In this book reading experience, children are engaged in conversation with an educator to develop their vocabulary, concept and print knowledge.
This experience should be differentiated depending on the individual child/group level.
This learning experience plan relates to:
- integrated language and literacy
- early language user (12-36 months)
- learning foci: concept development and vocabulary, concepts of print
- teaching practice: reading with children.
- What information has been gathered as evidence to inform this experience?
Links to VEYLDF
Outcome 5: communication
Children express ideas and make meaning using a range of media.
- Children use the creative arts such as drawing, painting, sculpture, drama, dance, movement, music and story-telling to express ideas and make meaning.
Children interact verbally and non-verbally with others for a range of purposes.
- Use language to communicate thinking about quantities to describe attributes of objects and collections, and to explain mathematical ideas.
Children engage with a range of texts and get meaning from these texts.
- View and listen to printed, visual and multimedia texts and respond with relevant gestures, actions, comments and/or questions.
- Begin to understand 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.
Victorian Curriculum levels F-2: literature
- Identify some features of texts including events and characters and retell events from a text.
- For children to understand and use specific vocabulary related to the text.
- For children to develop knowledge of directional and descriptive concepts (up/down, blue/green).
- For children to develop book handling skills and early understanding of directionality.
Assessment of learning
Learning is demonstrated when children:
- understand and/or use specific vocabulary related to the text (e.g. child points to the sun or says “sheep”)
- understand and/or use descriptive and/or directional concepts (e.g. child points to the down sheep or says “red sheep”)
- hold the book the right way up and turn some of the pages; look at the book from front to back with the educator.
- Where Is the Green Sheep? By Mem Fox.
Small group (two-five children).
Differentiation should be based on prior assessment of the child/children’s communication skills. Examples of differentiation:
- modifying question types according to the child’s language abilities. For example, for a child who uses some single words educators may focus on supporting their comprehension of specific concepts through pointing or gesture (e.g. “point up”)
- for a child who is able to use simple phrases, educators may focus on developing their use of simple phrases using descriptive concepts (“red sheep’’).
- Clearly introduce the book:
- “We are going to read a book called Where is the Green Sheep?” Point to the front cover as this is said
- Ensure body positioning allows view of children’s faces
- Encourage and support the children to hold the book starting at the front
- Sharing the book together:
- Engage in back and forth dialogue with the child about the book, (dialogic/interactive book reading)
- Ask questions and talk about what you see on each page. (‘’you’re looking at the blue sheep’’, ‘’where’s the up sheep?’’ and/or “is this the rain sheep or the sun sheep?)
- Support the child to initiate the communication by pausing to see what he/she says or does
- Expand on what the child says, e.g. child: “sheep” educator: "it's the rain sheep”
- Use specific praise and encouragement throughout. E.g. “turning the page, well done!”
- To consolidate the vocabulary learning, revisit some of the pages and continue to talk about what you see.
This experience could be extended by:
- engaging in a discussion with the child/children about a real-life experience such as a visit to a farm or zoo
- providing props alongside the book to extend the child’s/children’s concept and vocabulary knowledge and use. For example, educators could introduce a sheep and encourage the child to move the sheep up and down, near and far according to text.
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
- Dear Zoo by Rod Campbell
- Noisy Farm by Rod Campbell
- That’s Not My Train by Fiona Watt
- The Crayon’s Book of Colours by Drew Daywalt
- Where’s Spot? By Eric Hill.
Related learning experience plans
Links to sections