Learning Outcomes
linked to the resource –
This resource is designed in
14

through this resource. Critical
thinking, analytical thinking,
deeper understanding, skill to
analyse concepts are some skills
that will be developed through
this resource. Apart from that
reading and writing skill will
also be enhanced through this
resource.
Deconstruction: it refers to
developing different meaning
or perception at different time.
As this resource is designed in
such a way that when pre-
preschoolers will have a look
towards it then it will develop
different perceptions among
them.
Reconstruction: it refers to
reconstructing new perception
in the place of existing one. It
is like modification of existing
perception. Audio video
resource will play a significant
role in reconstructing different
perception or thinking in the
mind of child when he will
learn through this resource.
Juxtaposition: It refers to
developing two contrasting
situations or perceptions. As
this resource id made by
considering this component
which means when student will
go through it then it will
develop two different
contrasting situation and
perception among their mind.
such a way that it will cover
every outcome of EYLF.
As it is a combination of
both audio and video
concepts so children will be
able to develop strong sense
of understanding and
identity about concept along
with establishment of
connection with it. It will
enhance their
communication level along
with raising confidence
about persisting of
understanding and
knowledge in them.
15

Resource 5 Writing – Foundational Year (Kindergarten in NSW – First year of school)
Name & Picture of resource:
Creative drawings
Rationale (Why is this an
appropriate resource for
writing?) -
Creative drawing is most
appropriate resource of
practising writing habit among
kindergarten students. This is
because small children have
high curiosity towards seeing
new things and accordingly
learning it. When a small child
see any creative drawing, then
he will get attracted towards it.
It develops an instinct among
them that what is that thing and
how to write that thing Kim,
(2017). This curiosity and
instinct will play an important
role in learning new things and
finally develops habit of
writing. Thus, using of
different attractive drawings
will lead to development of
curiosity and finally develops
learning habit.
Explain ways resource can
be used & teaching
strategies that the
resource promotes -
Resources can be used in
different ways and modes
including dotted form where
child will be asked to join
all dots and make the
character. Apart from that it
can be used by teachers also
to teach child through
guiding them to draw same
thing including horizontal or
vertical lines to form
characters of alphabets.
Literacy Developmental Skills
promoted by the resource –
How does the resource guide
children through the four
ACARA Learning
Outcomes linked to the
16

Creative drawing will develop
many skills among child in the
form of writing alphabet along
with understanding context.
Handwriting will also get
improved with regular practice.
Analytical skill of child will also
get enhanced. They will get
knowledge about use of
punctuation and spellings. It will
also develop habit of writing
words and sentences Bartan,
(2017). Writing skills in the
form of cursive writing will also
develop when they will be given
sheets containing dots.
components of writing: –
The writing context: context
being an important element of
writing will provide additional
advantage to creating drawing
resource. This is because since
context is solely deals with
raising meaning of the text thus
when it will combine with this
resource then it will provide
dual advantage to child. This
means that with the
development of habit of
writing, child will also be able
to understand the basic
meaning behind the text.
The text form: It will guide a
child that how to write in a
better way or appropriate way.
Apart from learning and
understanding, merging of this
component will enable a child
with better knowledge of
writing text and letters. This
component will help child in
writing text in adequate mode.
The process and strategies:
along with creative drawing if
resource (Australian
Curriculum) –
Since this resource is wholly
dealt with kindergarten
students so it is all taken
care of that learning
outcome of ACARA along
with its curriculum will be
covered. Every potential
will be directed with the
raising of understanding and
writing along with covering
curriculum of ACARA. As
basic outcome including
raising learning ability
along with development of
communication skills are all
being considered and
inculcate under this resource
because it initiates learning
and writing among
kindergarten.
17

certain process and strategies
will combine then this will
enhance level of understanding
and knowledge. The best
strategy that can be considered
as best is developing a habit of
practice. Practice strategy will
help child to become and raise
perfections. This means that
when a child will do practice of
writing same thing and
different thing then this will
leads to development of
understanding along with
flourishing his skill of writing.
The conventions: It is related
with punctuation, spelling,
penmanship and various other.
Learning and writing would be
considered as incomplete
without the presence of this
component. It makes the
writing complete. Thus, along
with resource if it will be
combined then this will lead to
development of habit of
perfection in writing among
child.
18

CONCLUSION
The above report concluded about the literacy development in different age groups. It also
discussed about the teaching kit and the ways in which various resources are used for developing
the literacy of the children of different age group. The teaching kits not only help to improve the
achievement of students in the classroom but also in gaining deeper insight about the subject.
This helps the students in gaining more opportunity to become creative and learning the things
more easily. The report shed light on various resources for oral language, digital technology etc.
19

REFERENCES
Books and Journals
Awang, S. K. D. U. (2020). To Improve Speaking Skill Of Students With Special Needs By
Mentioning The Words Heard Using Multisensory Storytelling.
Bartan, Ö. S. (2017). The effects of reading short stories in improving foreign language writing
skills. The Reading Matrix: An International Online Journal.17(1). 59-74.
Cavanaugh, D. M. and et.al., (2017). Kindergarten scores, storytelling, executive function, and
motivation improved through literacy-rich guided play. Early Childhood Education
Journal. 45(6). 831-843.
Cavazos, A. G. (2017). Translingual oral and written practices: Rhetorical resources in
multilingual writers’ discourses. International Journal of Bilingualism. 21(4). 385-401.
Grove, N. (2017). The Big Book of Storysharing: A Handbook for Personal Storytelling with
Children and Young People who Have Severe Communication Difficulties. Routledge.
Kim, & et.al. (2017). Comparison of the differences in survival rates between the 7th and 8th
editions of the AJCC TNM staging system for gastric adenocarcinoma: a single-
institution study of 5,507 patients in Korea. Journal of gastric cancer.17(3). 212.
Mantilla, A., & Edwards, S. (2019). Digital technology use by and with young children: A
systematic review for the Statement on Young Children and Digital
Technologies. Australasian Journal of Early Childhood. 44(2). 182-195.
Merrins, A., Kazmierczak-Murray, S., & Perkins, R. (2019). Using Collaborative Teaching and
Storybooks in Linguistically Diverse Junior Infant Classrooms to Increase Pupils’
Contributions to Story-Time Discussions.
Mourlam, D. J. & et.al., (2019). Can they do it? A comparison of teacher candidates' beliefs and
preschoolers' actual skills with digital technology and media. Computers &
Education. 129. 82-91.
Negri, & et.al. (2017). Clinical simulation with dramatization: gains perceived by students and
health professionals. Revista latino-americana de enfermagem, 25.
Ruiz Muñoz, C. I. (2019). The influence of the use of puppets as a pedagogical resource to
improve the english oral proficiency in 2nd grade students (Bachelor's thesis,
Guayaquil: ULVR, 2019.).
20

Sanden, S. (2020). Say Hello: Using Books to Support Oral Language in Diverse
Learners. Talking Points. 31(2). 26-30.
Simonson, M., Zvacek, S. M., & Smaldino, S. (2019). Teaching and Learning at a Distance:
Foundations of Distance Education 7th Edition.
Szente, J. (2020). Live virtual sessions with toddlers and preschoolers amid COVID-19:
Implications for early childhood teacher education. Journal of Technology and Teacher
Education. 28(2). 373-380.
21