The focus book for the mini-unit is: A frog in the bog (Wilson, 2003), written by Karma Wilson and illustrated by Joan Rankin – a playful picture book of counting and rhyme, captivates children with its catchy rhythm which engenders this story to become a fun read-aloud, that invites young readers to join in. A frog in the bog (Wilson, 2003) was chosen for the well thought of rhyming words. For example – flick and tick, log and bog. This particular unit, the targeted audience is foundation year level to build phonological awareness. Students engage in a diverse range of texts for enjoyment, to build on concepts, skills and process developed in the years of literacy learning (ACARA, 2016).
A frog in a bog (Wilson, 2003) is a versatile teaching …show more content…
The unit commences by drawing upon prior knowledge of the children, to scaffold and develop students understanding of phonics. Reading, writing, listening and speaking are connected, to immerse students within an enrich literacy environment equips students with the skills, techniques and strategies to read, understand, interpret and make meaning of text (Harris, McKenzie, Fitzsimmons, & Turbill, 2003). In the initial planning of the mini English unit numerous factors were considered, attention was specifically given to the ACARA English requirement of the Foundation year level; the student’s age, development level, prior experiences and interest level of the story. The arrangement of the chosen curriculum content is an equal balance of speaking, listening, reading and writing which explicitly supports the improvement of phonological awareness in young children. Whilst ACARA’s general capabilities of …show more content…
Children in today’s every increasing multimodal literacy world must have literacy base knowledge of phonological awareness to be effective communicators of language. To identify with literacy is no longer appropriate when relating to language, due to new conceptions, and continual changing views of reading and writing, such as; the internet (Anstey, 2002). Each component encourages learners to develop their own critical thinking and problem-solving skills (The New London Group, 1996). The situated practice involves explicit scaffold of learning, by attaining background knowledge information of the teaching focus to build syntactic and semantic knowledge. This is achieved through viewing multimodal text, modelled and shared reading, and classroom discussions of the book for the specific teaching
A frog in a bog (Wilson, 2003) is a versatile teaching …show more content…
The unit commences by drawing upon prior knowledge of the children, to scaffold and develop students understanding of phonics. Reading, writing, listening and speaking are connected, to immerse students within an enrich literacy environment equips students with the skills, techniques and strategies to read, understand, interpret and make meaning of text (Harris, McKenzie, Fitzsimmons, & Turbill, 2003). In the initial planning of the mini English unit numerous factors were considered, attention was specifically given to the ACARA English requirement of the Foundation year level; the student’s age, development level, prior experiences and interest level of the story. The arrangement of the chosen curriculum content is an equal balance of speaking, listening, reading and writing which explicitly supports the improvement of phonological awareness in young children. Whilst ACARA’s general capabilities of …show more content…
Children in today’s every increasing multimodal literacy world must have literacy base knowledge of phonological awareness to be effective communicators of language. To identify with literacy is no longer appropriate when relating to language, due to new conceptions, and continual changing views of reading and writing, such as; the internet (Anstey, 2002). Each component encourages learners to develop their own critical thinking and problem-solving skills (The New London Group, 1996). The situated practice involves explicit scaffold of learning, by attaining background knowledge information of the teaching focus to build syntactic and semantic knowledge. This is achieved through viewing multimodal text, modelled and shared reading, and classroom discussions of the book for the specific teaching