UCS UNIVERSITY OF CANTERBURY x FlO faweianngonen [| On Campus Assignment Cover Sheet College of Education eee Attach one of these sheets to the front of each assignment you send in for assessment ‘Send assignments to: ‘Academic Services Team Hand assignments in ‘Assignments Room Assignments College Office | College of Education Srakipaca | University of Cantarbury Drop Boxes P.O Box 34086 CHRISTCHURCH 6444 emake Name Kimberly Rose | Address PO Box 23 | Collingwood 7054 | Goiden Bay Telephone | 021 027 38522 7 Student ID 65104548, [Course Name Literacy and Mathematics Education for All [Course Code TECP 313 [Course Lecturer Dr Jo Fletcher : ‘Assignment NumberiName Literacy assignment TolalNumber of Pages noting thiscoversteed) [26 (250) 22 pager PTVET A579) Ghee Due Date 21 May 2015 nC 1 time submited Re-submitted (¢ permitted) Please indicate if you expect to graduate this year Pen AAS OT Dy = ital ves [1] No [X Linking Theory to Practice OWN | ‘38757 Ss Declaration I hereby deciare that the attached assignment is my own work. | understand that if | am suspected of plagiarism or other form of dishonest practice, my work will be referred to the Head of School under the terms of the General Course and Examination Regulations Section J. Dishonest Practice and Breach of Instructions. Penalties may range from denial of credit for the item of work in question, to exclusion from the University, Signature Kimberly Rose Date 19 May 2015 For Office Use Only, For Academic Services Team a Date Received in Received by Date Returned to Received by | ‘Academic Services Team 1 For the Lecturer Signature of LecureriNarker = ] Assignment Received: (Sta Peyena——UCS UNIVERSITY OF CANTERBURY School of Teacher Education Te Ware Wane o Watcha TECP313 Permission form for teacher ‘TECP313: Literacy and Mathematics Education for All Kia ora Re: Arrangements for working with a priority literacy learner in a primary or intermediate school. Kia ora As part ofthe 300 level year of study in the Bachelor of Teaching and Leaming, student teachers complete a course ‘Literacy and Mathematics for All. The literacy assignment in this couse includes working with one Priority learner in one or mere ofthese tree areas in literacy learning: reading. writing and spelling Their class ‘eacher will need to idea child who is below standard in reading nd/or writing and/or spelling. The student teacher will work with the child on approximately four to five occasions. The first season will include ssvesoment to idemtfy the child's specific needs. The remainder ofthe assessment may need wo be completed on the second vist. The timeframe for these vist willbe from 20 April to 20 May 2015. The child will be assessed using: 1. The South Australian Spelling Test 2. Running Record ona seen text Phonemic awareness test +4 An analysis ofa writing sample following the Assessment Tools for Teaching Leaming (F-2sTTs) writing and assessment guidelines. (On visits two, three and four the student teacher will implement planned teaching tothe identified needs. The student teacher will give the elassroom teacher photocopies of the test results and a Paragraph outlining the progress made during the teaching sessions. The child will not be identified in the assignment but be referred to using a pseudonym, ‘Thank you for considering this opportunity for our student teachers to work in your classroom with ‘one of your priority literacy learners. Ifyou would like further information please contact Jo Fletcher jo.fetcher@@canterbury.ac.nz Ph 03 345 8284 Permission form for @ 300 level Bachelor of Teaching and Learning student teacher to asseas and teach a priority literacy learner Teacher's name: _\\ison Menery School: Collineusccs Pree Suan ech'sname Kira Rose Stent techs ema: “EEE | give permission for _ Kiya ‘to assess and teach a priority literacy leaner in my class, Teacher's signature he. Date:_3i-3- 1PARTA South Australia Spelling Test (SAST) Students Name,_S-Wacies} A SEX(LY F Date of Assessment: olf64. 2015 _ Date of Birth: 22/2 /2oo8 Age: _t_ School: Cahageroed area School Grade: eo > First Language: EQqusin. Other languages used at home: Gewnan fern Stacia Raw 1 v 2 il ~ | 3 oe * | | a 4 + 5] " 6 { let 7 ~ oe rth renters eS 8 \ “ 9 nt mud a“ 10| 22 “he¥ 23 24 | 25 26 27 Analysis of the type of errors for SAST: Student A: Achieved 11 words correct in this test. He has an approximate spelling age of 6, this places him in the critically low area for his actual age of 7years 1month. He was listening to the sound in the words and trying to write down what he could hear. This is visible in the last few errors he made where he put ‘W’ on the end of the words that had long and short ‘O’ vowel sounds. Student A has also had trouble hearing the sounds in each word. Eg lost = lat he has not heard the ‘S’, mud = mad he has heard ‘A’ for ‘U.' He is having difficulties with the spelling of vowel sounds and long vowel sounds. Next step learning for student A: will be to focus on how to recognise vowel and long vowel sounds in words.RUNNING RECORD SHEET sob) A pas: oct 2 JCB toe “Analysis of Erors and Sell-corections Information used or negiected [Meaning M), Stucture or Syntax (}, Visual es ent Leta TA 13 tng meoring ar e Je Wt rewecd Pe sate 10 t2B0bry men! ater tn ‘Croes-checing on information (Note tht this behaviour changes overtime) a Analysis of Ears Count ana Sot-comections The 7 t wey | noe cow CEA on A Taiend uf wav | “wwe Ny | faxes peo a te ee r| Seer poem , | ef ee ee Pl (©2014 The Mare Cay Lieacy Tat SON: OTS 1. 85853.057-6‘analy of Ears cout _and Sacorestions Analysis of the types of errors for RR: * Student A: Confidently approaches challenges in his reading and preserves when he is having difficulties as he knows how to problem solve + He monitors his reading and self-correction where necessary, using strategies such as rereading text or checking further sources of information. (Ministry of Education, 2010, p12).B-TAyr Ad. Tet 2. areas Phoneme Awareness Assessment Probes (Adapted from Stahl and Murray, 1994) Handout Gillon workshop Child's name - 4 Child's Age > Date of Testing FT Training: Give feedback for practice words only and provide one or two further practice items ifthe child seems unclear of the task, Phoneme Isolation {want you to listen carefully for just one sound in @ word I say. Tell me the sound ‘you hear atthe beginning of each word I say. For example iT say fix, you say / Practice words: no (/n/; ship (sh; time (//); hs (ih); jump () Sete (Child's response | Correct Correctlincorrest Tod z came i z a £ ie =| ‘Now I want you to listen and tell me the sound atthe very end ofeach word I say. For example, if I say watch you say “ch” Practice words: off (/f); fish (sh): egg (/g”) «(sae Sar Childs response | Required nse om i aot rH (as s ish ed 7a cro, i sand Tar Th Tim r; build ia best WdPhoneme blending Frm going to say some words ina secret code, spreading out the sounds until they come cout one ata time. Guess what word P'm saying. If] say h -a—m you say ham. (For each item pronounce the segments with a litle additional vowel as possible). Practice words fuen = fim s- o- me= some; s-e-n-d ~ send; b-l-o-ck = block: Sale ‘Child's response Correctincorrect Mi ONG Phoneme Deletion | wonder if you could take @ sound away ffom a word and make a whole new word. For ‘example, say meat. Now say it again but don’t say /m/ and you get eat For each item use the following. sentence structure “Say ——— Now say it again, but don’tsay # Practice words make (ache) lea (carn) Sat Chines response | Required ConreaTincoreet response Teg dontsay AT | ae ace Kin, don't say kd in sat, don't says! ae at 5 page, donitsay p | age ag Va Set? Tight, don't say 717 | gh Tight z crash, dont say | 6S rash z spot, don't say A + pot z(Rie don'taay 5 yg Tig = stone, don't say AT —| lorie Tone = Phoneme deletion continued ‘Now listen for the sound atthe end ofthe word Sar Chis response | Required Coneevincorest response Time, dont say Tn Tie ight, don't say [my T race, don't say is ray eed, don't say nes [cs don’t say i ne Set2: ‘end, donttsay ea [sink don't sey AZ sing ‘dump, don't say um Told, don’t say A hole pase, don't ay pace L Phoneme Segmentation ‘Do you remember when I said the words in secret code and you guessed what word ! ‘was saying? This time I want you to Say the word in a secret code. 'l say a word and you spread out all the sounds in the word. For example, If say sheep, you say sh ~ ee —p Practice words: Me™ m-e; fish=f-i- sh; ean= e-a- nj sand = s-a-n- ds blue=b-F ue; skip = kek PB Set Tr onset-rime | Child's response | Required Correetfincorrest and vowel- coda response: ‘what sounds you should hear Tove Sm 0 time: Eiem sick Shek ‘done ducn Soup S-00-p ‘Set 2 float Ekort crear ream speed speed place ZAnalysis of the types of errors for phonemic awareness test: For this testing | used the online test and hand wrote his answers. He found this rather fun. After completing the spelling test (that he struggled with) it was nice to see him enjoy the assessment. Student A completed and achieved high marks in his phonemic awareness testing. Although he achieved high marks in throughout this testing, he will need to use these skills, in to apply his knowledge in other areas like spelling and writing, It did not take this student very long to detect the correct answers.e-asTTle writing analysis Child’s pseudonym: Student A Student teacher’s name: Kimberly Rose Age: 7years 2Months Class level: Year 3 Level % Prompt 4: Recount - weekend act Nie Sorry T Deeautel wrie-asTTle writing analysis Child’s pseudonym: Student A Student teacher’s name: Kimberly Rose Age: 7years 2Months Class level: Year 3 Level % Prompt 4: Recount — weekend activities Element Rubric | Rubric | Comments range _| category eee x Ideas R1-R6 R2 Text has a few simple ideas about a past event. ‘Structure and R1i-R6 | R2 ‘Some structure and language features that are appropriate to the recount of events. He has _| Language showed that he can write in past tense. | Organisation R1-R7— | RZ The text has been grouped and has a general flow 7 aaeraal Vocabulary Ri-R6 | RI ‘A small range of simple everyday words along with personal vocabulary. Sentence structure |R1—R6 | R2 Used one long sentence and overused conjunctions. ae Punctuation | R1—-R7_ | RL Missing full stops and the letter formation is hard to distinguish whether capitals are intended. Spelling RI-R6 | R2 ‘A few high-frequency words are spelt correctly. Total raw score: R2 The e- asTTle writing score: 12. Therefore, he is at a curriculum level of 1B. For his age he shot sitting at around 28.Part 2: Three planned teaching sessions to the identified needs Date: 14 May 2015 | Room: 2 Number of Subject: Literacy — lessons: 1/3. Sounds Leaming intention / WALT: To understand the sounds of long vowels. Opening of session: Introduce WALT to the student. Start the lesson with the long vowel sounds YouTube clip. “Long vowels sound the same as their names” Before showing the clip explain that if you see a vowel continent vowel or a vowel continent, then it's a long vowel. https://www. youtube. comiwatch?v=8-_|2SsuOX! “Long vowels sound the same as their names.” AEIOU (they make the sound of the long vowel name. | ate ie uit e.g. suit Note: U Rule ain oat ue e.g.Blue —_ U plus a vowel does not say U it says UW ee ote ute 2 vowels next to each other don't make ine the short vowel sound. (This is for U.) Eg. ate Vowel continent Vowel, Vowel continent vowel. The first vowel says its name___(a) the second vowel says nothing ain ~ Vowel, Vowel continent, Vowel, Vowel continent. The first vowel says its name ___ (a) the second vowel says nothing Sing along to the song. Lesson development: Introduce: Fun with Phonics LONG VOWEL SOUND Worksheet. Go through the worksheet with the student. Then let him complete it on his own. (Closure: Finish the lesson with this long vowel song (note this is different to the first song) https:/www.youtube.com/watch?v=7fo3PdtBkxg Recap the WALT, and ask; what sounds do long vowel make? Can you tell the sound of the long vowels? Ask the student what he enjoyed the most, Encourage the student to keep practicing the long vowel song | Homework: Discuss this before give it to him Send the student home with the 1 Long vowel worksheet. This is due at the | beginning of lesson threeResources & Organisation: Fun with Phonics LONG VOWEL SOUND Worksheet https://www. youtube.com/watch?v=8-_I2SsuOXI First step reading long vowels Long vowel sound song https://www. youtube.com/watch?v=7fb3Pdt8kxg Evaluation of the Learning intention: Student A is still struggling with the long vowel sounds. When | asked him “what sounds do long vowels make?” he looked at me strangely Then | asked if he could tell the sounds of long vowels? He said he wasn't sure. | went through the sounds and the long vowel song again with him and also wrote them on the board He is slowly starting to understand what long vowels are. The next step for student A is to keep practicing and singing the long vowel song that we did together in the closure of the lesson. It is a very catching song. Our next lesson will focus on practicing to identify words with long vowel soundsLesson 1 Completed Worksheet Fun with Phonics: LONG VOWEL SOUND Circle each picture that has a LONG VOWEL SOUND| Date: 15 May 2015 | Room: 2 Number of lessons: | Subject: Literacy — 2/3 Reading / spelling Learning intention / WALT | Practice identifying words with long vowel sounds | | Opening of session: Introduce WALT to the student. | Recap the last lesson, by taking the student outside. | Using chalk, draw a large hopscotch on the pavement. Write the vowels (a ei ou) on the hopscotch where the numbers (1 2 3 6 7) would have been. When the student lands on a vowel, call out a long vowel word from lesson one, he is to answer with the long vowel. Long vowel words from lesson 1 Cake Boat Key Rose Leaf Fire Ice cream Unicorn \f needed you can sing the long vowel song with the student while he jumps on the long vowel words. Lesson development: Introduce: LONG VOWEL A, E, |, O, U, worksheet. Go through the worksheet with the student. Get him to read each word to you and let him decided if it has a long vowel. Closure: Game: Vowel - BINGO Finish the lesson with this long vowel song https://www.youtube.com/watch?v=7fb3Pdtskxg Homework: Discuss this before give it to him Send the student home with the 2 Long vowel worksheet.Recap the WALT. Ask the student what game he enjoyed playing the most. Encourage this student that it is fun to keep practicing. Resources & Organisation: Chalk Long vowels: A, E, I, O, U handout https://www.youtube.com/watch?v=7fb3PdtSkxg Evaluation of the Learning intention: ‘With some help to start with student A was able to identify the long vowel sounds and complete the worksheet. Next step for student A is to start recognising words with long vowel sounds. Lesson 2 completed worksheet Long Vowels: A, E, I, oO, U[Date: 16 May 2015 | Room: 2 Number of lessons: | Subject: Literacy — | I 3/3 Reading Learning intention / WALT: Recognise words with long vowel sounds Opening of session: | introduce WALT to the student. Recap with last two lessons and sing the vowel song | together. Go over the two homework sheets. | Lesson development: | Activity (card game); Find the long vowel cards Explain the Activity Provide the student with a set of 20-word cards (these words have been covered in lessons 1, they are mixed short and long vowel words.) The student has to sort the word cards so that they only have long vowel words. On completion of the activity go over the | all the card that the student has in his long vowel pile and get him to tell you the long vowel song in each card. Closure: Finish the lesson with this long vowel song (note this is different to the first song) | https://www.youtube.com/watch?v=7fb3Pdt8kxg Recap the WALT, Get student A to tell you as many words as he can that have long vowel sounds and get him to tell you what letter he can hear the word. Resources & Organisation: Set of 20-word cards Long vowel song https://www.youtube.com/watch?v=7fb3Pdt8kxg, Evaluation of the Learning intention: Student A has come a long way from the first lesson, where he struggled to tell me what a long vowel was let alone being able to tell me what sound it made or being able to recognise a long vowel in a word. Next step for student A is to start learning some short vowel sounds.Lesson 1: Completed homework sheetLesson 2 completed homework sheet. Long Vowel Work SheetPart 3 Relating theory to practice Part 3a My teaching programme started by assessing my priority learner in different literacy areas. | began with the Australian spelling test, for reading | did a running record on a seen text, | used e-asTTle for writing and Gail Gillon's phonemic awareness assessment (Gillon, 2011). The spelling test indicated that the student struggled with his spelling for his age. The running record showed that the student was able to use meaning, syntax and visual clues to help assist him. The e-asTTle revealed, he can write a range of simple everyday words, and the phonemic assessment probes displayed that he is hearing individual sounds in words After | completed my testing and analysing, | re-consulted “Motivating Literacy learners in Today's World’ to gather information and ideas to help my priority learner. Hogan, Catts, & Little (2005) state, it is important for young children to be motivated to have positive early literacy experiences, this will help advance their written language while they mature through school. It also states that for a student to have good decoding skills, they need to come not only from school but home as well Although my priority learners’ results showed that he had good phonological awareness skills, he lacked skills in spelling and hearing vowel sounds. Therefore the need for phonological intervention was required for student A to learn, practice, identify and recognise his vowels sounds. | decided to focus purely on the long vowels sounds. | chose long vowels, after finishing the phonological awareness testing, where student A and | were debriefing and talking about how good he was with his recognition. | then discovered that he was having trouble distinguishing the difference between long and short vowels. | agree with Gillon, (2004) that, children need to be linking the difference between the sounds and the letters According to Gillon and McNeill (2010) without specific intervention children will struggle with early reading and writing. Their motivation to achieve difficult tasks is going to decrease as they watch their peers’ abilities advancing. My priority learner was already behind his classmates. Therefore, | kept this in mind when planning and deciding on my learning intentions. | wanted my leamer to be advancing with his friends or at least feel motivated to keep learning, From my testing, | noticed thathe engaged better when using my laptop, and looking at colourful pictures. Remembering this, | planned rich activities that used the laptop to view YouTube clips. | made sure that all my activities, worksheet and games were colourful and engaged to keep him motivated (Ministry of Education, 2003) Gillon (2011) states that phonic lesson should be short and frequent. Therefore, | decided to teach three short consecutive lessons. | started my lessons with appealing introductions and YouTube clips that got him excited about learning his long vowels. Throughout my lessons we achieved a lot of talking and playing games, these helped him to stay focused. | finished all my lessons with a reflection that gave him the opportunity to reflect his learning and the lesson. The next step for my priority learner is to keep up the good work with practicing and recognising his long vowels and to start learning more about the short vowels. Part 3b As a classroom teacher, | will develop a programme that is rich in context. | will have high expectation for students’ of all potential to achieve (Bishop, 2005; Hattie. 2002; Sleeter, 2006). | will cultivate a plan where | can interact and connect with each student on a more personal level. Therefore, it will give me the opportunity to get to know my students’ and their learning capabilities. | will need to know specific information about past assessment results on each and every one of them. From here | will look into partaking my assessments via a variety of different tests, such as STAR, PAT, and e asTTle. The type of testing will depend on what year level | would teach, this information will help me to gain better knowledge of the students’ learning styles and interests. (Ministry of Education, 2003). From here | will be able to start the literacy programme that would cover reading, writing, spelling and oral language. | would know what level all my students were at and who my priority learners will be. If they are struggling in all or some of the literacy areas, they are not going to gain any more knowledge if they find it too hard or unenjoyable. For these students, | will focus on making the learning fun. They will stil be challenged, by meeting their needs that will result in the best outcomes for them. (Ministry of Education, 2003).It is important to continue observing and assessing all students by using formative assessment throughout the year, not just at the beginning and the end. By doing this it will help implement my programme. My well planned schedule will show that | am organised, it will include all class routines and grouping arrangements through showing high expectations of all learner and their potential to achieve and succeed (McGee & Fraser, 2012). Within my schedule, | will build partnerships with the whanau to share and discuss my ‘expectation of each student and to develop shared goals for learning in the class and at home. (Ministry of Education, 2003). By ensuring my expectations of all students’ is very positive and motivating, it will impact their individual sense of identity and self-image. | will make sure | provide specific feedback to each student with their next step learning so that they can work towards their goals. (Hattie, 2002) My literacy programme will focus on all areas of the curriculum. | will endeavour to teach these areas each day. By focsing on all areas it will soon become prevalent to the students and they will come to realise that literacy is linked in all subject After reading and implementing Gail Gillon’s phonological awareness workshop handout (Gillon, 2011) | have become conscious how imperative phonological awareness is, | can guarantee that all of my students will benefit from this type of testing. As Gillon and McNeill (2010) states, it will also help my priority learners who are struggling with reading, by helping them to learn how to decode and improve their spelling development. Allcock, (2002) states that children need the skills to spell so that they can them become good at reading and writing. Therefore, spelling will be another aspect of my programme that will support my priority learners in my class.Reference List Allcock, J. (2002). Spelling under scrutiny: A critical look at the teaching of spelling. Paremata, N.Z.: M.J.A. Publishing Bishop, R. (2005); Hattie, J. (2002); Sleeter, C. (2006). The work and artistry of teaching In: High Expectations. In MoGee, C., & Fraser, D. (2012). The Professional Practice of Teaching. (pp 66)Melbourne: Cengage Learning Australia Pty Limited. Carson, K., Gillon., Boustead, T. (2013). Classroom Phonological Awareness Instruction and Literacy Outcomes in The First Year of School. Retrieved from: http://.canterbury.ac.nz/mod/resources/view.pho?id=104942 Hattie (2002). The work and artistry of teaching In: Focus on leaming. In McGee, C., & Fraser, D. (2012). The Professional Practice of Teaching. (pp 67) Melbourne: Cengage Leaming Australia Pty Limited. Hogan, Catts, & Little (2005). Phonological awareness: Motivating early literacy success. In J. Fletcher, F. Parkhill & G. Gillon (Eds.), Motivating literacy leamers in today's world (pp. 53-66). Wellington: NZCER. Gillon, G. (2004). Phonological awareness: Motivating early literacy success. In J. Fletcher, F. Parkhill & G. Gillon (Eds.), Motivating literacy learners in today’s world (pp. 53-66). Wellington: NZCER Gillon, G., & McNeill, B. (2010). Phonological awareness: Motivating earry literacy success. In J. Fletcher, F. Parkhill & G. Gillon (Eds.), Motivating literacy leamers in today’s world (pp. 53-68). Wellington: NZCER Gillon, G. (2011). Phonological awareness: Enhancing early literacy success. Retrieved ‘from: http:/Anww education. canterbury.ac.nz/people/gillon/Workshop_handout_2013Sept. pdf McGee, C., & Fraser, D. (2012). The Professional Practice of Teaching. Melbourne: Cengage Learning Australia Pty Limited. Ministry of Education. (2003). Effective Literacy Practice in Years 1-4. Wellington: Learning Media. New Zealand.UC#e UNIVERSITY OF CANTERBURY School of Teacher Education Te Whare Wananga o Waitaha TECP313 Permission form for teacher TECP313: Literacy and Mathematics Education for All Kia ora Re: Arrangements for working with a priority literacy learner in a primary or intermediate school. Kia ora AAs part of the 300 level year of study in the Bachelor of Teaching and Leaming, student teachers complete a course ‘Literacy and Mathematics for All’. The literacy assignment in this course includes working with one priority leamer in one or more of these three areas in literacy learning: reading, writing and spelling. Their class teacher will need to identify a child who is below standard in reading and/or writing and/or spelling. The student teacher will work with the child on approximately four to five occasions. The first session will include assessment to identify the child’s specific needs. The remainder of the assessment may need to be completed on the second visit. The time frame for these visits will be from 20 April to 20 May 2015. The child will be assessed using: 1. The South Australian Spelling Test 2. Running Record on a seen text 3. Phonemic awareness test 4, An analysis of a writing sample following the Assessment Tools for Teaching Learning (E-asTTle) writing and assessment guidelines. On visits two, three and four the student teacher will implement planned teaching to the identified needs. The student teacher will give the classroom teacher photocopies of the test results and a paragraph outlining the progress made during the teaching sessions, The child will not be identified in the assignment but be referred to using a pseudonym. ‘Thank you for considering this opportunity for our student teachers to work in your classroom with one of your priority literacy learners. If you would like further information please contact Jo Fletcher jo.fletcher@canterbury.ac.nz Ph 03 345 8284 Permission form for a 300 level Bachelor of Teaching and Learning student teacher to assess and teach a priority literacy learner Teacher's name: _A\\ison Menacy School:_Collinaweoci Aree Student teacher's name: Kwnbparley Rose ‘Student teacher’s email: sf. I give permission for _ [ww to assess and teach a priority literacy learner in my class. Teacher's signature__ 97 PLew — Date: _31-3-1¢