This experience may be an addition to existing areas, highlighting where educators can incorporate print within already developed learning areas of play.
This experience should be differentiated depending on the individual child/group level.
This learning experience plan relates to:
- integrated language and literacy experience
- language and emergent literacy learner (36-60 months)
- learning focus: concepts of print
- teaching practice: print 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 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.
- Children actively use, engage with and share the enjoyment of language and texts in a range of ways.
Victorian Curriculum levels F-2: language
- Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community.
- For children to show understanding that different languages have different symbols that represent meaning
- For children to identify differences in symbols between different languages.
- For children to begin to name everyday print in different languages.
Assessment of learning
Learning is demonstrated when children:
- notice that some signs look different to others, or that text in books looks different.
- different forms of everyday print in other languages
- food packaging labelled invarious languages incorporated into a range of experiences, e.g.the sociodramatic play area
- signs for equipment in other languages.
Whole group if appropriate.
Differentiation should be based on prior assessment of the child/children’s communication skills.
- During everyday experiences, draw children’s attention to different text:
- when children are putting things away, e.g. drink bottles, draw their attention to the different signs that refer to drink bottles.
- ask children what is different between the signs.
- ask children if they can think of anywhere else they have noticed signs in the classroom.
- Explore what the symbols mean and what culture/languages they are important to.
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
Related learning experience plans and videos
Links to sections