Organised an effective literacy session Assessment 2022

Running head: MANAGEMENT
Organise an effective literacy session
Name of the student
Name of the University
Author note

1ORGANISE AN EFFECTIVE LITERACY SESSION
Organising learning plan
Planning
Teacher’s name: Date:
Course: English Duration: 20 mins
Total number of children: 22 Level: ½ grade
Group:- 4
Students names:- -Amy, Lee, Brett, Bindi
Reason for selecting- these children have been chosen based on my observation of the
class. Amy is autistic, Bindi is an indigenous child, Lee is an immigrant child and Brett is
very shy. Therefore, an each child requires specific and inclusive learning strategy.
Lesson objectives: Students will be able to
 Increase Reading activity, phonemic awareness, word recognition
 Writing activity- through play, writing meaningful sentences, spelling
 Visual arts- teaching different shapes through drawing
 Inclusive learning plan based on C2C curriculum.
 Documenting current understanding and experience of children.

2ORGANISE AN EFFECTIVE LITERACY SESSION
 Intercultural awareness.
 Develop decision-making skills.
 Develop effective communication.
 Learning objectives will be decided after discussion with mentor teacher.
Assumed prior knowledge:
 Basic phonemic awareness.
 Recognition of simple words with objects.
 Rhymes
 Songs
 Name of colour.
 Using KWL method to identify prior knowledge, current knowledge and future
learning interests.
Resources: white board, Ipad, classroom floor, floor cushion, audio books, art
supplies, paper. The environment of the classroom is very cheerful and welcoming with
paintings of the students on the wall, the furniture in the classroom is designed effectively
to suit the needs of the students. The furniture was arranged in a way that encouraged
students to work in cooperation with each other. The desks were arranged in a circle so
that all the children could face each other. The classroom had access to iPad and smart
board that was helpful in creating a visually interactive method of learning for all the
students (Hill, 2012). Students’ achievements, learning charts and goals adorned the wall
of the classroom. All the resources are accessible by the teachers, students and other
staffs.

3ORGANISE AN EFFECTIVE LITERACY SESSION
Assessment (how learning will be recognised)- the initial stage will require me to
observe the students and understand their growth and individual issue when they are
interacting with each other. understanding their cultural awareness when mixing with a
diverse group. Assessing students if they are able code break and spell words. Ability to
recognize sounds and associate it words (Hill, S. (2012). Able to carry out simple
directions without assistance. Responsive to play learning. Inquisitive and creative
learning development during their performance during the class. Experience book and
drawing to understand the current concept of the child.
Differentiation (addressing all learners’ needs) - the children of the chosen
group are all very different. To illustrate, Bindi is belongs from an indigenous family and
therefore tends to use a different dialect as she says “good” as “ deadly” which was
confusing for other children. Amy is autistic therefore, it is very important for her to have
the support of her peers and feel inclusive in the classroom. Children are very receptive
and may feel singled out when treated differently. Therefore, I have special class with
Amy after discussion with her parents to help with her reading and writing (Cologon,
2013). Lee is an immigrant child who is often teased for his features and lastly, Brett is
very shy and finds it difficult to interact and perform. Thus, the learning needs are diverse
and therefore need specific scaffolding and teaching methods to create an inclusive
learning experience for all the learners.
Skills for Life / Key Skills to be addressed- effective communication amongst each
other. Positive learning environment to improve self-awareness and self-esteem.
Understanding and developing cultural competence, decision-making skills.

4ORGANISE AN EFFECTIVE LITERACY SESSION
Information technology- using video for storytelling, ipad, PowerPoint presentation.
Organisation
Time Content & Teacher Activity Student Activity
35
min
5 min
break
For
song
and
dance
“ good morning class”
“How are you all today?”
Let us start with a prayer
Register- I will call out your names now please
respond”
Recap of last session- “what did we learn
yesterday?” “B” stands for?”
Very good are you ready to have some fun today?
Aim of the Reading Activity- playing word
wheel where word family such as “op, am, it, al,
ap” and others paired with alphabet in wheel gave
each time different words. Students were asked to
read the word and pass on the wheel.
Very good everyone. Let’s sing now recite
“Good morning Sir”
“ good”
Bindi leads the prayer and others
follow.
Children respond.
“ bat” “ ball” “basketball”
Yes.
Lee-“ h and op” HOP , Brett “ T and
ap” TAP, Amy “ K and it “ Kitty
Bindi “ c and at” CAT

5ORGANISE AN EFFECTIVE LITERACY SESSION
Break
for 20
mins
35
mins
twinkle twinkle little star.
Writing Activity: Students were to sit in a circle
and listen to the audio book of Red Riding Hood
and draw or write the things they felt was best
suited to tell the story. The Audio book would be
stopped in the middle and the student had to get
up and exchange drawing books and continue
from there.
Patient addressing the problem with Amy and
meeting her parents for further support.
The second activity was to do a homework, to
write about their experience in a journal. The
experience book is a good method to understand
and track the writing development of the children
(Parr & Jesson, 2016).
Come children let us play play dough word
gameShow me the words you can make today
Everyone is happy. Thank you sir.
Starts to recite the rhyme and dance
with it.
Children listen actively and scribble
in their notebooks. The children are
excited but focused on the drawing
(Arthur & Beecher, 2014). However,
Amy cries saying “ I cannot write like
them” She is taken aside we have a
conversation about her writing
problem.
The children sat on the floor with
their journals, colour pens and are
relaxed while scribbling about their
day.
Yeah !!!
Divided in two group. Lee, Amy,

6ORGANISE AN EFFECTIVE LITERACY SESSION
35
mins
5
mins
break
using your play dough. Make sure you all share.
Art Activity: Draw your family and talk about it
in the class.
Seems like all of you have problem understanding
what the other is saying. Lee is Korean so he calls
his grandma Halmeoni, mom is omma, dad is
appa and unni is big sister.
Bindis family is not deadly she means it’s really
good (Mitchell & Fleet, 2014). Brett has two
moms because all families are special and you all
are unique.
Now
 Recap of today’s session- so what did we
learn today? lets go in 1, 2, 3
 Next session we are going to do- is we
are going to play the odd word out
Brett, and Bindi. Both the groups do
well.
Bindi- My family is deadly I love
maa, dad and my little brother.
Lee- this is my halmeoni, omma and
appa and unni. And our cat popo.
Brett- this is mom and my mom.
Amy- is a drawing of my nana, dad
and mom.
Everyone smiles
Children recap the lesson successfully
Homework/assignments set: homework learn thank you in three languages and come
tomorrow.

7ORGANISE AN EFFECTIVE LITERACY SESSION
Pedagogical approaches- fun phonemic games, play in literacy to increase awareness. Suing
visual tool to aid in learning and cultural competence. Using writing and reading activity to
improve students previous skills (Hill, 2012)
Assessment and evaluation
The following plan was designed keeping in mind the C2C curriculum. Effective
literacy planning requires assessment of children’s current understanding of lesson so that
future planning can be based on that. I assessed the children’s previous learning based on
their drawings, writings and others. The term outline was already arranged for my
placement, I used the suggestions from my mentor and the curriculum guide to plan this
unit. I want to use play method and fun activities to teach the students (Fisher et al,
2018). I wanted to understand what the existing knowledge on reading was so I used the
KWL method to bring kids one by one to the white board and write what they knew so
far, what they wanted to know and what had they had learnt. This helped to understand
what the current position of the class. We spend the first half of the day revising old
lessons and the next half was spent on a new activity (Hill, 2012).
In between breaks Play method was introduced to the class to improve learning capacity
of the learners. The students in the class reciprocated better when a play activity was
introduced between their regular learning activities (Roskos, 2017). Using kinaesthetic
activity allowed the learners to approach the subject hands on where, they would all join
the dance floor to sing and dance between the lessons. This allowed them to be more
engaged learners. Integrating play method for learning through the day is a clever way to
induce learning without being a chore (Arthur & Beecher, 2014). I think during the

8ORGANISE AN EFFECTIVE LITERACY SESSION
reading activity the word wheel helped them to think actively and increase they phonemic
knowledge (Flint et al, 2019). )The second activity was to read the rhymes I wrote on the
white board that allowed me understand their word awareness as well as to revise. Brett
was very shy to participate at first, while Bindi and Lee had difficulty in pronouncing
some of the English words. They showed more active participation when they were
congratulated on saying the right words.
I wanted to practice inclusive learning for all the learners. The experience book is
a good method to understand and track the writing development of the children (Parr &
Jesson, 2016). Amy had difficulty in following the lesson, was not able to perform like
the other kids, and started to cry. Amy is autistic therefore, it is very important for her to
have the support of her peers and feel inclusive in the classroom. Children are very
receptive and may feel singled out when treated differently. Therefore, I have special
class with Amy after discussion with her parents to help with her reading and writing
(Cologon, 2013).
The following are the basic anticipated outcome as follows:-
 Adopting learning practices that enhanced relationship between sound and letter.
 Revising and building upon the students’ previous knowledge.
 Planning was based on understanding the knowledge level of individual child,
practicing evidence-based strategies, adhering to the standards of the Australian
curriculum and school policies (Hill, 2012).
 Talking with the parents to understand the progress at home and involve them in
future learning practices.
 Practices to improve the cultural knowledge and self-esteem of all the students.

9ORGANISE AN EFFECTIVE LITERACY SESSION
I was able to successfully draw from my observation and form an effective method of
learning. I felt the play activity increased the learners’ interest and allowed me to
understand their personal motivation. They were able to express the best book they liked.
The mentor teacher liked the phonogram game especially since it made the learners
participate more actively also increased their self-confidence (Flint et al, 2019). Taking
about their lives helped them to understand different cultural influence and differences
but treating each other with respect no matter what.

10ORGANISE AN EFFECTIVE LITERACY SESSION
Reference
Cologon, K. (2013). Inclusion in education: Towards equality for students with disability.
Fisher, S. J., Jennings, L., Moran, R. R., Hong, H., Knupp, K., & Dwyer, E. J. (2018).
The word builder kit: A strategy for learning onsets and rimes. Practical
Literacy, 23(2), 15-18.
Flint, A. S., Kitson, L., Lowe, K., Shaw, K., Humphrey, S., Vicars, M., ... & Ware, S.
(2019). Literacy in Australia: Pedagogies for engagement. John Wiley & Sons.
Hill, S. (2012). Developing early literacy: Assessment and teaching. Eleanor Curtain
Publishing.
Mitchell, K., & Fleet, A. (2014). Aboriginal families and communities: embracing
literacy in the early childhood years. In Diverse literacies in early childhood: a
social justice approach (pp. 126-145). ACER Press.
Parr, J. M., & Jesson, R. (2016). Mapping the landscape of writing instruction in New
Zealand primary school classrooms. Reading and Writing, 29(5), 981-1011.
Roskos, K. A. (Ed.). (2017). Play and literacy in early childhood: Research from multiple
perspectives. Routledge.
Sultan, A. S. (2018). The Flipped Classroom: An active teaching and learning strategy
for making the sessions more interactive and challenging. Journal of Pakistan
Medical Association, 68(4), 630.
Arthur, L., & Beecher, B. (2014). Pedagogies for extending literacies. Diverse Literacies
in Early Childhood: A Social Justice Approach, 166-191

11ORGANISE AN EFFECTIVE LITERACY SESSION
Appendix 1
KWL CHART
Topic of discussion:- Reading Red Riding Hood
What I know? What I want to know? What I learnt?
Amy- I know red riding
hood goes to meet grandma,
it takes me time to read.
Bindi- I can read smaller
words.
Lee- I like reading, I want
to read faster.
Brett- I can read fine.
Amy-I want to read aloud
better so that I can read the
story.
Bindi- I want to more
stories.
Lee- I want to read other
stories.
Brett- I want to read
comics.
Amy- I know words like
red, cat small words.
Bindi- I have learnt to spell
and read.
Lee- I learnt better spelling.
Brett- I learnt to read aloud
better. I don’t feel shy.
Appendix 2
Literacy Block Prep – Term 2 – Week 7
Monday Tuesday Wednesday Thursday Friday
8.50-9.00 Morning
Routine
Welcome
song /
number of
the week
Welcome
song /Number
of the week
Welcome
song /Number
of the week
Welcome
song/Number
of the week
Assembly

12ORGANISE AN EFFECTIVE LITERACY SESSION
9.00-9.10 Oral
Phonograms
Introduce
‘oo’ and ‘ai’
Recall ‘oo’ ‘ai’
and all others
Recall ‘oo’
‘ai’ and all
others
Recall ‘oo’
‘ai’ and all
others
9.10-9.30 Written
Phonograms
Written-
s,b,t,qu
Sightwords-
see, boy, it,
but
Written- s,b,t,qu
Sightwords- is,
be, sit, his
Written-
s,b,t,qu
Sightwords-
said, by, sat,
was
Written-
s,b,t,qu
Sightwords-
she, been,
has, boy
9.30-9.45 Recess
9.45-10.15 Writing
group
Word
building
blocks
Obstacle course Hide and seek Paint games Phonograms
review
10.15-10.45
(Mon,
Tues,Wed,Thurs,)
Reading
Groups
Introduce
Red Riding
Hood story
Group 1: Amy
Group 2: Bindi
Group 3: Brett
Group 4: Lee
Group 1: Lee
Group 2: Amy
Group 3:Bindi
Group 4: Brett
Group1:Bindi
Group 2: Lee
Group
3:Amy
Group 4:
Brett
Group1:Brett
Group 2:
Amy
Group 3:
Bindi
Group 4:
Amy
10.45-11.30 Recess
11.30-1.30 Rotations
All
Learning
Areas
Revise all
oral
Phonograms
Revise all oral
Phonograms
Revise all oral
Phonograms
11.30-12.30
Revise all
oral
Phonograms
SCIENCE:
Textures
ART:
11.30-12.30
NCT
(Library)
20 min per
rotation
1 Positional
Bingo
Data knowledge
Maths
Snail with a
trail

13ORGANISE AN EFFECTIVE LITERACY SESSION
Maths Art/Literacy Directed
Drawing20 min per
rotation
2 Dot
Arts
Journal Page
Literacy
Number 15
worksheet
Maths
12.30-1.30
HEALTH
Rotations
20 min per
rotation
3 No’s 6-10
matching
Numeral to
picture
Maths
Snail with a
trail
Art/Literacy
Free Reading
Literacy
12.30-1.30
NCT
(PE and
MUSIC)
20 min per
rotation
4 Free
Reading
Literacy
Play dough
making Letters
Literacy/fine
motor
lego
construction
Literacy/fine
motor