ASSIGNMENT 1

Reading plays an important role in the development of the children as it can set different meaning to
them. Children become active meaning maker when they listen to the stories. According to
[CITATION See14 \l 16393 ] children develop high listening skills when stories being read aloud, when
they read and write their own stories. Young children mostly learn and start visualising from what
they hear, which is supported by the theory of Chomsky, that once children start hearing the
language around them will automatically start understanding the structured of the that
language[ CITATION Aba06 \l 16393 ].Young readers use their mental images to create association to
the words for example, reading about animals to the children enables to imagine the characteristics
and the shape of the animals. As Gambrell and Bales( 1986) mentioned that children visualise to
recall upon information which help them in prediction and inferencing skills.

Reading consists of literature and texts which engages and provokes responses from the readers.
Riley (2006), advocates that children who read regularly and are active in understanding the text,
develops their level of text comprehension as a consequence. Reading good quality of literature from
early years can be used as powerful resource to develop children’s interest towards reading and
improving their literacy skills. Children exposed to books in their early years will have an easier time
learning to read than those who are not[ CITATION Han17 \l 16393 ].Hence, reading to the children
in the early stage is potential source of linguistic outcome for many children.

In addition to this, reading helps integrating children into culture as it offers variety of diversity in
the books. Reading is marked as major positive impact on their cognitive and reading skills. Most of
the researches suggested that introducing good quality of story books to the children help them
develop their interest in the reading books. In addition to this, give them opportunity to imagine,
enlarging and enhancing their world with the support of the book. Also, help them creating positive
association between the book and them.

THE GRUFALLO

The program will focus on a group of Year 1 students, who can process and understand the simple
fictions, fantasy stories, picture books and easy informative texts. They can track print with the eyes
and can understand text with more varied and more complex language patterns. They can recognise
the use of punctuation and read sentences, reflecting the meaning through phrasing, simple
compound and complex compound words and can be considered as readers at Level D. Keeping
their abilities in my mind, I have chosen ‘The Grufallo ‘as literacy teaching book and developed
learning program around the book to facilitate children in order to explore multi-model texts and
how they work. The book integrates different level of readers including Level A- H. The book is well
constructed as story is written in rhyming and patterns inclines to be repeated many times in the
story with two or more words changing every time. The book can be used for several of its linguistic
features. Alliteration for example - ‘Terrible teeth, ‘Knobbly Knees’ and ‘Turned out toes’. Adjectives
for instance, Interrogative adjective- “What’s a gruffalo?’’ , Descriptive adjectives- “Deep dark
wood’’ , “He has knobbly knees” and so on.
 In addition to this, Donaldson uses synonyms repeatedly throughout the story for example, for ‘tea’
she used ‘Come and have tea and come for a feast’. Which co-relates well with the skinner’s
behaviourist theory of language acquisition stating that children learn through imitation, by listening
to synonyms of words can add to children vocabulary. Moreover, there is plenty of repetition of
sentences or phrases used in the story every time when mouse come across new animal.children will
be able to make connections in these instances as they will hear the same line repeated. The book is
the good example of code breaking as it offers children to use cue systems( semantic, grammatical,
graphonic and visual).

The book offers many opportunities to the children for example, imagination, humour, rhyming, and
repetition. The book has written in past tenses which open the door for the children to indulge in the
story and be a part on the expedition with the mouse. In addition to that accompanied by the usage
of active voice to maintain the attention on the actions of mouse. In addition to this, simple
sentences are also use to drag the attention of the students to help them develop their literacy skills
and comprehend the story. Though, to portrait that Grufallo is the major part of the story the author
has used compound sentences such as, “ But who is this creature with terrible claws and terrible
teeth in his terrible jaws? He has knobbly knees and turned-out toes and a poisonous wart at the
end of his nose ( Donaldson and Scheffler, 1996 ). Children make sense of the text when they
develop wide range of vocabulary. According to Fountas and Pinnell (2017) , vocabulary
development is the major aspect in understanding the significance of the text and reading
comprehension. Furthermore, the book helps students in understanding the relationships between
words, letters and sounds and contributes to their emergent literacy development.
 Plannig 1 : Activity 1
DESCRIPTION OF FOCUS CHILD/CHILDREN : Year 1 students, who can process and understand the
simple fictions, fantasy stories, picture books and easy informative texts. They can track print with
the eyes and can understand text with more varied and more complex language patterns. They
can recognise the use of punctuation and read sentences, reflecting the meaning through
phrasing, simple compound and complex compound words and can be considered as readers at
Level D.
STRAND/ Sub Strand /Content Descriptor/Elaboration (including Curriculum Code) from the
Victorian Curriculum English
 In the Language strand, students develop their knowledge of the English language and how it
works.
 Text structure and organisation
Students learn how texts are structured to achieve particular purposes, including how language is
used to create texts that are cohesive and coherent and how texts about more specialized topics
contain more complex language patterns and features. They learn how the author guides the
reader/viewer through the text through the effective use of resources at the level of the whole
text, the paragraph and the sentence.
 Expressing and developing ideas
Students learn how, in a text, effective authors control and use an increasingly differentiated range
of clause structures, words and word groups, as well as combinations of sound, image, movement,
verbal elements and layout.
 Explore differences in words that represent people, places and things (nouns, including pronouns),
happenings and states (verbs), qualities (adjectives) and details such as when, where and how
(adverbs)(VCELA179)
PICTURE BOOK : “ The Gruffalo”
Author: Julia Donaldson
Illustrator: Alex Scheffer
Originally Published: 23 march 1999
LITERACY LEARNING INTENTIONS Success criteria
- We are learning about adjectives and creating - I am successful when I am able to write down
sentences using adjectives. 3 sentences using adjective in it.
with the help digital resource i.e YouTube video
of the book ‘The Gruffalo’.
 Guided writing Lesson – Vocabulary (Adjectives)
(To focus on one single part of the vocabulary I have preferred Guided reading as it will support
children to use written language in order to transform their understandings and encourage
conceptual development as they create and write texts to accomplish variety of purposes. )
Students will see the electronic re-contextualised literary text of the book “The Grufallo” to
understand there are many ways to convey the meaning and help them to see the relationship
between spoken and written text. ( Digital resources are great source to incorporate the
literacy learning events in pre-schools to encourage emergent literacy learning as it gives
children opportunity visual images and animations ( Flint , Kitson, L., Lowe, K., and Shaw, K.,
2014).

 Before the lesson-

1. There will be a guided discussion using text participants practices which will
incorporate,
(Text participant’s practices strategies include prior knowledge, questioning, visualizing
and organizing before the lesson. According to ACARA(2013) these strategies help
children respond text, thoughts about the events and characters in the texts).
o An introduction to the Adjectives and categorization of adjectives to make
children familiar with the term for example, turned-out toes, knobbly-knees,
terrible paws, poisonous wart and so on.
o Heavy and difficult words will be noted down on the board prior to the lesson
with the help of the children after discussion the meaning of the words.
2. Engaging readers in hands-on word work to support them in word solving and to gain
the knowledge what children know and what need to know in order to word meanings.
3. Instructions- Jot down the adjectives you hear.
 During the lesson –
1. The video will be paused to recall the difficult words and jot down the adjectives they
find.
2. Open ending questions will be asked throughout the video to understand and build the
knowledge on the content.

 After the lesson-

1. Children will make their own Grufallo and using adjectives will write 5 sentences
independently using He/she has…..
(Through this lesson children will be able to identify different types of adjectives and
there will be expansion in their vocabulary. Fountas and Pinnell (2017)suggested that
expanding vocabulary help children in categorization of words and meaning for
example, synonyms, homonyms, antonyms and all part of the speech.)

2. One to one conversation and asking questions about story what you will do if you will
meet the Gruffalo?

Materials: Digital device( to show

children the video), pen/pencil and
notebook.

Reference list (should include all Flint , Kitson, L., Lowe, K., and Shaw, K. (2014). Literature in
resources used in the activities and the classroom. In Literacy in Australia: Pedagogies
theoretical references) for engagement. (pp. 364-399). First Edition.:
Milton, OLD: John Wiley and Sons Australia Ltd.
Irene C. Fountas, G. S. (2017). Phonics, Spelling and Word
study. In The Fountas and Pinnell Literacy
continuum: a tool for assessment, planning, and
teaching. (pp. 357- 398). Portsmouth : Heinemann
Publishers .
[ CITATION Vic18 \l 16393 ]
 Planning 2: Activity 2

DESCRIPTION OF FOCUS CHILD/CHILDREN : Year 1 students, who can process and understand the
simple fictions, fantasy stories, picture books and easy informative texts. They can track print with
the eyes and can understand text with more varied and more complex language patterns. They
can recognise the use of punctuation and read sentences, reflecting the meaning through
phrasing, simple compound and complex compound words and can be considered as readers at
Level D.
STRAND/ Sub Strand /Content Descriptor/Elaboration (including Curriculum Code) from the
Victorian Curriculum English
- Students learn to identify personal ideas, experiences and opinions about literary texts and discuss
them with others. They learn how to recognise areas of agreement and difference, and how to
develop and refine their interpretations through discussion and argument (ACARA. p. 7 , 2013).
- Language strand- students develop their knowledge of the English language and how it works.
- Phonics and word knowledge
Students develop knowledge about the sounds of English and learn to identify the sounds in
spoken words. They learn the letters of the alphabet and how to represent spoken words by using
combinations of these letters. They learn that the conventions, patterns and generalizations that
relate to English spelling involve the origins of words, word endings, Greek and Latin roots, base
words and affixes.
- Interpreting, analysing, evaluating(Literacy strand-sub strand)
Students learn to comprehend what they read and view by applying growing contextual, semantic,
grammatical and phonic knowledge. They develop more sophisticated processes for interpreting,
analysing, evaluating and critiquing ideas, information and issues from a variety of sources. They
explore the ways conventions and structures are used in written, digital, multimedia and cinematic
texts to entertain, inform and persuade audiences, and they use their growing knowledge of
textual features to explain how texts make an impact on different audiences.
- English: Literacy(L1) (VCELY210)
Engage in the conversation and discussions, using active listening, sowing interest, and contributing
ideas, information and questions, taking turns and recognizing the contributions of others.
- English: Literacy(L1) (VCELY210)
Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants,
rhymes and songs.
- English: Language(F) (VCELA156)
Understanding patterns of repetition nd contrast in simple texts.

PICTURE BOOK: “ The Gruffalo”

Author: Julia Donaldson
Illustrator: Alex Scheffer
Originally Published: 23 march 1999
LITERACY LEARNING INTENTIONS Success criteria
- We are learning to change the beginning -I am successful when I will be able to find 5
sound to make and solve a new word from the words ending with “OOD”.
word Good. For example /G/ replacing with
/W/ to make a new word Wood.

SHARED READING LESSON (PHONOLOGICAL AWARENESS)

Shared reading lesson focused on Phonological awareness/phonics. (Riley (2006), activities like
these enable students to hear and identify the constituent and groups of letters). This lesson
also touches upon the relating the text to the current knowledge of the children and
understanding of the literal and inferential meanings presented in the text.
( Shared reading has major aspect in extending children ability to interpret and understand
texts across all the levels (Fountas and Pinnell ,2017).)

Before reading-
1. Introducing the story by discussing the cover of the book and asking children to make prediction
about the title of what they think the story might be out.
2. Unpacking the unfamiliar vocabulary and concepts through providing them definitions to
explain what the word means. Vygotsky highlighted the significance of relationships and interactions
between children and adults for instance, teachers, parents and peers [ CITATION Aba06 \l 16393 ].
3. Discussing the purpose of the text, example phonological awareness.

During reading-
1. Asking questions about –
o What they know beyond the text for example, Does mouse look scared or Gruffalo?.
o Encouraging students to monitor for meaning and decoding difficult words to
improve fluency and comprehension.
2. Encouraging children to use some cues from the text and some of their own ideas in order to
develop the understanding of the context.
3. Introducing them the word that rhymes in the story for example, Wood/Good,
House/mouse.
4. Directing children towards participating in the discussion in the class. According to Lund
(2003) language is acquired through using language while interacting with other.

After Reading-
1. Evaluating their understanding of the text through questions -
o What do you think about the idea in the story? Explain.
o What you will do if you will encounter the Grufallo?
o What will you do if you were the mouse in the story or the Gruffalo?
2. Focusing on specific part of the text having rhyming word Good/Wood to explore the
phonics in that particular page and how we can make different words using same pattern.

Materials: Pen/Pencil and Notebook

Reference list (should include all resources
used in the activities and theoretical
references)
Riley, J. (2006). A creative Approach to Planning
Communication Language and Literacy. In
Language and Literacy 3-7: Creative
Approaches to Teaching (pp. 108-124).
London: Sage publications ltd.
(2006). A basic introduction to the child
development theory. NSW: Department of
Education and Traning.
Irene C. Fountas, G. S. (2017). Phonics, Spelling and
Word study. In The Fountas and Pinnell
Literacy continuum: a tool for assessment,
planning, and teaching. (pp. 357- 398).
Portsmouth : Heinemann Publishers .
Bibliography

Flint , Kitson, L., Lowe, K., and Shaw, K. (2014). Literature in the classroom. In Literacy in Australia:
Pedagogies for engagement. (pp. 364-399). First Edition.: Milton, OLD: John Wiley and Sons
Australia Ltd.

(2006). A basic introduction to the child development theory. NSW: Department of Education and
Traning.

Bernstein, H. (July 2017). The Importance of Reading to your child. Harvard Commentaries on Health.

Gordon Winch, R. R. (2014). Literacy : Reading, writing and children's literature. South Melbourne:
oxford university.

Irene C. Fountas, G. S. (2017). Phonics, Spelling and Word study. In The Fountas and Pinnell Literacy
continuum: a tool for assessment, planning, and teaching. (pp. 357- 398). Portsmouth :
Heinemann Publishers .

Riley, J. (2006). A creative Approach to Planning Communication Language and Literacy. In Language
and Literacy 3-7: Creative Approaches to Teaching (pp. 108-124). London: Sage publications
ltd.

Victorian Early Years Learnign And Development Framewrork(0-8y). (n.d.). Retrieved 09 thursday,
2018, from Victorian Curriculum and Assessment Authority:
https://www.vcaa.vic.edu.au/pages/foundation10/f10index.aspx

APPENDIX

Narrator: A mouse took a stroll through the deep dark wood. A fox saw the mouse and mouse looked good.

Fox: Where are you going to, little brown mouse? Come and have lunch in my underground house.

Mouse: It’s terribly kind of you, Fox, but no- I am going to have lunch with a gruffalo.

Fox: A gruffalo? What’s a Gruffalo?

Mouse: A gruffalo! Why, didn’t you know? He has terrible tusks and terrrible claws. And terrible teeth in his
terrible jaws.

Fox: Where are you meeting him?

Mouse: Here, by these rocks, and his favourite food is roasted fox.

Fox: Goodbye, little mouse

Narrator: and away he sped.

Mouse: Silly old Fox! Doesn’t he know there’s no such thing as a gruffalo?

Narrator: On went the through the deep dark wood. An owl saw the mouse and the mouse loooked good/

Owl: Where are you going to, little brown mouse? Come and have tea in my treetop house.

Mouse: It’s frightfully nice of you, Owl, but no – I’ m going to have tea with a gruffalo.

Owl: A gruffalo? What’s a Gruffalo?

Mouse: A gruffalo! Why, didn’t you know? He has Knobbly knees, and turned-out toes, and a poisonous wart at
the end of his nose.

Owl: Where are you meeting him?

Mouse: Here, by this stream and his favourite food is owl ice cream.

Owl: Owl ice cream!! Toow hit toowhoo!! Goodbye. Little mouse!

Narrator: and away Owl flew.

Mouse: Silly old owl! Doesn’t he know there’s no such thing as a gruffalo?

Narrator: On went the through the deep dark wood. A snake saw the mouse and the mouse loooked good.

Snake: Where are you going to, little brown mouse? Come for a feast in my logpile house.

Mouse: It’s wonderfully good of you, snake , but no- I’m having a feast with a gruffalo.

Snake: A gruffalo? What’s a Gruffalo?

Mouse: : A gruffalo! Why, didn’t you know? His eyes are orange, jis tongue is black, he has purple prickles all
over his back.

Snake: Scrambled snake!! It’s time I hid11 Goodbye, Little mouse

Narrator: and away snake slid.