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1. What is Reading? 2. What is Reading continued 3. What is reading continued 4. Magic Beach 5. Unit description 6. Curriculum Links 7. Lesson Plan 1.

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Presentation on theme: "1. What is Reading? 2. What is Reading continued 3. What is reading continued 4. Magic Beach 5. Unit description 6. Curriculum Links 7. Lesson Plan 1."— Presentation transcript:


2 1. What is Reading? 2. What is Reading continued 3. What is reading continued 4. Magic Beach 5. Unit description 6. Curriculum Links 7. Lesson Plan 1 8. Lesson Plan 2 9. Lesson Plan Lesson Plan Lesson Plan References

3 Reading is the process of constructing meaning from text, whether written or graphic, paper based or digital as defined by Winch, Johnston March Ljuugdahl and Holliday (2010)p4. As we read we search for meaning, in turn readers combine prior literacy knowledge with what the reader understands about the world drawing from their experiences. Reading is also described as a purposeful act that brings meaning to and takes meaning from the text. Whilst discussing the definition of reading, it is important to understand the key elements in learning to read, these include oral language, word recognition, comprehension and the reader of the text. According to Winch etal (2010)p5, historically there have been disagreements on how reading should be taught, Mason, Peterman, Stewart and Dunning (2007) discuss the different developmental models on a basis tha This model addresses stages and phases of student development. Secondly the cognitive processing model is taught interactively with letters, words and phonemes, they state the use of letter and sound enables early reading and focuses on individual processing of comprehension and recognition. t beginning readers process information differently.

4 Thirdly the social constructivist model is based on Vygotsky’s theory of social cognitive development, ’Vygotsky based his theory on the notion that cognitive development occurs through the use of language in social community’. This model relies heavily on parental assistance with the student’s learning. When addressing the Oral language element it is important to consider language as a social practice as discussed By Winch etal (2010)p 50 which also supports Maryanne Wolfs ideals form her Science of the reading Brain (2012) lecture, as she considers cultural back ground, relationships and exposure to texts before school age. Winch etal considers oral language to have four components, these are phonology, which refers to the sounds in words we hear when someone speaks, second is morphology defining the meanings of words, thirdly syntax entails the structure of sentences and finally is the pragmatics which refers to the language we use. It is suggested by Winch etal (2010)p 59 that when children learn to read they use their knowledge of oral language, which is also supported by Maryanne Wolf in her (2012) lecture.

5 The second key element in teaching students to read is word recognition, which refers to student’s ability to decode words. Winch etal (2010)p 63. This element is achieved through phonics, phonemes and phonemic awareness which are all essential whilst learning to read. Site words are taught with words that cannot be decoded. Skills need to be taught explicitly and systematically taking each child’s abilities into account. The third key element is comprehension referring to the meaning of the text. As mentioned by Winch etal (2010)p89 comprehension is the aim of reading and comprehension strategies must be taught. It is important that students are using and building on prior knowledge. Students need opportunities to generate and answer questions, predict texts, monitor their comprehension, inferring and expanding their understanding of texts, visualize the txt, identify and summerise the information and finally respond to the text. The fourth key element is the reader and the text, this is where students bring their own social and cultural understanding to the task of reading and understanding a text according to Winch etal (2010). Students should engage in many types of texts, factual texts and their structure and purpose, texts from reading programs, shared reading texts, guided reading texts and finally independent reading. Teachers need to be aware of the student’s cognitive ability, language ability and perceptual ability as these will vary in students within the classroom.


7 Unit Description: Students will explore the wonders of the beach whilst achieving outcomes for both English and Science elements of the curriculum. Students are given the opportunity to visit the beach and record their experience by collaboratively producing of a class book. The children’s book ’Magic Beach’ written by Alison Lester, will be analysed throughout the following four, two hour lessons, extending the students knowledge in reference to the semantic information, the grammatical information, phonological information and the visual information which will address the outcomes across the English and Science elements of the curriculum. As supported by Winch etal (2010)p40. Whilst teaching explicitly, the teacher will request parental assistance, with home readers, group reading and excursions. Parents are given resources to enhance optimal learning for each student, ‘Ten Read Aloud Commandments’. written by Mem Fox This involvement supports Vygotskys theory of social cognitive development. (Mason etal, 2007)

8 Curriculum Links: um/F-10?y=1&s=LA&s=LT&s=LY&layout=1 um/F-10?y=1&s=SU&s=HE&s=IS&layout=1 Curriculum Outcomes link

9 Lesson Plan 1: Excursion to the Beach Excursion Requirements Link: Students will participate in a guided investigation of how many footprints it takes to get to the shore line from the path. Students will observe and discuss the signs in the area Students will record their feeling and features of the beach through drawing their observations. Lesson Plan 1 LinkLesson Plan 1 Link:

10 Lesson Plan 2: Reflections Student will complete reading rotations The teacher will have transformed an area of the classroom into a beach setting, including the foot print cutouts and any artifacts brought back from the excursion. The teacher will display photos from the previous lesson the white board. The Class will discuss the excursion to the beach. Recording words for the word wall on the board. Students will be given a shell cut out and copy one of the words from the white board. Students will produce an illustrated recount of the excursion. Over the lesson the teacher will discuss with each student the recount and together write a paragraph featuring their favorite event from the excursion. Finally students will complete a picture word match worksheet. Lesson Plan 2 Link:

11 Lesson Plan 3: Introduce the Book Complete reading rotations The Teacher will have laminated and bound the previous lessons recount for this lesson. Discuss the children's Book ‘Magic Beach’ written by Alison Lester. Have the students make up the story by looking at the pictures Read the story Look at the animals in the pictures and have students record the visual similarities in their literacy books. The teacher will conduct a discussion comparing the class book with the Magic Beach, students will compare people and events in a Venn diagram. Lesson Plan 3 Link:

12 Lesson Plan 4: Words Complete reading rotations Have the class lay on the floor and play beach music. Re Read the ‘Magic Beach’ by Alison Lester. With the class look at reoccurring words. Begin addressing grammar rules. Lesson Plan 4 Link:

13 Lesson Plan 5: Class story Students will complete reading rotations Students will look at final grammar rules and complete tasks. The class will create a story using the photos from the excursion. Each student will be given a picture and asked to write two sentences about the picture in their English books. These photos will be saved on the teachers Ipad and down loaded into book creator. Each student will have an opportunity to type their sentences into the Ipad. To be viewed at the end of the lesson. Lesson Plan 5 Link:

14 Assessment Rubric for “my Magic Beach” Link References Link


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